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|---|---|---|---|---|---|---|---|
gem-squad_v2-train-113100
|
570db44716d0071400510d09
|
Adolescence
|
There are certain characteristics of adolescent development that are more rooted in culture than in human biology or cognitive structures. Culture has been defined as the "symbolic and behavioral inheritance received from the past that provides a community framework for what is valued". Culture is learned and socially shared, and it affects all aspects of an individual's life. Social responsibilities, sexual expression, and belief system development, for instance, are all things that are likely to vary by culture. Furthermore, distinguishing characteristics of youth, including dress, music and other uses of media, employment, art, food and beverage choices, recreation, and language, all constitute a youth culture. For these reasons, culture is a prevalent and powerful presence in the lives of adolescents, and therefore we cannot fully understand today's adolescents without studying and understanding their culture. However, "culture" should not be seen as synonymous with nation or ethnicity. Many cultures are present within any given country and racial or socioeconomic group. Furthermore, to avoid ethnocentrism, researchers must be careful not to define the culture's role in adolescence in terms of their own cultural beliefs.
|
How is culture defined?
|
How is culture defined?
|
[
"How is culture defined?"
] |
{
"text": [
"symbolic and behavioral inheritance received from the past that provides a community framework for what is valued"
],
"answer_start": [
172
]
}
|
gem-squad_v2-train-113101
|
570db44716d0071400510d0a
|
Adolescence
|
There are certain characteristics of adolescent development that are more rooted in culture than in human biology or cognitive structures. Culture has been defined as the "symbolic and behavioral inheritance received from the past that provides a community framework for what is valued". Culture is learned and socially shared, and it affects all aspects of an individual's life. Social responsibilities, sexual expression, and belief system development, for instance, are all things that are likely to vary by culture. Furthermore, distinguishing characteristics of youth, including dress, music and other uses of media, employment, art, food and beverage choices, recreation, and language, all constitute a youth culture. For these reasons, culture is a prevalent and powerful presence in the lives of adolescents, and therefore we cannot fully understand today's adolescents without studying and understanding their culture. However, "culture" should not be seen as synonymous with nation or ethnicity. Many cultures are present within any given country and racial or socioeconomic group. Furthermore, to avoid ethnocentrism, researchers must be careful not to define the culture's role in adolescence in terms of their own cultural beliefs.
|
Does culture affect all, some, or none of the aspects of an individual's life?
|
Does culture affect all, some, or none of the aspects of an individual's life?
|
[
"Does culture affect all, some, or none of the aspects of an individual's life?"
] |
{
"text": [
"all"
],
"answer_start": [
343
]
}
|
gem-squad_v2-train-113102
|
570db44716d0071400510d0b
|
Adolescence
|
There are certain characteristics of adolescent development that are more rooted in culture than in human biology or cognitive structures. Culture has been defined as the "symbolic and behavioral inheritance received from the past that provides a community framework for what is valued". Culture is learned and socially shared, and it affects all aspects of an individual's life. Social responsibilities, sexual expression, and belief system development, for instance, are all things that are likely to vary by culture. Furthermore, distinguishing characteristics of youth, including dress, music and other uses of media, employment, art, food and beverage choices, recreation, and language, all constitute a youth culture. For these reasons, culture is a prevalent and powerful presence in the lives of adolescents, and therefore we cannot fully understand today's adolescents without studying and understanding their culture. However, "culture" should not be seen as synonymous with nation or ethnicity. Many cultures are present within any given country and racial or socioeconomic group. Furthermore, to avoid ethnocentrism, researchers must be careful not to define the culture's role in adolescence in terms of their own cultural beliefs.
|
What is a challenge researchers face when studying culture and adolescents?
|
What is a challenge researchers face when studying culture and adolescents?
|
[
"What is a challenge researchers face when studying culture and adolescents?"
] |
{
"text": [
"not to define the culture's role in adolescence in terms of their own cultural beliefs"
],
"answer_start": [
1157
]
}
|
gem-squad_v2-train-113103
|
570db44716d0071400510d0c
|
Adolescence
|
There are certain characteristics of adolescent development that are more rooted in culture than in human biology or cognitive structures. Culture has been defined as the "symbolic and behavioral inheritance received from the past that provides a community framework for what is valued". Culture is learned and socially shared, and it affects all aspects of an individual's life. Social responsibilities, sexual expression, and belief system development, for instance, are all things that are likely to vary by culture. Furthermore, distinguishing characteristics of youth, including dress, music and other uses of media, employment, art, food and beverage choices, recreation, and language, all constitute a youth culture. For these reasons, culture is a prevalent and powerful presence in the lives of adolescents, and therefore we cannot fully understand today's adolescents without studying and understanding their culture. However, "culture" should not be seen as synonymous with nation or ethnicity. Many cultures are present within any given country and racial or socioeconomic group. Furthermore, to avoid ethnocentrism, researchers must be careful not to define the culture's role in adolescence in terms of their own cultural beliefs.
|
Should culture be directly connected to a nation or ethnicity?
|
Should culture be directly connected to a nation or ethnicity?
|
[
"Should culture be directly connected to a nation or ethnicity?"
] |
{
"text": [
"not"
],
"answer_start": [
954
]
}
|
gem-squad_v2-train-113104
|
570db50f16d0071400510d1b
|
Adolescence
|
When discussing peer relationships among adolescents it is also important to include information in regards to how they communicate with one another. An important aspect of communication is the channel used. Channel, in this respect, refers to the form of communication, be it face-to-face, email, text message, phone or other. Teens are heavy users of newer forms of communication such as text message and social-networking websites such as Facebook, especially when communicating with peers. Adolescents use online technology to experiment with emerging identities and to broaden their peer groups, such as increasing the amount of friends acquired on Facebook and other social media sites. Some adolescents use these newer channels to enhance relationships with peers however there can be negative uses as well such as cyberbullying, as mentioned previously, and negative impacts on the family.
|
How do adolescents use online technology?
|
How do adolescents use online technology?
|
[
"How do adolescents use online technology?"
] |
{
"text": [
"experiment with emerging identities and to broaden their peer groups"
],
"answer_start": [
531
]
}
|
gem-squad_v2-train-113105
|
570db50f16d0071400510d1c
|
Adolescence
|
When discussing peer relationships among adolescents it is also important to include information in regards to how they communicate with one another. An important aspect of communication is the channel used. Channel, in this respect, refers to the form of communication, be it face-to-face, email, text message, phone or other. Teens are heavy users of newer forms of communication such as text message and social-networking websites such as Facebook, especially when communicating with peers. Adolescents use online technology to experiment with emerging identities and to broaden their peer groups, such as increasing the amount of friends acquired on Facebook and other social media sites. Some adolescents use these newer channels to enhance relationships with peers however there can be negative uses as well such as cyberbullying, as mentioned previously, and negative impacts on the family.
|
To what does "channel" refer in terms if adolescent communication?
|
To what does "channel" refer in terms if adolescent communication?
|
[
"To what does \"channel\" refer in terms if adolescent communication?"
] |
{
"text": [
"form of communication"
],
"answer_start": [
248
]
}
|
gem-squad_v2-train-113106
|
570db50f16d0071400510d1d
|
Adolescence
|
When discussing peer relationships among adolescents it is also important to include information in regards to how they communicate with one another. An important aspect of communication is the channel used. Channel, in this respect, refers to the form of communication, be it face-to-face, email, text message, phone or other. Teens are heavy users of newer forms of communication such as text message and social-networking websites such as Facebook, especially when communicating with peers. Adolescents use online technology to experiment with emerging identities and to broaden their peer groups, such as increasing the amount of friends acquired on Facebook and other social media sites. Some adolescents use these newer channels to enhance relationships with peers however there can be negative uses as well such as cyberbullying, as mentioned previously, and negative impacts on the family.
|
What is a potential negative effect of using newer online channels of communication?
|
What is a potential negative effect of using newer online channels of communication?
|
[
"What is a potential negative effect of using newer online channels of communication?"
] |
{
"text": [
"cyberbullying"
],
"answer_start": [
822
]
}
|
gem-squad_v2-train-113107
|
570db64c16d0071400510d21
|
Adolescence
|
In contemporary society, adolescents also face some risks as their sexuality begins to transform. While some of these, such as emotional distress (fear of abuse or exploitation) and sexually transmitted infections/diseases (STIs/STDs), including HIV/AIDS, are not necessarily inherent to adolescence, others such as teenage pregnancy (through non-use or failure of contraceptives) are seen as social problems in most western societies. One in four sexually active teenagers will contract an STI. Adolescents in the United States often chose "anything but intercourse" for sexual activity because they mistakenly believe it reduces the risk of STIs. Across the country, clinicians report rising diagnoses of herpes and human papillomavirus (HPV), which can cause genital warts, and is now thought to affect 15 percent of the teen population. Girls 15 to 19 have higher rates of gonorrhea than any other age group. One-quarter of all new HIV cases occur in those under the age of 21. Multrine also states in her article that according to a March survey by the Kaiser Family Foundation, eighty-one percent of parents want schools to discuss the use of condoms and contraception with their children. They also believe students should be able to be tested for STIs. Furthermore, teachers want to address such topics with their students. But, although 9 in 10 sex education instructors across the country believe that students should be taught about contraceptives in school, over one quarter report receiving explicit instructions from school boards and administrators not to do so. According to anthropologist Margaret Mead, the turmoil found in adolescence in Western society has a cultural rather than a physical cause; they reported that societies where young women engaged in free sexual activity had no such adolescent turmoil.
|
What percentage of sexually active teenagers will contract an STI?
|
What percentage of sexually active teenagers will contract an STI?
|
[
"What percentage of sexually active teenagers will contract an STI?"
] |
{
"text": [
"One in four"
],
"answer_start": [
436
]
}
|
gem-squad_v2-train-113108
|
570db64c16d0071400510d22
|
Adolescence
|
In contemporary society, adolescents also face some risks as their sexuality begins to transform. While some of these, such as emotional distress (fear of abuse or exploitation) and sexually transmitted infections/diseases (STIs/STDs), including HIV/AIDS, are not necessarily inherent to adolescence, others such as teenage pregnancy (through non-use or failure of contraceptives) are seen as social problems in most western societies. One in four sexually active teenagers will contract an STI. Adolescents in the United States often chose "anything but intercourse" for sexual activity because they mistakenly believe it reduces the risk of STIs. Across the country, clinicians report rising diagnoses of herpes and human papillomavirus (HPV), which can cause genital warts, and is now thought to affect 15 percent of the teen population. Girls 15 to 19 have higher rates of gonorrhea than any other age group. One-quarter of all new HIV cases occur in those under the age of 21. Multrine also states in her article that according to a March survey by the Kaiser Family Foundation, eighty-one percent of parents want schools to discuss the use of condoms and contraception with their children. They also believe students should be able to be tested for STIs. Furthermore, teachers want to address such topics with their students. But, although 9 in 10 sex education instructors across the country believe that students should be taught about contraceptives in school, over one quarter report receiving explicit instructions from school boards and administrators not to do so. According to anthropologist Margaret Mead, the turmoil found in adolescence in Western society has a cultural rather than a physical cause; they reported that societies where young women engaged in free sexual activity had no such adolescent turmoil.
|
What percent of the teenage population is affected by herpes and HPV?
|
What percent of the teenage population is affected by herpes and HPV?
|
[
"What percent of the teenage population is affected by herpes and HPV?"
] |
{
"text": [
"15"
],
"answer_start": [
806
]
}
|
gem-squad_v2-train-113109
|
570db64c16d0071400510d23
|
Adolescence
|
In contemporary society, adolescents also face some risks as their sexuality begins to transform. While some of these, such as emotional distress (fear of abuse or exploitation) and sexually transmitted infections/diseases (STIs/STDs), including HIV/AIDS, are not necessarily inherent to adolescence, others such as teenage pregnancy (through non-use or failure of contraceptives) are seen as social problems in most western societies. One in four sexually active teenagers will contract an STI. Adolescents in the United States often chose "anything but intercourse" for sexual activity because they mistakenly believe it reduces the risk of STIs. Across the country, clinicians report rising diagnoses of herpes and human papillomavirus (HPV), which can cause genital warts, and is now thought to affect 15 percent of the teen population. Girls 15 to 19 have higher rates of gonorrhea than any other age group. One-quarter of all new HIV cases occur in those under the age of 21. Multrine also states in her article that according to a March survey by the Kaiser Family Foundation, eighty-one percent of parents want schools to discuss the use of condoms and contraception with their children. They also believe students should be able to be tested for STIs. Furthermore, teachers want to address such topics with their students. But, although 9 in 10 sex education instructors across the country believe that students should be taught about contraceptives in school, over one quarter report receiving explicit instructions from school boards and administrators not to do so. According to anthropologist Margaret Mead, the turmoil found in adolescence in Western society has a cultural rather than a physical cause; they reported that societies where young women engaged in free sexual activity had no such adolescent turmoil.
|
Girls ages 15 to 19 have higher rates of what STD than any other age group?
|
Girls ages 15 to 19 have higher rates of what STD than any other age group?
|
[
"Girls ages 15 to 19 have higher rates of what STD than any other age group?"
] |
{
"text": [
"gonorrhea"
],
"answer_start": [
877
]
}
|
gem-squad_v2-train-113110
|
570db64c16d0071400510d24
|
Adolescence
|
In contemporary society, adolescents also face some risks as their sexuality begins to transform. While some of these, such as emotional distress (fear of abuse or exploitation) and sexually transmitted infections/diseases (STIs/STDs), including HIV/AIDS, are not necessarily inherent to adolescence, others such as teenage pregnancy (through non-use or failure of contraceptives) are seen as social problems in most western societies. One in four sexually active teenagers will contract an STI. Adolescents in the United States often chose "anything but intercourse" for sexual activity because they mistakenly believe it reduces the risk of STIs. Across the country, clinicians report rising diagnoses of herpes and human papillomavirus (HPV), which can cause genital warts, and is now thought to affect 15 percent of the teen population. Girls 15 to 19 have higher rates of gonorrhea than any other age group. One-quarter of all new HIV cases occur in those under the age of 21. Multrine also states in her article that according to a March survey by the Kaiser Family Foundation, eighty-one percent of parents want schools to discuss the use of condoms and contraception with their children. They also believe students should be able to be tested for STIs. Furthermore, teachers want to address such topics with their students. But, although 9 in 10 sex education instructors across the country believe that students should be taught about contraceptives in school, over one quarter report receiving explicit instructions from school boards and administrators not to do so. According to anthropologist Margaret Mead, the turmoil found in adolescence in Western society has a cultural rather than a physical cause; they reported that societies where young women engaged in free sexual activity had no such adolescent turmoil.
|
What ratio of all new HIV cases occur in those under age 21?
|
What ratio of all new HIV cases occur in those under age 21?
|
[
"What ratio of all new HIV cases occur in those under age 21?"
] |
{
"text": [
"One-quarter"
],
"answer_start": [
913
]
}
|
gem-squad_v2-train-113111
|
570db64c16d0071400510d25
|
Adolescence
|
In contemporary society, adolescents also face some risks as their sexuality begins to transform. While some of these, such as emotional distress (fear of abuse or exploitation) and sexually transmitted infections/diseases (STIs/STDs), including HIV/AIDS, are not necessarily inherent to adolescence, others such as teenage pregnancy (through non-use or failure of contraceptives) are seen as social problems in most western societies. One in four sexually active teenagers will contract an STI. Adolescents in the United States often chose "anything but intercourse" for sexual activity because they mistakenly believe it reduces the risk of STIs. Across the country, clinicians report rising diagnoses of herpes and human papillomavirus (HPV), which can cause genital warts, and is now thought to affect 15 percent of the teen population. Girls 15 to 19 have higher rates of gonorrhea than any other age group. One-quarter of all new HIV cases occur in those under the age of 21. Multrine also states in her article that according to a March survey by the Kaiser Family Foundation, eighty-one percent of parents want schools to discuss the use of condoms and contraception with their children. They also believe students should be able to be tested for STIs. Furthermore, teachers want to address such topics with their students. But, although 9 in 10 sex education instructors across the country believe that students should be taught about contraceptives in school, over one quarter report receiving explicit instructions from school boards and administrators not to do so. According to anthropologist Margaret Mead, the turmoil found in adolescence in Western society has a cultural rather than a physical cause; they reported that societies where young women engaged in free sexual activity had no such adolescent turmoil.
|
According to a survey by the Kaiser Family Foundation, what percentage of parents want schools to discuss contraception with their children?
|
According to a survey by the Kaiser Family Foundation, what percentage of parents want schools to discuss contraception with their children?
|
[
"According to a survey by the Kaiser Family Foundation, what percentage of parents want schools to discuss contraception with their children?"
] |
{
"text": [
"eighty-one percent"
],
"answer_start": [
1084
]
}
|
gem-squad_v2-train-113112
|
570db83c16d0071400510d3d
|
Adolescence
|
Adolescence is a period frequently marked by increased rights and privileges for individuals. While cultural variation exists for legal rights and their corresponding ages, considerable consistency is found across cultures. Furthermore, since the advent of the Convention on the Rights of the Child in 1989 (children here defined as under 18), almost every country in the world (except the U.S. and South Sudan) has legally committed to advancing an anti-discriminatory stance towards young people of all ages. This includes protecting children against unchecked child labor, enrollment in the military, prostitution, and pornography. In many societies, those who reach a certain age (often 18, though this varies) are considered to have reached the age of majority and are legally regarded as adults who are responsible for their actions. People below this age are considered minors or children. A person below the age of majority may gain adult rights through legal emancipation.
|
In what year was the Convention on the Rights of the Child created?
|
In what year was the Convention on the Rights of the Child created?
|
[
"In what year was the Convention on the Rights of the Child created?"
] |
{
"text": [
"1989"
],
"answer_start": [
302
]
}
|
gem-squad_v2-train-113113
|
570db83c16d0071400510d3e
|
Adolescence
|
Adolescence is a period frequently marked by increased rights and privileges for individuals. While cultural variation exists for legal rights and their corresponding ages, considerable consistency is found across cultures. Furthermore, since the advent of the Convention on the Rights of the Child in 1989 (children here defined as under 18), almost every country in the world (except the U.S. and South Sudan) has legally committed to advancing an anti-discriminatory stance towards young people of all ages. This includes protecting children against unchecked child labor, enrollment in the military, prostitution, and pornography. In many societies, those who reach a certain age (often 18, though this varies) are considered to have reached the age of majority and are legally regarded as adults who are responsible for their actions. People below this age are considered minors or children. A person below the age of majority may gain adult rights through legal emancipation.
|
What two countries have not legally committed to advancing an anti-discriminaory stance towards young people?
|
What two countries have not legally committed to advancing an anti-discriminaory stance towards young people?
|
[
"What two countries have not legally committed to advancing an anti-discriminaory stance towards young people?"
] |
{
"text": [
"U.S. and South Sudan"
],
"answer_start": [
390
]
}
|
gem-squad_v2-train-113114
|
570db83c16d0071400510d3f
|
Adolescence
|
Adolescence is a period frequently marked by increased rights and privileges for individuals. While cultural variation exists for legal rights and their corresponding ages, considerable consistency is found across cultures. Furthermore, since the advent of the Convention on the Rights of the Child in 1989 (children here defined as under 18), almost every country in the world (except the U.S. and South Sudan) has legally committed to advancing an anti-discriminatory stance towards young people of all ages. This includes protecting children against unchecked child labor, enrollment in the military, prostitution, and pornography. In many societies, those who reach a certain age (often 18, though this varies) are considered to have reached the age of majority and are legally regarded as adults who are responsible for their actions. People below this age are considered minors or children. A person below the age of majority may gain adult rights through legal emancipation.
|
A person below the age of majority may gain adult rights through what process?
|
A person below the age of majority may gain adult rights through what process?
|
[
"A person below the age of majority may gain adult rights through what process?"
] |
{
"text": [
"legal emancipation"
],
"answer_start": [
962
]
}
|
gem-squad_v2-train-113115
|
570db83c16d0071400510d40
|
Adolescence
|
Adolescence is a period frequently marked by increased rights and privileges for individuals. While cultural variation exists for legal rights and their corresponding ages, considerable consistency is found across cultures. Furthermore, since the advent of the Convention on the Rights of the Child in 1989 (children here defined as under 18), almost every country in the world (except the U.S. and South Sudan) has legally committed to advancing an anti-discriminatory stance towards young people of all ages. This includes protecting children against unchecked child labor, enrollment in the military, prostitution, and pornography. In many societies, those who reach a certain age (often 18, though this varies) are considered to have reached the age of majority and are legally regarded as adults who are responsible for their actions. People below this age are considered minors or children. A person below the age of majority may gain adult rights through legal emancipation.
|
What is legally different for an individual who has reached the age of majority?
|
What is legally different for an individual who has reached the age of majority?
|
[
"What is legally different for an individual who has reached the age of majority?"
] |
{
"text": [
"regarded as adults who are responsible for their actions"
],
"answer_start": [
782
]
}
|
gem-squad_v2-train-113116
|
570db90fdf2f5219002ed120
|
Adolescence
|
In addition to the sharing of household chores, certain cultures expect adolescents to share in their family's financial responsibilities. According to family economic and financial education specialists, adolescents develop sound money management skills through the practices of saving and spending money, as well as through planning ahead for future economic goals. Differences between families in the distribution of financial responsibilities or provision of allowance may reflect various social background circumstances and intrafamilial processes, which are further influenced by cultural norms and values, as well as by the business sector and market economy of a given society. For instance, in many developing countries it is common for children to attend fewer years of formal schooling so that, when they reach adolescence, they can begin working.
|
In developing countries, is it common for children to attend fewer or greater years of formal schooling?
|
In developing countries, is it common for children to attend fewer or greater years of formal schooling?
|
[
"In developing countries, is it common for children to attend fewer or greater years of formal schooling?"
] |
{
"text": [
"fewer"
],
"answer_start": [
765
]
}
|
gem-squad_v2-train-113117
|
570db90fdf2f5219002ed121
|
Adolescence
|
In addition to the sharing of household chores, certain cultures expect adolescents to share in their family's financial responsibilities. According to family economic and financial education specialists, adolescents develop sound money management skills through the practices of saving and spending money, as well as through planning ahead for future economic goals. Differences between families in the distribution of financial responsibilities or provision of allowance may reflect various social background circumstances and intrafamilial processes, which are further influenced by cultural norms and values, as well as by the business sector and market economy of a given society. For instance, in many developing countries it is common for children to attend fewer years of formal schooling so that, when they reach adolescence, they can begin working.
|
Why, in developting countries, do children often attend fewer years of formal schooling?
|
Why, in developting countries, do children often attend fewer years of formal schooling?
|
[
"Why, in developting countries, do children often attend fewer years of formal schooling?"
] |
{
"text": [
"so that, when they reach adolescence, they can begin working"
],
"answer_start": [
797
]
}
|
gem-squad_v2-train-113118
|
570db90fdf2f5219002ed122
|
Adolescence
|
In addition to the sharing of household chores, certain cultures expect adolescents to share in their family's financial responsibilities. According to family economic and financial education specialists, adolescents develop sound money management skills through the practices of saving and spending money, as well as through planning ahead for future economic goals. Differences between families in the distribution of financial responsibilities or provision of allowance may reflect various social background circumstances and intrafamilial processes, which are further influenced by cultural norms and values, as well as by the business sector and market economy of a given society. For instance, in many developing countries it is common for children to attend fewer years of formal schooling so that, when they reach adolescence, they can begin working.
|
According to family economic and financial education specialists, how do adolescents develop sound money management skills?
|
According to family economic and financial education specialists, how do adolescents develop sound money management skills?
|
[
"According to family economic and financial education specialists, how do adolescents develop sound money management skills?"
] |
{
"text": [
"saving and spending money"
],
"answer_start": [
280
]
}
|
gem-squad_v2-train-113119
|
570dbdab16d0071400510d4f
|
Adolescence
|
Many cultures define the transition into adultlike sexuality by specific biological or social milestones in an adolescent's life. For example, menarche (the first menstrual period of a female), or semenarche (the first ejaculation of a male) are frequent sexual defining points for many cultures. In addition to biological factors, an adolescent's sexual socialization is highly dependent upon whether their culture takes a restrictive or permissive attitude toward teen or premarital sexual activity. Restrictive cultures overtly discourage sexual activity in unmarried adolescents or until an adolescent undergoes a formal rite of passage. These cultures may attempt to restrict sexual activity by separating males and females throughout their development, or through public shaming and physical punishment when sexual activity does occur. In less restrictive cultures, there is more tolerance for displays of adolescent sexuality, or of the interaction between males and females in public and private spaces. Less restrictive cultures may tolerate some aspects of adolescent sexuality, while objecting to other aspects. For instance, some cultures find teenage sexual activity acceptable but teenage pregnancy highly undesirable. Other cultures do not object to teenage sexual activity or teenage pregnancy, as long as they occur after marriage. In permissive societies, overt sexual behavior among unmarried teens is perceived as acceptable, and is sometimes even encouraged. Regardless of whether a culture is restrictive or permissive, there are likely to be discrepancies in how females versus males are expected to express their sexuality. Cultures vary in how overt this double standard is—in some it is legally inscribed, while in others it is communicated through social convention. Lesbian, gay, bi-sexual and transsexual youth face much discrimination through bullying from those unlike them and may find telling others that they are gay to be a traumatic experience. The range of sexual attitudes that a culture embraces could thus be seen to affect the beliefs, lifestyles, and societal perceptions of its adolescents.
|
What word refers to the first ejactulation of a male?
|
What word refers to the first ejactulation of a male?
|
[
"What word refers to the first ejactulation of a male?"
] |
{
"text": [
"semenarche"
],
"answer_start": [
197
]
}
|
gem-squad_v2-train-113120
|
570dbdab16d0071400510d50
|
Adolescence
|
Many cultures define the transition into adultlike sexuality by specific biological or social milestones in an adolescent's life. For example, menarche (the first menstrual period of a female), or semenarche (the first ejaculation of a male) are frequent sexual defining points for many cultures. In addition to biological factors, an adolescent's sexual socialization is highly dependent upon whether their culture takes a restrictive or permissive attitude toward teen or premarital sexual activity. Restrictive cultures overtly discourage sexual activity in unmarried adolescents or until an adolescent undergoes a formal rite of passage. These cultures may attempt to restrict sexual activity by separating males and females throughout their development, or through public shaming and physical punishment when sexual activity does occur. In less restrictive cultures, there is more tolerance for displays of adolescent sexuality, or of the interaction between males and females in public and private spaces. Less restrictive cultures may tolerate some aspects of adolescent sexuality, while objecting to other aspects. For instance, some cultures find teenage sexual activity acceptable but teenage pregnancy highly undesirable. Other cultures do not object to teenage sexual activity or teenage pregnancy, as long as they occur after marriage. In permissive societies, overt sexual behavior among unmarried teens is perceived as acceptable, and is sometimes even encouraged. Regardless of whether a culture is restrictive or permissive, there are likely to be discrepancies in how females versus males are expected to express their sexuality. Cultures vary in how overt this double standard is—in some it is legally inscribed, while in others it is communicated through social convention. Lesbian, gay, bi-sexual and transsexual youth face much discrimination through bullying from those unlike them and may find telling others that they are gay to be a traumatic experience. The range of sexual attitudes that a culture embraces could thus be seen to affect the beliefs, lifestyles, and societal perceptions of its adolescents.
|
What word refers to the first menstrual period in females?
|
What word refers to the first menstrual period in females?
|
[
"What word refers to the first menstrual period in females?"
] |
{
"text": [
"menarche"
],
"answer_start": [
143
]
}
|
gem-squad_v2-train-113121
|
570dbdab16d0071400510d51
|
Adolescence
|
Many cultures define the transition into adultlike sexuality by specific biological or social milestones in an adolescent's life. For example, menarche (the first menstrual period of a female), or semenarche (the first ejaculation of a male) are frequent sexual defining points for many cultures. In addition to biological factors, an adolescent's sexual socialization is highly dependent upon whether their culture takes a restrictive or permissive attitude toward teen or premarital sexual activity. Restrictive cultures overtly discourage sexual activity in unmarried adolescents or until an adolescent undergoes a formal rite of passage. These cultures may attempt to restrict sexual activity by separating males and females throughout their development, or through public shaming and physical punishment when sexual activity does occur. In less restrictive cultures, there is more tolerance for displays of adolescent sexuality, or of the interaction between males and females in public and private spaces. Less restrictive cultures may tolerate some aspects of adolescent sexuality, while objecting to other aspects. For instance, some cultures find teenage sexual activity acceptable but teenage pregnancy highly undesirable. Other cultures do not object to teenage sexual activity or teenage pregnancy, as long as they occur after marriage. In permissive societies, overt sexual behavior among unmarried teens is perceived as acceptable, and is sometimes even encouraged. Regardless of whether a culture is restrictive or permissive, there are likely to be discrepancies in how females versus males are expected to express their sexuality. Cultures vary in how overt this double standard is—in some it is legally inscribed, while in others it is communicated through social convention. Lesbian, gay, bi-sexual and transsexual youth face much discrimination through bullying from those unlike them and may find telling others that they are gay to be a traumatic experience. The range of sexual attitudes that a culture embraces could thus be seen to affect the beliefs, lifestyles, and societal perceptions of its adolescents.
|
What is the term for a culture that discourages sexual activity in unmarried adolescents?
|
What is the term for a culture that discourages sexual activity in unmarried adolescents?
|
[
"What is the term for a culture that discourages sexual activity in unmarried adolescents?"
] |
{
"text": [
"Restrictive"
],
"answer_start": [
502
]
}
|
gem-squad_v2-train-113122
|
570dbdab16d0071400510d52
|
Adolescence
|
Many cultures define the transition into adultlike sexuality by specific biological or social milestones in an adolescent's life. For example, menarche (the first menstrual period of a female), or semenarche (the first ejaculation of a male) are frequent sexual defining points for many cultures. In addition to biological factors, an adolescent's sexual socialization is highly dependent upon whether their culture takes a restrictive or permissive attitude toward teen or premarital sexual activity. Restrictive cultures overtly discourage sexual activity in unmarried adolescents or until an adolescent undergoes a formal rite of passage. These cultures may attempt to restrict sexual activity by separating males and females throughout their development, or through public shaming and physical punishment when sexual activity does occur. In less restrictive cultures, there is more tolerance for displays of adolescent sexuality, or of the interaction between males and females in public and private spaces. Less restrictive cultures may tolerate some aspects of adolescent sexuality, while objecting to other aspects. For instance, some cultures find teenage sexual activity acceptable but teenage pregnancy highly undesirable. Other cultures do not object to teenage sexual activity or teenage pregnancy, as long as they occur after marriage. In permissive societies, overt sexual behavior among unmarried teens is perceived as acceptable, and is sometimes even encouraged. Regardless of whether a culture is restrictive or permissive, there are likely to be discrepancies in how females versus males are expected to express their sexuality. Cultures vary in how overt this double standard is—in some it is legally inscribed, while in others it is communicated through social convention. Lesbian, gay, bi-sexual and transsexual youth face much discrimination through bullying from those unlike them and may find telling others that they are gay to be a traumatic experience. The range of sexual attitudes that a culture embraces could thus be seen to affect the beliefs, lifestyles, and societal perceptions of its adolescents.
|
What is the term for cultures that perceive sexual behavior among unmarried teens as acceptable or even encouraged?
|
What is the term for cultures that perceive sexual behavior among unmarried teens as acceptable or even encouraged?
|
[
"What is the term for cultures that perceive sexual behavior among unmarried teens as acceptable or even encouraged?"
] |
{
"text": [
"permissive"
],
"answer_start": [
1352
]
}
|
gem-squad_v2-train-113123
|
570dbdab16d0071400510d53
|
Adolescence
|
Many cultures define the transition into adultlike sexuality by specific biological or social milestones in an adolescent's life. For example, menarche (the first menstrual period of a female), or semenarche (the first ejaculation of a male) are frequent sexual defining points for many cultures. In addition to biological factors, an adolescent's sexual socialization is highly dependent upon whether their culture takes a restrictive or permissive attitude toward teen or premarital sexual activity. Restrictive cultures overtly discourage sexual activity in unmarried adolescents or until an adolescent undergoes a formal rite of passage. These cultures may attempt to restrict sexual activity by separating males and females throughout their development, or through public shaming and physical punishment when sexual activity does occur. In less restrictive cultures, there is more tolerance for displays of adolescent sexuality, or of the interaction between males and females in public and private spaces. Less restrictive cultures may tolerate some aspects of adolescent sexuality, while objecting to other aspects. For instance, some cultures find teenage sexual activity acceptable but teenage pregnancy highly undesirable. Other cultures do not object to teenage sexual activity or teenage pregnancy, as long as they occur after marriage. In permissive societies, overt sexual behavior among unmarried teens is perceived as acceptable, and is sometimes even encouraged. Regardless of whether a culture is restrictive or permissive, there are likely to be discrepancies in how females versus males are expected to express their sexuality. Cultures vary in how overt this double standard is—in some it is legally inscribed, while in others it is communicated through social convention. Lesbian, gay, bi-sexual and transsexual youth face much discrimination through bullying from those unlike them and may find telling others that they are gay to be a traumatic experience. The range of sexual attitudes that a culture embraces could thus be seen to affect the beliefs, lifestyles, and societal perceptions of its adolescents.
|
Are males and females expected to express their sexuality in the same ways or are there discrepancies between genders and cultures?
|
Are males and females expected to express their sexuality in the same ways or are there discrepancies between genders and cultures?
|
[
"Are males and females expected to express their sexuality in the same ways or are there discrepancies between genders and cultures?"
] |
{
"text": [
"discrepancies"
],
"answer_start": [
1565
]
}
|
gem-squad_v2-train-113124
|
570dc39016d0071400510d59
|
Adolescence
|
Drinking habits and the motives behind them often reflect certain aspects of an individual's personality; in fact, four dimensions of the Five-Factor Model of personality demonstrate associations with drinking motives (all but 'Openness'). Greater enhancement motives for alcohol consumption tend to reflect high levels of extraversion and sensation-seeking in individuals; such enjoyment motivation often also indicates low conscientiousness, manifesting in lowered inhibition and a greater tendency towards aggression. On the other hand, drinking to cope with negative emotional states correlates strongly with high neuroticism and low agreeableness. Alcohol use as a negative emotion control mechanism often links with many other behavioral and emotional impairments, such as anxiety, depression, and low self-esteem.
|
Which of the Five-Factor Model dimensions does not demonstrate an association with drinking motives?
|
Which of the Five-Factor Model dimensions does not demonstrate an association with drinking motives?
|
[
"Which of the Five-Factor Model dimensions does not demonstrate an association with drinking motives?"
] |
{
"text": [
"Openness"
],
"answer_start": [
228
]
}
|
gem-squad_v2-train-113125
|
570dc39016d0071400510d5a
|
Adolescence
|
Drinking habits and the motives behind them often reflect certain aspects of an individual's personality; in fact, four dimensions of the Five-Factor Model of personality demonstrate associations with drinking motives (all but 'Openness'). Greater enhancement motives for alcohol consumption tend to reflect high levels of extraversion and sensation-seeking in individuals; such enjoyment motivation often also indicates low conscientiousness, manifesting in lowered inhibition and a greater tendency towards aggression. On the other hand, drinking to cope with negative emotional states correlates strongly with high neuroticism and low agreeableness. Alcohol use as a negative emotion control mechanism often links with many other behavioral and emotional impairments, such as anxiety, depression, and low self-esteem.
|
Is alcohol use a positive or negative emotion control mechanism?
|
Is alcohol use a positive or negative emotion control mechanism?
|
[
"Is alcohol use a positive or negative emotion control mechanism?"
] |
{
"text": [
"negative"
],
"answer_start": [
670
]
}
|
gem-squad_v2-train-113126
|
570dc39016d0071400510d5b
|
Adolescence
|
Drinking habits and the motives behind them often reflect certain aspects of an individual's personality; in fact, four dimensions of the Five-Factor Model of personality demonstrate associations with drinking motives (all but 'Openness'). Greater enhancement motives for alcohol consumption tend to reflect high levels of extraversion and sensation-seeking in individuals; such enjoyment motivation often also indicates low conscientiousness, manifesting in lowered inhibition and a greater tendency towards aggression. On the other hand, drinking to cope with negative emotional states correlates strongly with high neuroticism and low agreeableness. Alcohol use as a negative emotion control mechanism often links with many other behavioral and emotional impairments, such as anxiety, depression, and low self-esteem.
|
Which motivation for drinking alcohol results in low conscientiousness, lowered inhibition, and greater tendency towards aggression?
|
Which motivation for drinking alcohol results in low conscientiousness, lowered inhibition, and greater tendency towards aggression?
|
[
"Which motivation for drinking alcohol results in low conscientiousness, lowered inhibition, and greater tendency towards aggression?"
] |
{
"text": [
"enjoyment"
],
"answer_start": [
379
]
}
|
gem-squad_v2-train-113127
|
570dc39016d0071400510d5c
|
Adolescence
|
Drinking habits and the motives behind them often reflect certain aspects of an individual's personality; in fact, four dimensions of the Five-Factor Model of personality demonstrate associations with drinking motives (all but 'Openness'). Greater enhancement motives for alcohol consumption tend to reflect high levels of extraversion and sensation-seeking in individuals; such enjoyment motivation often also indicates low conscientiousness, manifesting in lowered inhibition and a greater tendency towards aggression. On the other hand, drinking to cope with negative emotional states correlates strongly with high neuroticism and low agreeableness. Alcohol use as a negative emotion control mechanism often links with many other behavioral and emotional impairments, such as anxiety, depression, and low self-esteem.
|
Drinking to cope with negative emotional states correlates strongly with what behavioral qualities?
|
Drinking to cope with negative emotional states correlates strongly with what behavioral qualities?
|
[
"Drinking to cope with negative emotional states correlates strongly with what behavioral qualities?"
] |
{
"text": [
"high neuroticism and low agreeableness"
],
"answer_start": [
613
]
}
|
gem-squad_v2-train-113128
|
570dc90a0b85d914000d7b5b
|
Adolescence
|
Although research has been inconclusive, some findings have indicated that electronic communication negatively affects adolescents' social development, replaces face-to-face communication, impairs their social skills, and can sometimes lead to unsafe interaction with strangers. A 2015 review reported that “adolescents lack awareness of strategies to cope with cyberbullying, which has been consistently associated with an increased likelihood of depression.” Studies have shown differences in the ways the internet negatively impacts the adolescents' social functioning. Online socializing tends to make girls particularly vulnerable, while socializing in Internet cafés seems only to affect boys academic achievement. However, other research suggests that Internet communication brings friends closer and is beneficial for socially anxious teens, who find it easier to interact socially online. The more conclusive finding has been that Internet use has a negative effect on the physical health of adolescents, as time spent using the Internet replaces time doing physical activities. However, the Internet can be significantly useful in educating teens because of the access they have to information on many various topics.
|
According to research findings, does Internet use have a positive or negative effect on teen physical health?
|
According to research findings, does Internet use have a positive or negative effect on teen physical health?
|
[
"According to research findings, does Internet use have a positive or negative effect on teen physical health?"
] |
{
"text": [
"negative"
],
"answer_start": [
959
]
}
|
gem-squad_v2-train-113129
|
570dc90a0b85d914000d7b5c
|
Adolescence
|
Although research has been inconclusive, some findings have indicated that electronic communication negatively affects adolescents' social development, replaces face-to-face communication, impairs their social skills, and can sometimes lead to unsafe interaction with strangers. A 2015 review reported that “adolescents lack awareness of strategies to cope with cyberbullying, which has been consistently associated with an increased likelihood of depression.” Studies have shown differences in the ways the internet negatively impacts the adolescents' social functioning. Online socializing tends to make girls particularly vulnerable, while socializing in Internet cafés seems only to affect boys academic achievement. However, other research suggests that Internet communication brings friends closer and is beneficial for socially anxious teens, who find it easier to interact socially online. The more conclusive finding has been that Internet use has a negative effect on the physical health of adolescents, as time spent using the Internet replaces time doing physical activities. However, the Internet can be significantly useful in educating teens because of the access they have to information on many various topics.
|
Why do research findings believe the Internet has a negative effect on teen physical health?
|
Why do research findings believe the Internet has a negative effect on teen physical health?
|
[
"Why do research findings believe the Internet has a negative effect on teen physical health?"
] |
{
"text": [
"time spent using the Internet replaces time doing physical activities"
],
"answer_start": [
1017
]
}
|
gem-squad_v2-train-113130
|
570dc90a0b85d914000d7b5d
|
Adolescence
|
Although research has been inconclusive, some findings have indicated that electronic communication negatively affects adolescents' social development, replaces face-to-face communication, impairs their social skills, and can sometimes lead to unsafe interaction with strangers. A 2015 review reported that “adolescents lack awareness of strategies to cope with cyberbullying, which has been consistently associated with an increased likelihood of depression.” Studies have shown differences in the ways the internet negatively impacts the adolescents' social functioning. Online socializing tends to make girls particularly vulnerable, while socializing in Internet cafés seems only to affect boys academic achievement. However, other research suggests that Internet communication brings friends closer and is beneficial for socially anxious teens, who find it easier to interact socially online. The more conclusive finding has been that Internet use has a negative effect on the physical health of adolescents, as time spent using the Internet replaces time doing physical activities. However, the Internet can be significantly useful in educating teens because of the access they have to information on many various topics.
|
How can the Internet be beneficial for socially anxious teens?
|
How can the Internet be beneficial for socially anxious teens?
|
[
"How can the Internet be beneficial for socially anxious teens?"
] |
{
"text": [
"easier to interact socially online"
],
"answer_start": [
862
]
}
|
gem-squad_v2-train-113131
|
570dc90a0b85d914000d7b5e
|
Adolescence
|
Although research has been inconclusive, some findings have indicated that electronic communication negatively affects adolescents' social development, replaces face-to-face communication, impairs their social skills, and can sometimes lead to unsafe interaction with strangers. A 2015 review reported that “adolescents lack awareness of strategies to cope with cyberbullying, which has been consistently associated with an increased likelihood of depression.” Studies have shown differences in the ways the internet negatively impacts the adolescents' social functioning. Online socializing tends to make girls particularly vulnerable, while socializing in Internet cafés seems only to affect boys academic achievement. However, other research suggests that Internet communication brings friends closer and is beneficial for socially anxious teens, who find it easier to interact socially online. The more conclusive finding has been that Internet use has a negative effect on the physical health of adolescents, as time spent using the Internet replaces time doing physical activities. However, the Internet can be significantly useful in educating teens because of the access they have to information on many various topics.
|
Which online activity has been consistently associated with increased liklihood of depression?
|
Which online activity has been consistently associated with increased liklihood of depression?
|
[
"Which online activity has been consistently associated with increased liklihood of depression?"
] |
{
"text": [
"cyberbullying"
],
"answer_start": [
362
]
}
|
gem-squad_v2-train-113132
|
570dcb0c0dc6ce1900204cbb
|
Adolescence
|
Following a steady decline, beginning in the late 1990s up through the mid-2000s, illicit drug use among adolescents has been on the rise in the U.S. Aside from alcohol, marijuana is the most commonly indulged drug habit during adolescent years. Data collected by the National Institute on Drug Abuse shows that between the years of 2007 and 2011, marijuana use grew from 5.7% to 7.2% among 8th grade students; among 10th grade students, from 14.2% to 17.6%; and among 12th graders, from 18.8% to 22.6%. Additional, recent years have seen a surge in popularity of MDMA; between 2010 and 2011, the use of MDMA increased from 1.4% to 2.3% among high school seniors. The heightened usage of ecstasy most likely ties in at least to some degree with the rising popularity of rave culture.
|
What is the most commonly abused substance during adolescent years in the U.S.?
|
What is the most commonly abused substance during adolescent years in the U.S.?
|
[
"What is the most commonly abused substance during adolescent years in the U.S.?"
] |
{
"text": [
"alcohol"
],
"answer_start": [
161
]
}
|
gem-squad_v2-train-113133
|
570dcb0c0dc6ce1900204cbc
|
Adolescence
|
Following a steady decline, beginning in the late 1990s up through the mid-2000s, illicit drug use among adolescents has been on the rise in the U.S. Aside from alcohol, marijuana is the most commonly indulged drug habit during adolescent years. Data collected by the National Institute on Drug Abuse shows that between the years of 2007 and 2011, marijuana use grew from 5.7% to 7.2% among 8th grade students; among 10th grade students, from 14.2% to 17.6%; and among 12th graders, from 18.8% to 22.6%. Additional, recent years have seen a surge in popularity of MDMA; between 2010 and 2011, the use of MDMA increased from 1.4% to 2.3% among high school seniors. The heightened usage of ecstasy most likely ties in at least to some degree with the rising popularity of rave culture.
|
Aside from alcohol, what is the most commonly indulged drug habit during adolescent years?
|
Aside from alcohol, what is the most commonly indulged drug habit during adolescent years?
|
[
"Aside from alcohol, what is the most commonly indulged drug habit during adolescent years?"
] |
{
"text": [
"marijuana"
],
"answer_start": [
170
]
}
|
gem-squad_v2-train-113134
|
570dcb0c0dc6ce1900204cbd
|
Adolescence
|
Following a steady decline, beginning in the late 1990s up through the mid-2000s, illicit drug use among adolescents has been on the rise in the U.S. Aside from alcohol, marijuana is the most commonly indulged drug habit during adolescent years. Data collected by the National Institute on Drug Abuse shows that between the years of 2007 and 2011, marijuana use grew from 5.7% to 7.2% among 8th grade students; among 10th grade students, from 14.2% to 17.6%; and among 12th graders, from 18.8% to 22.6%. Additional, recent years have seen a surge in popularity of MDMA; between 2010 and 2011, the use of MDMA increased from 1.4% to 2.3% among high school seniors. The heightened usage of ecstasy most likely ties in at least to some degree with the rising popularity of rave culture.
|
The heightened usage of what drug is most likely due at least in some part to the rising popularity of rave culture?
|
The heightened usage of what drug is most likely due at least in some part to the rising popularity of rave culture?
|
[
"The heightened usage of what drug is most likely due at least in some part to the rising popularity of rave culture?"
] |
{
"text": [
"ecstasy"
],
"answer_start": [
688
]
}
|
gem-squad_v2-train-113135
|
570dcb0c0dc6ce1900204cbe
|
Adolescence
|
Following a steady decline, beginning in the late 1990s up through the mid-2000s, illicit drug use among adolescents has been on the rise in the U.S. Aside from alcohol, marijuana is the most commonly indulged drug habit during adolescent years. Data collected by the National Institute on Drug Abuse shows that between the years of 2007 and 2011, marijuana use grew from 5.7% to 7.2% among 8th grade students; among 10th grade students, from 14.2% to 17.6%; and among 12th graders, from 18.8% to 22.6%. Additional, recent years have seen a surge in popularity of MDMA; between 2010 and 2011, the use of MDMA increased from 1.4% to 2.3% among high school seniors. The heightened usage of ecstasy most likely ties in at least to some degree with the rising popularity of rave culture.
|
From the late 1990s to mid 2000s, was drug use in teens on the rise or decline?
|
From the late 1990s to mid 2000s, was drug use in teens on the rise or decline?
|
[
"From the late 1990s to mid 2000s, was drug use in teens on the rise or decline?"
] |
{
"text": [
"decline"
],
"answer_start": [
19
]
}
|
gem-squad_v2-train-113136
|
570dcc300b85d914000d7b63
|
Adolescence
|
Until mid-to-late adolescence, boys and girls show relatively little difference in drinking motives. Distinctions between the reasons for alcohol consumption of males and females begin to emerge around ages 14–15; overall, boys tend to view drinking in a more social light than girls, who report on average a more frequent use of alcohol as a coping mechanism. The latter effect appears to shift in late adolescence and onset of early adulthood (18–19 years of age); however, despite this trend, age tends to bring a greater desire to drink for pleasure rather than coping in both boys and girls.
|
During what ages do reasons for alcohol consumption between males and females begin to diverge?
|
During what ages do reasons for alcohol consumption between males and females begin to diverge?
|
[
"During what ages do reasons for alcohol consumption between males and females begin to diverge?"
] |
{
"text": [
"14–15"
],
"answer_start": [
207
]
}
|
gem-squad_v2-train-113137
|
570dcc300b85d914000d7b64
|
Adolescence
|
Until mid-to-late adolescence, boys and girls show relatively little difference in drinking motives. Distinctions between the reasons for alcohol consumption of males and females begin to emerge around ages 14–15; overall, boys tend to view drinking in a more social light than girls, who report on average a more frequent use of alcohol as a coping mechanism. The latter effect appears to shift in late adolescence and onset of early adulthood (18–19 years of age); however, despite this trend, age tends to bring a greater desire to drink for pleasure rather than coping in both boys and girls.
|
Do boys or girls view drinking in a more social light?
|
Do boys or girls view drinking in a more social light?
|
[
"Do boys or girls view drinking in a more social light?"
] |
{
"text": [
"boys"
],
"answer_start": [
223
]
}
|
gem-squad_v2-train-113138
|
570dcc300b85d914000d7b65
|
Adolescence
|
Until mid-to-late adolescence, boys and girls show relatively little difference in drinking motives. Distinctions between the reasons for alcohol consumption of males and females begin to emerge around ages 14–15; overall, boys tend to view drinking in a more social light than girls, who report on average a more frequent use of alcohol as a coping mechanism. The latter effect appears to shift in late adolescence and onset of early adulthood (18–19 years of age); however, despite this trend, age tends to bring a greater desire to drink for pleasure rather than coping in both boys and girls.
|
Which gender reports most frequently using alcohol as a coping mechanism?
|
Which gender reports most frequently using alcohol as a coping mechanism?
|
[
"Which gender reports most frequently using alcohol as a coping mechanism?"
] |
{
"text": [
"girls"
],
"answer_start": [
278
]
}
|
gem-squad_v2-train-113139
|
570dcc300b85d914000d7b66
|
Adolescence
|
Until mid-to-late adolescence, boys and girls show relatively little difference in drinking motives. Distinctions between the reasons for alcohol consumption of males and females begin to emerge around ages 14–15; overall, boys tend to view drinking in a more social light than girls, who report on average a more frequent use of alcohol as a coping mechanism. The latter effect appears to shift in late adolescence and onset of early adulthood (18–19 years of age); however, despite this trend, age tends to bring a greater desire to drink for pleasure rather than coping in both boys and girls.
|
Does age bring a greater or smaller desire to drink for pleasure rather than coping?
|
Does age bring a greater or smaller desire to drink for pleasure rather than coping?
|
[
"Does age bring a greater or smaller desire to drink for pleasure rather than coping?"
] |
{
"text": [
"greater"
],
"answer_start": [
517
]
}
|
gem-squad_v2-train-113140
|
570dcd700b85d914000d7b75
|
Adolescence
|
Adolescence (from Latin adolescere, meaning "to grow up") is a transitional stage of physical and psychological human development that generally occurs during the period from puberty to legal adulthood (age of majority). The period of adolescence is most closely associated with the teenage years, though its physical, psychological and cultural expressions may begin earlier and end later. For example, although puberty has been historically associated with the onset of adolescent development, it now typically begins prior to the teenage years and there has been a normative shift of it occurring in preadolescence, particularly in females (see precocious puberty). Physical growth, as distinct from puberty (particularly in males), and cognitive development generally seen in adolescence, can also extend into the early twenties. Thus chronological age provides only a rough marker of adolescence, and scholars have found it difficult to agree upon a precise definition of adolescence.
|
From which language does the word "adolescence" originate?
|
From which language does the word "adolescence" originate?
|
[
"From which language does the word \"adolescence\" originate?"
] |
{
"text": [
"Latin"
],
"answer_start": [
18
]
}
|
gem-squad_v2-train-113141
|
570dcd700b85d914000d7b76
|
Adolescence
|
Adolescence (from Latin adolescere, meaning "to grow up") is a transitional stage of physical and psychological human development that generally occurs during the period from puberty to legal adulthood (age of majority). The period of adolescence is most closely associated with the teenage years, though its physical, psychological and cultural expressions may begin earlier and end later. For example, although puberty has been historically associated with the onset of adolescent development, it now typically begins prior to the teenage years and there has been a normative shift of it occurring in preadolescence, particularly in females (see precocious puberty). Physical growth, as distinct from puberty (particularly in males), and cognitive development generally seen in adolescence, can also extend into the early twenties. Thus chronological age provides only a rough marker of adolescence, and scholars have found it difficult to agree upon a precise definition of adolescence.
|
What is the Latin meaning of the word "adolescere"?
|
What is the Latin meaning of the word "adolescere"?
|
[
"What is the Latin meaning of the word \"adolescere\"?"
] |
{
"text": [
"to grow up"
],
"answer_start": [
45
]
}
|
gem-squad_v2-train-113142
|
570dcd700b85d914000d7b77
|
Adolescence
|
Adolescence (from Latin adolescere, meaning "to grow up") is a transitional stage of physical and psychological human development that generally occurs during the period from puberty to legal adulthood (age of majority). The period of adolescence is most closely associated with the teenage years, though its physical, psychological and cultural expressions may begin earlier and end later. For example, although puberty has been historically associated with the onset of adolescent development, it now typically begins prior to the teenage years and there has been a normative shift of it occurring in preadolescence, particularly in females (see precocious puberty). Physical growth, as distinct from puberty (particularly in males), and cognitive development generally seen in adolescence, can also extend into the early twenties. Thus chronological age provides only a rough marker of adolescence, and scholars have found it difficult to agree upon a precise definition of adolescence.
|
What is another term for legal adulthood?
|
What is another term for legal adulthood?
|
[
"What is another term for legal adulthood?"
] |
{
"text": [
"age of majority"
],
"answer_start": [
203
]
}
|
gem-squad_v2-train-113143
|
570dcd700b85d914000d7b78
|
Adolescence
|
Adolescence (from Latin adolescere, meaning "to grow up") is a transitional stage of physical and psychological human development that generally occurs during the period from puberty to legal adulthood (age of majority). The period of adolescence is most closely associated with the teenage years, though its physical, psychological and cultural expressions may begin earlier and end later. For example, although puberty has been historically associated with the onset of adolescent development, it now typically begins prior to the teenage years and there has been a normative shift of it occurring in preadolescence, particularly in females (see precocious puberty). Physical growth, as distinct from puberty (particularly in males), and cognitive development generally seen in adolescence, can also extend into the early twenties. Thus chronological age provides only a rough marker of adolescence, and scholars have found it difficult to agree upon a precise definition of adolescence.
|
Physical growth and cognitive development generally observed in adolescents can extend to what age?
|
Physical growth and cognitive development generally observed in adolescents can extend to what age?
|
[
"Physical growth and cognitive development generally observed in adolescents can extend to what age?"
] |
{
"text": [
"early twenties"
],
"answer_start": [
818
]
}
|
gem-squad_v2-train-113144
|
570ddac40dc6ce1900204cc3
|
Adolescence
|
Within the past ten years, the amount of social networking sites available to the public has greatly increased as well as the number of adolescents using them. Several sources report a high proportion of adolescents who use social media: 73% of 12–17 year olds reported having at least one social networking profile; two-thirds (68%) of teens text every day, half (51%) visit social networking sites daily, and 11% send or receive tweets at least once every day. In fact, more than a third (34%) of teens visit their main social networking site several times a day. One in four (23%) teens are "heavy" social media users, meaning they use at least two different types of social media each and every day.
|
In recent years, has the amount of social networking sites available to the public increased or decreased?
|
In recent years, has the amount of social networking sites available to the public increased or decreased?
|
[
"In recent years, has the amount of social networking sites available to the public increased or decreased?"
] |
{
"text": [
"greatly increased"
],
"answer_start": [
93
]
}
|
gem-squad_v2-train-113145
|
570ddac40dc6ce1900204cc4
|
Adolescence
|
Within the past ten years, the amount of social networking sites available to the public has greatly increased as well as the number of adolescents using them. Several sources report a high proportion of adolescents who use social media: 73% of 12–17 year olds reported having at least one social networking profile; two-thirds (68%) of teens text every day, half (51%) visit social networking sites daily, and 11% send or receive tweets at least once every day. In fact, more than a third (34%) of teens visit their main social networking site several times a day. One in four (23%) teens are "heavy" social media users, meaning they use at least two different types of social media each and every day.
|
What percentage of 12-17 year olds claim to have at least one social networking profile?
|
What percentage of 12-17 year olds claim to have at least one social networking profile?
|
[
"What percentage of 12-17 year olds claim to have at least one social networking profile?"
] |
{
"text": [
"73%"
],
"answer_start": [
238
]
}
|
gem-squad_v2-train-113146
|
570ddac40dc6ce1900204cc5
|
Adolescence
|
Within the past ten years, the amount of social networking sites available to the public has greatly increased as well as the number of adolescents using them. Several sources report a high proportion of adolescents who use social media: 73% of 12–17 year olds reported having at least one social networking profile; two-thirds (68%) of teens text every day, half (51%) visit social networking sites daily, and 11% send or receive tweets at least once every day. In fact, more than a third (34%) of teens visit their main social networking site several times a day. One in four (23%) teens are "heavy" social media users, meaning they use at least two different types of social media each and every day.
|
What percentage of teens say they text every day?
|
What percentage of teens say they text every day?
|
[
"What percentage of teens say they text every day?"
] |
{
"text": [
"68%"
],
"answer_start": [
329
]
}
|
gem-squad_v2-train-113147
|
570ddac40dc6ce1900204cc6
|
Adolescence
|
Within the past ten years, the amount of social networking sites available to the public has greatly increased as well as the number of adolescents using them. Several sources report a high proportion of adolescents who use social media: 73% of 12–17 year olds reported having at least one social networking profile; two-thirds (68%) of teens text every day, half (51%) visit social networking sites daily, and 11% send or receive tweets at least once every day. In fact, more than a third (34%) of teens visit their main social networking site several times a day. One in four (23%) teens are "heavy" social media users, meaning they use at least two different types of social media each and every day.
|
What percentage of teens report visiting social netorking sites daily?
|
What percentage of teens report visiting social netorking sites daily?
|
[
"What percentage of teens report visiting social netorking sites daily?"
] |
{
"text": [
"51%"
],
"answer_start": [
365
]
}
|
gem-squad_v2-train-113148
|
570ddac40dc6ce1900204cc7
|
Adolescence
|
Within the past ten years, the amount of social networking sites available to the public has greatly increased as well as the number of adolescents using them. Several sources report a high proportion of adolescents who use social media: 73% of 12–17 year olds reported having at least one social networking profile; two-thirds (68%) of teens text every day, half (51%) visit social networking sites daily, and 11% send or receive tweets at least once every day. In fact, more than a third (34%) of teens visit their main social networking site several times a day. One in four (23%) teens are "heavy" social media users, meaning they use at least two different types of social media each and every day.
|
What ratio of teens are "heavy" social media users, using two types of media daily?
|
What ratio of teens are "heavy" social media users, using two types of media daily?
|
[
"What ratio of teens are \"heavy\" social media users, using two types of media daily?"
] |
{
"text": [
"One in four (23%)"
],
"answer_start": [
566
]
}
|
gem-squad_v2-train-113149
|
570ddc210dc6ce1900204ccd
|
Adolescence
|
For girls, early maturation can sometimes lead to increased self-consciousness, though a typical aspect in maturing females. Because of their bodies' developing in advance, pubescent girls can become more insecure and dependent. Consequently, girls that reach sexual maturation early are more likely than their peers to develop eating disorders (such as anorexia nervosa). Nearly half of all American high school girls' diets are to lose weight. In addition, girls may have to deal with sexual advances from older boys before they are emotionally and mentally mature. In addition to having earlier sexual experiences and more unwanted pregnancies than late maturing girls, early maturing girls are more exposed to alcohol and drug abuse. Those who have had such experiences tend to perform not as well in school as their "inexperienced" peers.
|
Are girls reaching sexual maturation early more or less likely to develop eating disorers?
|
Are girls reaching sexual maturation early more or less likely to develop eating disorers?
|
[
"Are girls reaching sexual maturation early more or less likely to develop eating disorers?"
] |
{
"text": [
"more likely"
],
"answer_start": [
288
]
}
|
gem-squad_v2-train-113150
|
570ddc210dc6ce1900204cce
|
Adolescence
|
For girls, early maturation can sometimes lead to increased self-consciousness, though a typical aspect in maturing females. Because of their bodies' developing in advance, pubescent girls can become more insecure and dependent. Consequently, girls that reach sexual maturation early are more likely than their peers to develop eating disorders (such as anorexia nervosa). Nearly half of all American high school girls' diets are to lose weight. In addition, girls may have to deal with sexual advances from older boys before they are emotionally and mentally mature. In addition to having earlier sexual experiences and more unwanted pregnancies than late maturing girls, early maturing girls are more exposed to alcohol and drug abuse. Those who have had such experiences tend to perform not as well in school as their "inexperienced" peers.
|
Nearly half of Americam high school girls hope to achieve what goal with their diet?
|
Nearly half of Americam high school girls hope to achieve what goal with their diet?
|
[
"Nearly half of Americam high school girls hope to achieve what goal with their diet?"
] |
{
"text": [
"lose weight"
],
"answer_start": [
433
]
}
|
gem-squad_v2-train-113151
|
570ddc210dc6ce1900204ccf
|
Adolescence
|
For girls, early maturation can sometimes lead to increased self-consciousness, though a typical aspect in maturing females. Because of their bodies' developing in advance, pubescent girls can become more insecure and dependent. Consequently, girls that reach sexual maturation early are more likely than their peers to develop eating disorders (such as anorexia nervosa). Nearly half of all American high school girls' diets are to lose weight. In addition, girls may have to deal with sexual advances from older boys before they are emotionally and mentally mature. In addition to having earlier sexual experiences and more unwanted pregnancies than late maturing girls, early maturing girls are more exposed to alcohol and drug abuse. Those who have had such experiences tend to perform not as well in school as their "inexperienced" peers.
|
Are early or late maturing girls more exposed to alcohol and drug abuse?
|
Are early or late maturing girls more exposed to alcohol and drug abuse?
|
[
"Are early or late maturing girls more exposed to alcohol and drug abuse?"
] |
{
"text": [
"early maturing"
],
"answer_start": [
673
]
}
|
gem-squad_v2-train-113152
|
570ddc210dc6ce1900204cd0
|
Adolescence
|
For girls, early maturation can sometimes lead to increased self-consciousness, though a typical aspect in maturing females. Because of their bodies' developing in advance, pubescent girls can become more insecure and dependent. Consequently, girls that reach sexual maturation early are more likely than their peers to develop eating disorders (such as anorexia nervosa). Nearly half of all American high school girls' diets are to lose weight. In addition, girls may have to deal with sexual advances from older boys before they are emotionally and mentally mature. In addition to having earlier sexual experiences and more unwanted pregnancies than late maturing girls, early maturing girls are more exposed to alcohol and drug abuse. Those who have had such experiences tend to perform not as well in school as their "inexperienced" peers.
|
Do early or late maturing girls have more unwanted pregnancies?
|
Do early or late maturing girls have more unwanted pregnancies?
|
[
"Do early or late maturing girls have more unwanted pregnancies?"
] |
{
"text": [
"early maturing"
],
"answer_start": [
673
]
}
|
gem-squad_v2-train-113153
|
570ddc210dc6ce1900204cd1
|
Adolescence
|
For girls, early maturation can sometimes lead to increased self-consciousness, though a typical aspect in maturing females. Because of their bodies' developing in advance, pubescent girls can become more insecure and dependent. Consequently, girls that reach sexual maturation early are more likely than their peers to develop eating disorders (such as anorexia nervosa). Nearly half of all American high school girls' diets are to lose weight. In addition, girls may have to deal with sexual advances from older boys before they are emotionally and mentally mature. In addition to having earlier sexual experiences and more unwanted pregnancies than late maturing girls, early maturing girls are more exposed to alcohol and drug abuse. Those who have had such experiences tend to perform not as well in school as their "inexperienced" peers.
|
Who performs better in school: sexually experienced or inexperienced teen females?
|
Who performs better in school: sexually experienced or inexperienced teen females?
|
[
"Who performs better in school: sexually experienced or inexperienced teen females?"
] |
{
"text": [
"inexperienced"
],
"answer_start": [
822
]
}
|
gem-squad_v2-train-113154
|
570ddd9c0dc6ce1900204cd7
|
Adolescence
|
Another set of significant physical changes during puberty happen in bodily distribution of fat and muscle. This process is different for females and males. Before puberty, there are nearly no sex differences in fat and muscle distribution; during puberty, boys grow muscle much faster than girls, although both sexes experience rapid muscle development. In contrast, though both sexes experience an increase in body fat, the increase is much more significant for girls. Frequently, the increase in fat for girls happens in their years just before puberty. The ratio between muscle and fat among post-pubertal boys is around three to one, while for girls it is about five to four. This may help explain sex differences in athletic performance.
|
Is change in bodily distribution of fat and muscle the same or different between males and females during puberty?
|
Is change in bodily distribution of fat and muscle the same or different between males and females during puberty?
|
[
"Is change in bodily distribution of fat and muscle the same or different between males and females during puberty?"
] |
{
"text": [
"different"
],
"answer_start": [
124
]
}
|
gem-squad_v2-train-113155
|
570ddd9c0dc6ce1900204cd8
|
Adolescence
|
Another set of significant physical changes during puberty happen in bodily distribution of fat and muscle. This process is different for females and males. Before puberty, there are nearly no sex differences in fat and muscle distribution; during puberty, boys grow muscle much faster than girls, although both sexes experience rapid muscle development. In contrast, though both sexes experience an increase in body fat, the increase is much more significant for girls. Frequently, the increase in fat for girls happens in their years just before puberty. The ratio between muscle and fat among post-pubertal boys is around three to one, while for girls it is about five to four. This may help explain sex differences in athletic performance.
|
Do boys or girls grow muscle faster during puberty?
|
Do boys or girls grow muscle faster during puberty?
|
[
"Do boys or girls grow muscle faster during puberty?"
] |
{
"text": [
"boys"
],
"answer_start": [
257
]
}
|
gem-squad_v2-train-113156
|
570ddd9c0dc6ce1900204cd9
|
Adolescence
|
Another set of significant physical changes during puberty happen in bodily distribution of fat and muscle. This process is different for females and males. Before puberty, there are nearly no sex differences in fat and muscle distribution; during puberty, boys grow muscle much faster than girls, although both sexes experience rapid muscle development. In contrast, though both sexes experience an increase in body fat, the increase is much more significant for girls. Frequently, the increase in fat for girls happens in their years just before puberty. The ratio between muscle and fat among post-pubertal boys is around three to one, while for girls it is about five to four. This may help explain sex differences in athletic performance.
|
Do boys or girls experience a more significant increase in body fat?
|
Do boys or girls experience a more significant increase in body fat?
|
[
"Do boys or girls experience a more significant increase in body fat?"
] |
{
"text": [
"girls"
],
"answer_start": [
464
]
}
|
gem-squad_v2-train-113157
|
570ddd9c0dc6ce1900204cda
|
Adolescence
|
Another set of significant physical changes during puberty happen in bodily distribution of fat and muscle. This process is different for females and males. Before puberty, there are nearly no sex differences in fat and muscle distribution; during puberty, boys grow muscle much faster than girls, although both sexes experience rapid muscle development. In contrast, though both sexes experience an increase in body fat, the increase is much more significant for girls. Frequently, the increase in fat for girls happens in their years just before puberty. The ratio between muscle and fat among post-pubertal boys is around three to one, while for girls it is about five to four. This may help explain sex differences in athletic performance.
|
What is the ratio between muscle and fat among post-pubertal boys?
|
What is the ratio between muscle and fat among post-pubertal boys?
|
[
"What is the ratio between muscle and fat among post-pubertal boys?"
] |
{
"text": [
"three to one"
],
"answer_start": [
625
]
}
|
gem-squad_v2-train-113158
|
570ddd9c0dc6ce1900204cdb
|
Adolescence
|
Another set of significant physical changes during puberty happen in bodily distribution of fat and muscle. This process is different for females and males. Before puberty, there are nearly no sex differences in fat and muscle distribution; during puberty, boys grow muscle much faster than girls, although both sexes experience rapid muscle development. In contrast, though both sexes experience an increase in body fat, the increase is much more significant for girls. Frequently, the increase in fat for girls happens in their years just before puberty. The ratio between muscle and fat among post-pubertal boys is around three to one, while for girls it is about five to four. This may help explain sex differences in athletic performance.
|
What is the ratio between muscle and fat amoung post-pubertal girls?
|
What is the ratio between muscle and fat amoung post-pubertal girls?
|
[
"What is the ratio between muscle and fat amoung post-pubertal girls?"
] |
{
"text": [
"five to four"
],
"answer_start": [
667
]
}
|
gem-squad_v2-train-113159
|
570ddf530b85d914000d7b87
|
Adolescence
|
Changes in secondary sex characteristics include every change that is not directly related to sexual reproduction. In males, these changes involve appearance of pubic, facial, and body hair, deepening of the voice, roughening of the skin around the upper arms and thighs, and increased development of the sweat glands. In females, secondary sex changes involve elevation of the breasts, widening of the hips, development of pubic and underarm hair, widening of the areolae, and elevation of the nipples. The changes in secondary sex characteristics that take place during puberty are often referred to in terms of five Tanner stages, named after the British pediatrician who devised the categorization system.
|
What is a secondary sex characteristic change?
|
What is a secondary sex characteristic change?
|
[
"What is a secondary sex characteristic change?"
] |
{
"text": [
"every change that is not directly related to sexual reproduction"
],
"answer_start": [
49
]
}
|
gem-squad_v2-train-113160
|
570ddf530b85d914000d7b88
|
Adolescence
|
Changes in secondary sex characteristics include every change that is not directly related to sexual reproduction. In males, these changes involve appearance of pubic, facial, and body hair, deepening of the voice, roughening of the skin around the upper arms and thighs, and increased development of the sweat glands. In females, secondary sex changes involve elevation of the breasts, widening of the hips, development of pubic and underarm hair, widening of the areolae, and elevation of the nipples. The changes in secondary sex characteristics that take place during puberty are often referred to in terms of five Tanner stages, named after the British pediatrician who devised the categorization system.
|
How many Tanner stages are there?
|
How many Tanner stages are there?
|
[
"How many Tanner stages are there?"
] |
{
"text": [
"five"
],
"answer_start": [
614
]
}
|
gem-squad_v2-train-113161
|
570ddf530b85d914000d7b89
|
Adolescence
|
Changes in secondary sex characteristics include every change that is not directly related to sexual reproduction. In males, these changes involve appearance of pubic, facial, and body hair, deepening of the voice, roughening of the skin around the upper arms and thighs, and increased development of the sweat glands. In females, secondary sex changes involve elevation of the breasts, widening of the hips, development of pubic and underarm hair, widening of the areolae, and elevation of the nipples. The changes in secondary sex characteristics that take place during puberty are often referred to in terms of five Tanner stages, named after the British pediatrician who devised the categorization system.
|
What was the occupation of the person who devised the Tanner categorization system?
|
What was the occupation of the person who devised the Tanner categorization system?
|
[
"What was the occupation of the person who devised the Tanner categorization system?"
] |
{
"text": [
"pediatrician"
],
"answer_start": [
658
]
}
|
gem-squad_v2-train-113162
|
570ddf530b85d914000d7b8a
|
Adolescence
|
Changes in secondary sex characteristics include every change that is not directly related to sexual reproduction. In males, these changes involve appearance of pubic, facial, and body hair, deepening of the voice, roughening of the skin around the upper arms and thighs, and increased development of the sweat glands. In females, secondary sex changes involve elevation of the breasts, widening of the hips, development of pubic and underarm hair, widening of the areolae, and elevation of the nipples. The changes in secondary sex characteristics that take place during puberty are often referred to in terms of five Tanner stages, named after the British pediatrician who devised the categorization system.
|
Elevation of the breasts, development of pubic hair, and elevation of the nippes are examples of what type of changes?
|
Elevation of the breasts, development of pubic hair, and elevation of the nippes are examples of what type of changes?
|
[
"Elevation of the breasts, development of pubic hair, and elevation of the nippes are examples of what type of changes?"
] |
{
"text": [
"Changes in secondary sex characteristics"
],
"answer_start": [
0
]
}
|
gem-squad_v2-train-113163
|
570ddf530b85d914000d7b8b
|
Adolescence
|
Changes in secondary sex characteristics include every change that is not directly related to sexual reproduction. In males, these changes involve appearance of pubic, facial, and body hair, deepening of the voice, roughening of the skin around the upper arms and thighs, and increased development of the sweat glands. In females, secondary sex changes involve elevation of the breasts, widening of the hips, development of pubic and underarm hair, widening of the areolae, and elevation of the nipples. The changes in secondary sex characteristics that take place during puberty are often referred to in terms of five Tanner stages, named after the British pediatrician who devised the categorization system.
|
Is deepening of the voice in males a primary or secondary sex characteristic?
|
Is deepening of the voice in males a primary or secondary sex characteristic?
|
[
"Is deepening of the voice in males a primary or secondary sex characteristic?"
] |
{
"text": [
"secondary"
],
"answer_start": [
11
]
}
|
gem-squad_v2-train-113164
|
570de0480dc6ce1900204ce1
|
Adolescence
|
Compared to children, adolescents are more likely to question others' assertions, and less likely to accept facts as absolute truths. Through experience outside the family circle, they learn that rules they were taught as absolute are in fact relativistic. They begin to differentiate between rules instituted out of common sense—not touching a hot stove—and those that are based on culturally-relative standards (codes of etiquette, not dating until a certain age), a delineation that younger children do not make. This can lead to a period of questioning authority in all domains.
|
Are children or adolescents more likely to question assertions and less likely to accept facts?
|
Are children or adolescents more likely to question assertions and less likely to accept facts?
|
[
"Are children or adolescents more likely to question assertions and less likely to accept facts?"
] |
{
"text": [
"adolescents"
],
"answer_start": [
22
]
}
|
gem-squad_v2-train-113165
|
570de0480dc6ce1900204ce2
|
Adolescence
|
Compared to children, adolescents are more likely to question others' assertions, and less likely to accept facts as absolute truths. Through experience outside the family circle, they learn that rules they were taught as absolute are in fact relativistic. They begin to differentiate between rules instituted out of common sense—not touching a hot stove—and those that are based on culturally-relative standards (codes of etiquette, not dating until a certain age), a delineation that younger children do not make. This can lead to a period of questioning authority in all domains.
|
Is not dating until a certain age a common sense or culturally-relative standard?
|
Is not dating until a certain age a common sense or culturally-relative standard?
|
[
"Is not dating until a certain age a common sense or culturally-relative standard?"
] |
{
"text": [
"culturally-relative"
],
"answer_start": [
383
]
}
|
gem-squad_v2-train-113166
|
570de0480dc6ce1900204ce3
|
Adolescence
|
Compared to children, adolescents are more likely to question others' assertions, and less likely to accept facts as absolute truths. Through experience outside the family circle, they learn that rules they were taught as absolute are in fact relativistic. They begin to differentiate between rules instituted out of common sense—not touching a hot stove—and those that are based on culturally-relative standards (codes of etiquette, not dating until a certain age), a delineation that younger children do not make. This can lead to a period of questioning authority in all domains.
|
Is refraining from touching a hot stoce a common sense or culturally-relative standard?
|
Is refraining from touching a hot stoce a common sense or culturally-relative standard?
|
[
"Is refraining from touching a hot stoce a common sense or culturally-relative standard?"
] |
{
"text": [
"common sense"
],
"answer_start": [
317
]
}
|
gem-squad_v2-train-113167
|
570de1cb0dc6ce1900204ce7
|
Adolescence
|
The formal study of adolescent psychology began with the publication of G. Stanley Hall's "Adolescence in 1904." Hall, who was the first president of the American Psychological Association, viewed adolescence primarily as a time of internal turmoil and upheaval (sturm und drang). This understanding of youth was based on two then new ways of understanding human behavior: Darwin's evolutionary theory and Freud's psychodynamic theory. He believed that adolescence was a representation of our human ancestors' phylogenetic shift from being primitive to being civilized. Hall's assertions stood relatively uncontested until the 1950s when psychologists such as Erik Erikson and Anna Freud started to formulate their theories about adolescence. Freud believed that the psychological disturbances associated with youth were biologically based and culturally universal while Erikson focused on the dichotomy between identity formation and role fulfillment. Even with their different theories, these three psychologists agreed that adolescence was inherently a time of disturbance and psychological confusion. The less turbulent aspects of adolescence, such as peer relations and cultural influence, were left largely ignored until the 1980s. From the '50s until the '80s, the focus of the field was mainly on describing patterns of behavior as opposed to explaining them.
|
Who was the first president of the American Psychological Association?
|
Who was the first president of the American Psychological Association?
|
[
"Who was the first president of the American Psychological Association?"
] |
{
"text": [
"G. Stanley Hall"
],
"answer_start": [
72
]
}
|
gem-squad_v2-train-113168
|
570de1cb0dc6ce1900204ce8
|
Adolescence
|
The formal study of adolescent psychology began with the publication of G. Stanley Hall's "Adolescence in 1904." Hall, who was the first president of the American Psychological Association, viewed adolescence primarily as a time of internal turmoil and upheaval (sturm und drang). This understanding of youth was based on two then new ways of understanding human behavior: Darwin's evolutionary theory and Freud's psychodynamic theory. He believed that adolescence was a representation of our human ancestors' phylogenetic shift from being primitive to being civilized. Hall's assertions stood relatively uncontested until the 1950s when psychologists such as Erik Erikson and Anna Freud started to formulate their theories about adolescence. Freud believed that the psychological disturbances associated with youth were biologically based and culturally universal while Erikson focused on the dichotomy between identity formation and role fulfillment. Even with their different theories, these three psychologists agreed that adolescence was inherently a time of disturbance and psychological confusion. The less turbulent aspects of adolescence, such as peer relations and cultural influence, were left largely ignored until the 1980s. From the '50s until the '80s, the focus of the field was mainly on describing patterns of behavior as opposed to explaining them.
|
What was the title of the publication that started the formal study of adolescent psychology?
|
What was the title of the publication that started the formal study of adolescent psychology?
|
[
"What was the title of the publication that started the formal study of adolescent psychology?"
] |
{
"text": [
"Adolescence in 1904"
],
"answer_start": [
91
]
}
|
gem-squad_v2-train-113169
|
570de1cb0dc6ce1900204ce9
|
Adolescence
|
The formal study of adolescent psychology began with the publication of G. Stanley Hall's "Adolescence in 1904." Hall, who was the first president of the American Psychological Association, viewed adolescence primarily as a time of internal turmoil and upheaval (sturm und drang). This understanding of youth was based on two then new ways of understanding human behavior: Darwin's evolutionary theory and Freud's psychodynamic theory. He believed that adolescence was a representation of our human ancestors' phylogenetic shift from being primitive to being civilized. Hall's assertions stood relatively uncontested until the 1950s when psychologists such as Erik Erikson and Anna Freud started to formulate their theories about adolescence. Freud believed that the psychological disturbances associated with youth were biologically based and culturally universal while Erikson focused on the dichotomy between identity formation and role fulfillment. Even with their different theories, these three psychologists agreed that adolescence was inherently a time of disturbance and psychological confusion. The less turbulent aspects of adolescence, such as peer relations and cultural influence, were left largely ignored until the 1980s. From the '50s until the '80s, the focus of the field was mainly on describing patterns of behavior as opposed to explaining them.
|
From the '50s to the '80s, was the field's focus devoted to describing patterns of behavior or explaining them?
|
From the '50s to the '80s, was the field's focus devoted to describing patterns of behavior or explaining them?
|
[
"From the '50s to the '80s, was the field's focus devoted to describing patterns of behavior or explaining them?"
] |
{
"text": [
"describing"
],
"answer_start": [
1305
]
}
|
gem-squad_v2-train-113170
|
570de1cb0dc6ce1900204cea
|
Adolescence
|
The formal study of adolescent psychology began with the publication of G. Stanley Hall's "Adolescence in 1904." Hall, who was the first president of the American Psychological Association, viewed adolescence primarily as a time of internal turmoil and upheaval (sturm und drang). This understanding of youth was based on two then new ways of understanding human behavior: Darwin's evolutionary theory and Freud's psychodynamic theory. He believed that adolescence was a representation of our human ancestors' phylogenetic shift from being primitive to being civilized. Hall's assertions stood relatively uncontested until the 1950s when psychologists such as Erik Erikson and Anna Freud started to formulate their theories about adolescence. Freud believed that the psychological disturbances associated with youth were biologically based and culturally universal while Erikson focused on the dichotomy between identity formation and role fulfillment. Even with their different theories, these three psychologists agreed that adolescence was inherently a time of disturbance and psychological confusion. The less turbulent aspects of adolescence, such as peer relations and cultural influence, were left largely ignored until the 1980s. From the '50s until the '80s, the focus of the field was mainly on describing patterns of behavior as opposed to explaining them.
|
Which theorist is known for his beliefs on evolution?
|
Which theorist is known for his beliefs on evolution?
|
[
"Which theorist is known for his beliefs on evolution?"
] |
{
"text": [
"Darwin"
],
"answer_start": [
373
]
}
|
gem-squad_v2-train-113171
|
570de31a0dc6ce1900204cef
|
Adolescence
|
The idea of self-concept is known as the ability of a person to have opinions and beliefs that are defined confidently, consistent and stable. Early in adolescence, cognitive developments result in greater self-awareness, greater awareness of others and their thoughts and judgments, the ability to think about abstract, future possibilities, and the ability to consider multiple possibilities at once. As a result, adolescents experience a significant shift from the simple, concrete, and global self-descriptions typical of young children; as children, they defined themselves by physical traits whereas as adolescents, they define themselves based on their values, thoughts, and opinions.
|
How do children tend to define themselves?
|
How do children tend to define themselves?
|
[
"How do children tend to define themselves?"
] |
{
"text": [
"by physical traits"
],
"answer_start": [
579
]
}
|
gem-squad_v2-train-113172
|
570de31a0dc6ce1900204cf0
|
Adolescence
|
The idea of self-concept is known as the ability of a person to have opinions and beliefs that are defined confidently, consistent and stable. Early in adolescence, cognitive developments result in greater self-awareness, greater awareness of others and their thoughts and judgments, the ability to think about abstract, future possibilities, and the ability to consider multiple possibilities at once. As a result, adolescents experience a significant shift from the simple, concrete, and global self-descriptions typical of young children; as children, they defined themselves by physical traits whereas as adolescents, they define themselves based on their values, thoughts, and opinions.
|
Do children or adolescents define themselves based on values, thoughts, and opinions?
|
Do children or adolescents define themselves based on values, thoughts, and opinions?
|
[
"Do children or adolescents define themselves based on values, thoughts, and opinions?"
] |
{
"text": [
"adolescents"
],
"answer_start": [
609
]
}
|
gem-squad_v2-train-113173
|
570de31a0dc6ce1900204cf1
|
Adolescence
|
The idea of self-concept is known as the ability of a person to have opinions and beliefs that are defined confidently, consistent and stable. Early in adolescence, cognitive developments result in greater self-awareness, greater awareness of others and their thoughts and judgments, the ability to think about abstract, future possibilities, and the ability to consider multiple possibilities at once. As a result, adolescents experience a significant shift from the simple, concrete, and global self-descriptions typical of young children; as children, they defined themselves by physical traits whereas as adolescents, they define themselves based on their values, thoughts, and opinions.
|
Which idea is known as the ability of a person to have opinions and beliefs that are defined confidently, consistent, and stable?
|
Which idea is known as the ability of a person to have opinions and beliefs that are defined confidently, consistent, and stable?
|
[
"Which idea is known as the ability of a person to have opinions and beliefs that are defined confidently, consistent, and stable?"
] |
{
"text": [
"self-concept"
],
"answer_start": [
12
]
}
|
gem-squad_v2-train-113174
|
570de31a0dc6ce1900204cf2
|
Adolescence
|
The idea of self-concept is known as the ability of a person to have opinions and beliefs that are defined confidently, consistent and stable. Early in adolescence, cognitive developments result in greater self-awareness, greater awareness of others and their thoughts and judgments, the ability to think about abstract, future possibilities, and the ability to consider multiple possibilities at once. As a result, adolescents experience a significant shift from the simple, concrete, and global self-descriptions typical of young children; as children, they defined themselves by physical traits whereas as adolescents, they define themselves based on their values, thoughts, and opinions.
|
Greater self-awareness, greater awareness of others, and the ability to consider multiple possiblities at once are examples of what kind of developments?
|
Greater self-awareness, greater awareness of others, and the ability to consider multiple possiblities at once are examples of what kind of developments?
|
[
"Greater self-awareness, greater awareness of others, and the ability to consider multiple possiblities at once are examples of what kind of developments?"
] |
{
"text": [
"cognitive"
],
"answer_start": [
165
]
}
|
gem-squad_v2-train-113175
|
570de4770b85d914000d7b91
|
Adolescence
|
An adolescent's environment plays a huge role in their identity development. While most adolescent studies are conducted on white, middle class children, studies show that the more privileged upbringing people have, the more successfully they develop their identity. The forming of an adolescent's identity is a crucial time in their life. It has been recently found that demographic patterns suggest that the transition to adulthood is now occurring over a longer span of years than was the case during the middle of the 20th century. Accordingly, youth, a period that spans late adolescence and early adulthood, has become a more prominent stage of the life course. This therefore has caused various factors to become important during this development. So many factors contribute to the developing social identity of an adolescent from commitment, to coping devices, to social media. All of these factors are affected by the environment an adolescent grows up in. A child from a more privileged upbringing is exposed to more opportunities and better situations in general. An adolescent from an inner city or a crime-driven neighborhood is more likely to be exposed to an environment that can be detrimental to their development. Adolescence is a sensitive period in the development process, and exposure to the wrong things at that time can have a major effect on future decisions. While children that grow up in nice suburban communities are not exposed to bad environments they are more likely to participate in activities that can benefit their identity and contribute to a more successful identity development.
|
Which adolescent ethninticy is most often studied?
|
Which adolescent ethninticy is most often studied?
|
[
"Which adolescent ethninticy is most often studied?"
] |
{
"text": [
"white"
],
"answer_start": [
124
]
}
|
gem-squad_v2-train-113176
|
570de4770b85d914000d7b92
|
Adolescence
|
An adolescent's environment plays a huge role in their identity development. While most adolescent studies are conducted on white, middle class children, studies show that the more privileged upbringing people have, the more successfully they develop their identity. The forming of an adolescent's identity is a crucial time in their life. It has been recently found that demographic patterns suggest that the transition to adulthood is now occurring over a longer span of years than was the case during the middle of the 20th century. Accordingly, youth, a period that spans late adolescence and early adulthood, has become a more prominent stage of the life course. This therefore has caused various factors to become important during this development. So many factors contribute to the developing social identity of an adolescent from commitment, to coping devices, to social media. All of these factors are affected by the environment an adolescent grows up in. A child from a more privileged upbringing is exposed to more opportunities and better situations in general. An adolescent from an inner city or a crime-driven neighborhood is more likely to be exposed to an environment that can be detrimental to their development. Adolescence is a sensitive period in the development process, and exposure to the wrong things at that time can have a major effect on future decisions. While children that grow up in nice suburban communities are not exposed to bad environments they are more likely to participate in activities that can benefit their identity and contribute to a more successful identity development.
|
What social class of adolescents is most often studied?
|
What social class of adolescents is most often studied?
|
[
"What social class of adolescents is most often studied?"
] |
{
"text": [
"middle class"
],
"answer_start": [
131
]
}
|
gem-squad_v2-train-113177
|
570de4770b85d914000d7b93
|
Adolescence
|
An adolescent's environment plays a huge role in their identity development. While most adolescent studies are conducted on white, middle class children, studies show that the more privileged upbringing people have, the more successfully they develop their identity. The forming of an adolescent's identity is a crucial time in their life. It has been recently found that demographic patterns suggest that the transition to adulthood is now occurring over a longer span of years than was the case during the middle of the 20th century. Accordingly, youth, a period that spans late adolescence and early adulthood, has become a more prominent stage of the life course. This therefore has caused various factors to become important during this development. So many factors contribute to the developing social identity of an adolescent from commitment, to coping devices, to social media. All of these factors are affected by the environment an adolescent grows up in. A child from a more privileged upbringing is exposed to more opportunities and better situations in general. An adolescent from an inner city or a crime-driven neighborhood is more likely to be exposed to an environment that can be detrimental to their development. Adolescence is a sensitive period in the development process, and exposure to the wrong things at that time can have a major effect on future decisions. While children that grow up in nice suburban communities are not exposed to bad environments they are more likely to participate in activities that can benefit their identity and contribute to a more successful identity development.
|
The period of one's life that spans late adolescence and early adulthood is known as what?
|
The period of one's life that spans late adolescence and early adulthood is known as what?
|
[
"The period of one's life that spans late adolescence and early adulthood is known as what?"
] |
{
"text": [
"youth"
],
"answer_start": [
549
]
}
|
gem-squad_v2-train-113178
|
570de4770b85d914000d7b94
|
Adolescence
|
An adolescent's environment plays a huge role in their identity development. While most adolescent studies are conducted on white, middle class children, studies show that the more privileged upbringing people have, the more successfully they develop their identity. The forming of an adolescent's identity is a crucial time in their life. It has been recently found that demographic patterns suggest that the transition to adulthood is now occurring over a longer span of years than was the case during the middle of the 20th century. Accordingly, youth, a period that spans late adolescence and early adulthood, has become a more prominent stage of the life course. This therefore has caused various factors to become important during this development. So many factors contribute to the developing social identity of an adolescent from commitment, to coping devices, to social media. All of these factors are affected by the environment an adolescent grows up in. A child from a more privileged upbringing is exposed to more opportunities and better situations in general. An adolescent from an inner city or a crime-driven neighborhood is more likely to be exposed to an environment that can be detrimental to their development. Adolescence is a sensitive period in the development process, and exposure to the wrong things at that time can have a major effect on future decisions. While children that grow up in nice suburban communities are not exposed to bad environments they are more likely to participate in activities that can benefit their identity and contribute to a more successful identity development.
|
Is an inner city or crime-driven neighborhood more or less likely to be detrimental to one's development?
|
Is an inner city or crime-driven neighborhood more or less likely to be detrimental to one's development?
|
[
"Is an inner city or crime-driven neighborhood more or less likely to be detrimental to one's development?"
] |
{
"text": [
"more likely"
],
"answer_start": [
1142
]
}
|
gem-squad_v2-train-113179
|
570de4770b85d914000d7b95
|
Adolescence
|
An adolescent's environment plays a huge role in their identity development. While most adolescent studies are conducted on white, middle class children, studies show that the more privileged upbringing people have, the more successfully they develop their identity. The forming of an adolescent's identity is a crucial time in their life. It has been recently found that demographic patterns suggest that the transition to adulthood is now occurring over a longer span of years than was the case during the middle of the 20th century. Accordingly, youth, a period that spans late adolescence and early adulthood, has become a more prominent stage of the life course. This therefore has caused various factors to become important during this development. So many factors contribute to the developing social identity of an adolescent from commitment, to coping devices, to social media. All of these factors are affected by the environment an adolescent grows up in. A child from a more privileged upbringing is exposed to more opportunities and better situations in general. An adolescent from an inner city or a crime-driven neighborhood is more likely to be exposed to an environment that can be detrimental to their development. Adolescence is a sensitive period in the development process, and exposure to the wrong things at that time can have a major effect on future decisions. While children that grow up in nice suburban communities are not exposed to bad environments they are more likely to participate in activities that can benefit their identity and contribute to a more successful identity development.
|
Why are children from suburban communities more likely to participate in activies that benefit their identity?
|
Why are children from suburban communities more likely to participate in activies that benefit their identity?
|
[
"Why are children from suburban communities more likely to participate in activies that benefit their identity?"
] |
{
"text": [
"exposed to more opportunities and better situations in general"
],
"answer_start": [
1011
]
}
|
gem-squad_v2-train-113180
|
570de5f70b85d914000d7b9b
|
Adolescence
|
The relationships adolescents have with their peers, family, and members of their social sphere play a vital role in the social development of an adolescent. As an adolescent's social sphere develops rapidly as they distinguish the differences between friends and acquaintances, they often become heavily emotionally invested in friends. This is not harmful; however, if these friends expose an individual to potentially harmful situations, this is an aspect of peer pressure. Adolescence is a critical period in social development because adolescents can be easily influenced by the people they develop close relationships with. This is the first time individuals can truly make their own decisions, which also makes this a sensitive period. Relationships are vital in the social development of an adolescent due to the extreme influence peers can have over an individual. These relationships become significant because they begin to help the adolescent understand the concept of personalities, how they form and why a person has that specific type of personality. "The use of psychological comparisons could serve both as an index of the growth of an implicit personality theory and as a component process accounting for its creation. In other words, by comparing one person's personality characteristics to another's, we would be setting up the framework for creating a general theory of personality (and, ... such a theory would serve as a useful framework for coming to understand specific persons)." This can be likened to the use of social comparison in developing one’s identity and self-concept, which includes ones personality, and underscores the importance of communication, and thus relationships, in one’s development. In social comparison we use reference groups, with respect to both psychological and identity development. These reference groups are the peers of adolescents. This means that who the teen chooses/accepts as their friends and who they communicate with on a frequent basis often makes up their reference groups and can therefore have a huge impact on who they become. Research shows that relationships have the largest affect over the social development of an individual.
|
What has the largest affect over one's social development?
|
What has the largest affect over one's social development?
|
[
"What has the largest affect over one's social development?"
] |
{
"text": [
"relationships"
],
"answer_start": [
2120
]
}
|
gem-squad_v2-train-113181
|
570de5f70b85d914000d7b9c
|
Adolescence
|
The relationships adolescents have with their peers, family, and members of their social sphere play a vital role in the social development of an adolescent. As an adolescent's social sphere develops rapidly as they distinguish the differences between friends and acquaintances, they often become heavily emotionally invested in friends. This is not harmful; however, if these friends expose an individual to potentially harmful situations, this is an aspect of peer pressure. Adolescence is a critical period in social development because adolescents can be easily influenced by the people they develop close relationships with. This is the first time individuals can truly make their own decisions, which also makes this a sensitive period. Relationships are vital in the social development of an adolescent due to the extreme influence peers can have over an individual. These relationships become significant because they begin to help the adolescent understand the concept of personalities, how they form and why a person has that specific type of personality. "The use of psychological comparisons could serve both as an index of the growth of an implicit personality theory and as a component process accounting for its creation. In other words, by comparing one person's personality characteristics to another's, we would be setting up the framework for creating a general theory of personality (and, ... such a theory would serve as a useful framework for coming to understand specific persons)." This can be likened to the use of social comparison in developing one’s identity and self-concept, which includes ones personality, and underscores the importance of communication, and thus relationships, in one’s development. In social comparison we use reference groups, with respect to both psychological and identity development. These reference groups are the peers of adolescents. This means that who the teen chooses/accepts as their friends and who they communicate with on a frequent basis often makes up their reference groups and can therefore have a huge impact on who they become. Research shows that relationships have the largest affect over the social development of an individual.
|
Do a teen's friends have a large or small impact on their social development?
|
Do a teen's friends have a large or small impact on their social development?
|
[
"Do a teen's friends have a large or small impact on their social development?"
] |
{
"text": [
"large"
],
"answer_start": [
2143
]
}
|
gem-squad_v2-train-113182
|
570de5f70b85d914000d7b9d
|
Adolescence
|
The relationships adolescents have with their peers, family, and members of their social sphere play a vital role in the social development of an adolescent. As an adolescent's social sphere develops rapidly as they distinguish the differences between friends and acquaintances, they often become heavily emotionally invested in friends. This is not harmful; however, if these friends expose an individual to potentially harmful situations, this is an aspect of peer pressure. Adolescence is a critical period in social development because adolescents can be easily influenced by the people they develop close relationships with. This is the first time individuals can truly make their own decisions, which also makes this a sensitive period. Relationships are vital in the social development of an adolescent due to the extreme influence peers can have over an individual. These relationships become significant because they begin to help the adolescent understand the concept of personalities, how they form and why a person has that specific type of personality. "The use of psychological comparisons could serve both as an index of the growth of an implicit personality theory and as a component process accounting for its creation. In other words, by comparing one person's personality characteristics to another's, we would be setting up the framework for creating a general theory of personality (and, ... such a theory would serve as a useful framework for coming to understand specific persons)." This can be likened to the use of social comparison in developing one’s identity and self-concept, which includes ones personality, and underscores the importance of communication, and thus relationships, in one’s development. In social comparison we use reference groups, with respect to both psychological and identity development. These reference groups are the peers of adolescents. This means that who the teen chooses/accepts as their friends and who they communicate with on a frequent basis often makes up their reference groups and can therefore have a huge impact on who they become. Research shows that relationships have the largest affect over the social development of an individual.
|
Do adolescents become heavily emotionally invested in friends or are they generally anti-social?
|
Do adolescents become heavily emotionally invested in friends or are they generally anti-social?
|
[
"Do adolescents become heavily emotionally invested in friends or are they generally anti-social?"
] |
{
"text": [
"heavily emotionally invested in friends"
],
"answer_start": [
297
]
}
|
gem-squad_v2-train-113183
|
570de6db0b85d914000d7ba1
|
Adolescence
|
Peer groups are essential to social and general development. Communication with peers increases significantly during adolescence and peer relationships become more intense than in other stages and more influential to the teen, affecting both the decisions and choices being made. High quality friendships may enhance children's development regardless of the characteristics of those friends. As children begin to bond with various people and create friendships, it later helps them when they are adolescent and sets up the framework for adolescence and peer groups. Peer groups are especially important during adolescence, a period of development characterized by a dramatic increase in time spent with peers and a decrease in adult supervision. Adolescents also associate with friends of the opposite sex much more than in childhood and tend to identify with larger groups of peers based on shared characteristics. It is also common for adolescents to use friends as coping devices in different situations. A three-factor structure of dealing with friends including avoidance, mastery, and nonchalance has shown that adolescents use friends as coping devices with social stresses.
|
Does communication with peers increase or decrease during adolescence?
|
Does communication with peers increase or decrease during adolescence?
|
[
"Does communication with peers increase or decrease during adolescence?"
] |
{
"text": [
"increases"
],
"answer_start": [
86
]
}
|
gem-squad_v2-train-113184
|
570de6db0b85d914000d7ba2
|
Adolescence
|
Peer groups are essential to social and general development. Communication with peers increases significantly during adolescence and peer relationships become more intense than in other stages and more influential to the teen, affecting both the decisions and choices being made. High quality friendships may enhance children's development regardless of the characteristics of those friends. As children begin to bond with various people and create friendships, it later helps them when they are adolescent and sets up the framework for adolescence and peer groups. Peer groups are especially important during adolescence, a period of development characterized by a dramatic increase in time spent with peers and a decrease in adult supervision. Adolescents also associate with friends of the opposite sex much more than in childhood and tend to identify with larger groups of peers based on shared characteristics. It is also common for adolescents to use friends as coping devices in different situations. A three-factor structure of dealing with friends including avoidance, mastery, and nonchalance has shown that adolescents use friends as coping devices with social stresses.
|
Do children or adolescents tend to associae with friends of the opposite sex more?
|
Do children or adolescents tend to associae with friends of the opposite sex more?
|
[
"Do children or adolescents tend to associae with friends of the opposite sex more?"
] |
{
"text": [
"Adolescents"
],
"answer_start": [
747
]
}
|
gem-squad_v2-train-113185
|
570de6db0b85d914000d7ba3
|
Adolescence
|
Peer groups are essential to social and general development. Communication with peers increases significantly during adolescence and peer relationships become more intense than in other stages and more influential to the teen, affecting both the decisions and choices being made. High quality friendships may enhance children's development regardless of the characteristics of those friends. As children begin to bond with various people and create friendships, it later helps them when they are adolescent and sets up the framework for adolescence and peer groups. Peer groups are especially important during adolescence, a period of development characterized by a dramatic increase in time spent with peers and a decrease in adult supervision. Adolescents also associate with friends of the opposite sex much more than in childhood and tend to identify with larger groups of peers based on shared characteristics. It is also common for adolescents to use friends as coping devices in different situations. A three-factor structure of dealing with friends including avoidance, mastery, and nonchalance has shown that adolescents use friends as coping devices with social stresses.
|
How is adolescence defined socially?
|
How is adolescence defined socially?
|
[
"How is adolescence defined socially?"
] |
{
"text": [
"a period of development characterized by a dramatic increase in time spent with peers and a decrease in adult supervision"
],
"answer_start": [
624
]
}
|
gem-squad_v2-train-113186
|
570de8a70b85d914000d7bb1
|
Adolescence
|
Some researchers are now focusing on learning about how adolescents view their own relationships and sexuality; they want to move away from a research point of view that focuses on the problems associated with adolescent sexuality.[why?] College Professor Lucia O'Sullivan and her colleagues found that there weren't any significant gender differences in the relationship events adolescent boys and girls from grades 7-12 reported. Most teens said they had kissed their partners, held hands with them, thought of themselves as being a couple and told people they were in a relationship. This means that private thoughts about the relationship as well as public recognition of the relationship were both important to the adolescents in the sample. Sexual events (such as sexual touching, sexual intercourse) were less common than romantic events (holding hands) and social events (being with one's partner in a group setting). The researchers state that these results are important because the results focus on the more positive aspects of adolescents and their social and romantic interactions rather than focusing on sexual behavior and its consequences.
|
Did adolescents report more sexual or social events to researchers?
|
Did adolescents report more sexual or social events to researchers?
|
[
"Did adolescents report more sexual or social events to researchers?"
] |
{
"text": [
"social events"
],
"answer_start": [
865
]
}
|
gem-squad_v2-train-113187
|
570de8a70b85d914000d7bb2
|
Adolescence
|
Some researchers are now focusing on learning about how adolescents view their own relationships and sexuality; they want to move away from a research point of view that focuses on the problems associated with adolescent sexuality.[why?] College Professor Lucia O'Sullivan and her colleagues found that there weren't any significant gender differences in the relationship events adolescent boys and girls from grades 7-12 reported. Most teens said they had kissed their partners, held hands with them, thought of themselves as being a couple and told people they were in a relationship. This means that private thoughts about the relationship as well as public recognition of the relationship were both important to the adolescents in the sample. Sexual events (such as sexual touching, sexual intercourse) were less common than romantic events (holding hands) and social events (being with one's partner in a group setting). The researchers state that these results are important because the results focus on the more positive aspects of adolescents and their social and romantic interactions rather than focusing on sexual behavior and its consequences.
|
Why do researchers believe the social event reporting by adolescents (rather than sexual activity) is important?
|
Why do researchers believe the social event reporting by adolescents (rather than sexual activity) is important?
|
[
"Why do researchers believe the social event reporting by adolescents (rather than sexual activity) is important?"
] |
{
"text": [
"focus on the more positive aspects of adolescents"
],
"answer_start": [
1001
]
}
|
gem-squad_v2-train-113188
|
570de8a70b85d914000d7bb3
|
Adolescence
|
Some researchers are now focusing on learning about how adolescents view their own relationships and sexuality; they want to move away from a research point of view that focuses on the problems associated with adolescent sexuality.[why?] College Professor Lucia O'Sullivan and her colleagues found that there weren't any significant gender differences in the relationship events adolescent boys and girls from grades 7-12 reported. Most teens said they had kissed their partners, held hands with them, thought of themselves as being a couple and told people they were in a relationship. This means that private thoughts about the relationship as well as public recognition of the relationship were both important to the adolescents in the sample. Sexual events (such as sexual touching, sexual intercourse) were less common than romantic events (holding hands) and social events (being with one's partner in a group setting). The researchers state that these results are important because the results focus on the more positive aspects of adolescents and their social and romantic interactions rather than focusing on sexual behavior and its consequences.
|
Holding hands with one's partner and telling others about a relationship are examples of what kind of adolescent event?
|
Holding hands with one's partner and telling others about a relationship are examples of what kind of adolescent event?
|
[
"Holding hands with one's partner and telling others about a relationship are examples of what kind of adolescent event?"
] |
{
"text": [
"romantic"
],
"answer_start": [
829
]
}
|
gem-squad_v2-train-113189
|
570de9870b85d914000d7bc1
|
Adolescence
|
The degree to which adolescents are perceived as autonomous beings varies widely by culture, as do the behaviors that represent this emerging autonomy. Psychologists have identified three main types of autonomy: emotional independence, behavioral autonomy, and cognitive autonomy. Emotional autonomy is defined in terms of an adolescent's relationships with others, and often includes the development of more mature emotional connections with adults and peers. Behavioral autonomy encompasses an adolescent's developing ability to regulate his or her own behavior, to act on personal decisions, and to self-govern. Cultural differences are especially visible in this category because it concerns issues of dating, social time with peers, and time-management decisions. Cognitive autonomy describes the capacity for an adolescent to partake in processes of independent reasoning and decision-making without excessive reliance on social validation. Converging influences from adolescent cognitive development, expanding social relationships, an increasingly adultlike appearance, and the acceptance of more rights and responsibilities enhance feelings of autonomy for adolescents. Proper development of autonomy has been tied to good mental health, high self-esteem, self-motivated tendencies, positive self-concepts, and self-initiating and regulating behaviors. Furthermore, it has been found that adolescents' mental health is best when their feelings about autonomy match closely with those of their parents.
|
What are the three main types of autonomy?
|
What are the three main types of autonomy?
|
[
"What are the three main types of autonomy?"
] |
{
"text": [
"emotional independence, behavioral autonomy, and cognitive autonomy"
],
"answer_start": [
212
]
}
|
gem-squad_v2-train-113190
|
570de9870b85d914000d7bc2
|
Adolescence
|
The degree to which adolescents are perceived as autonomous beings varies widely by culture, as do the behaviors that represent this emerging autonomy. Psychologists have identified three main types of autonomy: emotional independence, behavioral autonomy, and cognitive autonomy. Emotional autonomy is defined in terms of an adolescent's relationships with others, and often includes the development of more mature emotional connections with adults and peers. Behavioral autonomy encompasses an adolescent's developing ability to regulate his or her own behavior, to act on personal decisions, and to self-govern. Cultural differences are especially visible in this category because it concerns issues of dating, social time with peers, and time-management decisions. Cognitive autonomy describes the capacity for an adolescent to partake in processes of independent reasoning and decision-making without excessive reliance on social validation. Converging influences from adolescent cognitive development, expanding social relationships, an increasingly adultlike appearance, and the acceptance of more rights and responsibilities enhance feelings of autonomy for adolescents. Proper development of autonomy has been tied to good mental health, high self-esteem, self-motivated tendencies, positive self-concepts, and self-initiating and regulating behaviors. Furthermore, it has been found that adolescents' mental health is best when their feelings about autonomy match closely with those of their parents.
|
How is behavioral autonomy defined?
|
How is behavioral autonomy defined?
|
[
"How is behavioral autonomy defined?"
] |
{
"text": [
"encompasses an adolescent's developing ability to regulate his or her own behavior, to act on personal decisions, and to self-govern"
],
"answer_start": [
481
]
}
|
gem-squad_v2-train-113191
|
570de9870b85d914000d7bc3
|
Adolescence
|
The degree to which adolescents are perceived as autonomous beings varies widely by culture, as do the behaviors that represent this emerging autonomy. Psychologists have identified three main types of autonomy: emotional independence, behavioral autonomy, and cognitive autonomy. Emotional autonomy is defined in terms of an adolescent's relationships with others, and often includes the development of more mature emotional connections with adults and peers. Behavioral autonomy encompasses an adolescent's developing ability to regulate his or her own behavior, to act on personal decisions, and to self-govern. Cultural differences are especially visible in this category because it concerns issues of dating, social time with peers, and time-management decisions. Cognitive autonomy describes the capacity for an adolescent to partake in processes of independent reasoning and decision-making without excessive reliance on social validation. Converging influences from adolescent cognitive development, expanding social relationships, an increasingly adultlike appearance, and the acceptance of more rights and responsibilities enhance feelings of autonomy for adolescents. Proper development of autonomy has been tied to good mental health, high self-esteem, self-motivated tendencies, positive self-concepts, and self-initiating and regulating behaviors. Furthermore, it has been found that adolescents' mental health is best when their feelings about autonomy match closely with those of their parents.
|
Adolescent cultural differences are especially visible in which type of autonomy?
|
Adolescent cultural differences are especially visible in which type of autonomy?
|
[
"Adolescent cultural differences are especially visible in which type of autonomy?"
] |
{
"text": [
"Behavioral"
],
"answer_start": [
461
]
}
|
gem-squad_v2-train-113192
|
570de9870b85d914000d7bc4
|
Adolescence
|
The degree to which adolescents are perceived as autonomous beings varies widely by culture, as do the behaviors that represent this emerging autonomy. Psychologists have identified three main types of autonomy: emotional independence, behavioral autonomy, and cognitive autonomy. Emotional autonomy is defined in terms of an adolescent's relationships with others, and often includes the development of more mature emotional connections with adults and peers. Behavioral autonomy encompasses an adolescent's developing ability to regulate his or her own behavior, to act on personal decisions, and to self-govern. Cultural differences are especially visible in this category because it concerns issues of dating, social time with peers, and time-management decisions. Cognitive autonomy describes the capacity for an adolescent to partake in processes of independent reasoning and decision-making without excessive reliance on social validation. Converging influences from adolescent cognitive development, expanding social relationships, an increasingly adultlike appearance, and the acceptance of more rights and responsibilities enhance feelings of autonomy for adolescents. Proper development of autonomy has been tied to good mental health, high self-esteem, self-motivated tendencies, positive self-concepts, and self-initiating and regulating behaviors. Furthermore, it has been found that adolescents' mental health is best when their feelings about autonomy match closely with those of their parents.
|
How is cognitive autonomy defined?
|
How is cognitive autonomy defined?
|
[
"How is cognitive autonomy defined?"
] |
{
"text": [
"the capacity for an adolescent to partake in processes of independent reasoning and decision-making without excessive reliance on social validation"
],
"answer_start": [
798
]
}
|
gem-squad_v2-train-113193
|
570de9870b85d914000d7bc5
|
Adolescence
|
The degree to which adolescents are perceived as autonomous beings varies widely by culture, as do the behaviors that represent this emerging autonomy. Psychologists have identified three main types of autonomy: emotional independence, behavioral autonomy, and cognitive autonomy. Emotional autonomy is defined in terms of an adolescent's relationships with others, and often includes the development of more mature emotional connections with adults and peers. Behavioral autonomy encompasses an adolescent's developing ability to regulate his or her own behavior, to act on personal decisions, and to self-govern. Cultural differences are especially visible in this category because it concerns issues of dating, social time with peers, and time-management decisions. Cognitive autonomy describes the capacity for an adolescent to partake in processes of independent reasoning and decision-making without excessive reliance on social validation. Converging influences from adolescent cognitive development, expanding social relationships, an increasingly adultlike appearance, and the acceptance of more rights and responsibilities enhance feelings of autonomy for adolescents. Proper development of autonomy has been tied to good mental health, high self-esteem, self-motivated tendencies, positive self-concepts, and self-initiating and regulating behaviors. Furthermore, it has been found that adolescents' mental health is best when their feelings about autonomy match closely with those of their parents.
|
Is an adolescent's mental health at its best when their feelings of autonomy match closely with their parents or when they are at odds?
|
Is an adolescent's mental health at its best when their feelings of autonomy match closely with their parents or when they are at odds?
|
[
"Is an adolescent's mental health at its best when their feelings of autonomy match closely with their parents or when they are at odds?"
] |
{
"text": [
"match closely"
],
"answer_start": [
1468
]
}
|
gem-squad_v2-train-113194
|
570dea310b85d914000d7bcb
|
Adolescence
|
Furthermore, the amount of time adolescents spend on work and leisure activities varies greatly by culture as a result of cultural norms and expectations, as well as various socioeconomic factors. American teenagers spend less time in school or working and more time on leisure activities—which include playing sports, socializing, and caring for their appearance—than do adolescents in many other countries. These differences may be influenced by cultural values of education and the amount of responsibility adolescents are expected to assume in their family or community.
|
Do American teenagers spend more or less time in shool than adolescents in other countires?
|
Do American teenagers spend more or less time in shool than adolescents in other countires?
|
[
"Do American teenagers spend more or less time in shool than adolescents in other countires?"
] |
{
"text": [
"less"
],
"answer_start": [
222
]
}
|
gem-squad_v2-train-113195
|
570dea310b85d914000d7bcc
|
Adolescence
|
Furthermore, the amount of time adolescents spend on work and leisure activities varies greatly by culture as a result of cultural norms and expectations, as well as various socioeconomic factors. American teenagers spend less time in school or working and more time on leisure activities—which include playing sports, socializing, and caring for their appearance—than do adolescents in many other countries. These differences may be influenced by cultural values of education and the amount of responsibility adolescents are expected to assume in their family or community.
|
Do American teenagers spend more or less time on leisure activities than adolescents in other countries?
|
Do American teenagers spend more or less time on leisure activities than adolescents in other countries?
|
[
"Do American teenagers spend more or less time on leisure activities than adolescents in other countries?"
] |
{
"text": [
"more"
],
"answer_start": [
257
]
}
|
gem-squad_v2-train-113196
|
570dea310b85d914000d7bcd
|
Adolescence
|
Furthermore, the amount of time adolescents spend on work and leisure activities varies greatly by culture as a result of cultural norms and expectations, as well as various socioeconomic factors. American teenagers spend less time in school or working and more time on leisure activities—which include playing sports, socializing, and caring for their appearance—than do adolescents in many other countries. These differences may be influenced by cultural values of education and the amount of responsibility adolescents are expected to assume in their family or community.
|
Does the amount of time adolescents spend on work and leisure vary from culture to culture or reman relatively constant?
|
Does the amount of time adolescents spend on work and leisure vary from culture to culture or reman relatively constant?
|
[
"Does the amount of time adolescents spend on work and leisure vary from culture to culture or reman relatively constant?"
] |
{
"text": [
"varies greatly"
],
"answer_start": [
81
]
}
|
gem-squad_v2-train-113197
|
570dea310b85d914000d7bce
|
Adolescence
|
Furthermore, the amount of time adolescents spend on work and leisure activities varies greatly by culture as a result of cultural norms and expectations, as well as various socioeconomic factors. American teenagers spend less time in school or working and more time on leisure activities—which include playing sports, socializing, and caring for their appearance—than do adolescents in many other countries. These differences may be influenced by cultural values of education and the amount of responsibility adolescents are expected to assume in their family or community.
|
What are two potential reasons that adolescents in different cultures spend varying time on work and leisure activities?
|
What are two potential reasons that adolescents in different cultures spend varying time on work and leisure activities?
|
[
"What are two potential reasons that adolescents in different cultures spend varying time on work and leisure activities?"
] |
{
"text": [
"cultural norms and expectations, as well as various socioeconomic factors"
],
"answer_start": [
122
]
}
|
gem-squad_v2-train-113198
|
570deb1f0b85d914000d7bdd
|
Adolescence
|
Teenage alcohol drug use is currently at an all-time low. Out of a polled body of students, 4.4% of 8th graders reported having been on at least one occasion been drunk within the previous month; for 10th graders, the number was 13.7%, and for 12th graders, 25%. More drastically, cigarette smoking has become a far less prevalent activity among American middle- and high-school students; in fact, a greater number of teens now smoke marijuana than smoke cigarettes, with one recent study showing a respective 15.2% versus 11.7% of surveyed students. Recent studies have shown that male late adolescents are far more likely to smoke cigarettes rather than females. The study indicated that there was a discernible gender difference in the prevalence of smoking among the students. The finding of the study show that more males than females began smoking when they were in primary and high schools whereas most females started smoking after high school. This may be attributed to recent changing social and political views towards marijuana; issues such as medicinal use and legalization have tended towards painting the drug in a more positive light than historically, while cigarettes continue to be vilified due to associated health risks.
|
Is teenage alcohol drug use at al all-time high or low?
|
Is teenage alcohol drug use at al all-time high or low?
|
[
"Is teenage alcohol drug use at al all-time high or low?"
] |
{
"text": [
"low"
],
"answer_start": [
53
]
}
|
gem-squad_v2-train-113199
|
570deb1f0b85d914000d7bde
|
Adolescence
|
Teenage alcohol drug use is currently at an all-time low. Out of a polled body of students, 4.4% of 8th graders reported having been on at least one occasion been drunk within the previous month; for 10th graders, the number was 13.7%, and for 12th graders, 25%. More drastically, cigarette smoking has become a far less prevalent activity among American middle- and high-school students; in fact, a greater number of teens now smoke marijuana than smoke cigarettes, with one recent study showing a respective 15.2% versus 11.7% of surveyed students. Recent studies have shown that male late adolescents are far more likely to smoke cigarettes rather than females. The study indicated that there was a discernible gender difference in the prevalence of smoking among the students. The finding of the study show that more males than females began smoking when they were in primary and high schools whereas most females started smoking after high school. This may be attributed to recent changing social and political views towards marijuana; issues such as medicinal use and legalization have tended towards painting the drug in a more positive light than historically, while cigarettes continue to be vilified due to associated health risks.
|
Do teens smoke marijuana or cigarettes more commonly?
|
Do teens smoke marijuana or cigarettes more commonly?
|
[
"Do teens smoke marijuana or cigarettes more commonly?"
] |
{
"text": [
"marijuana"
],
"answer_start": [
434
]
}
|
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