romikgosai/squad_modified huggingface dataset:
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.

Questions and answers:
['
Q: What is the most commonly abused substance during adolescent years in the U.S.?
A: alcohol', '
Q: The heightened usage of what drug is most likely due at least in some part to the rising popularity of rave culture?
A: ecstasy', '
Q: Aside from alcohol, what is the most commonly indulged drug habit during adolescent years?
A: marijuana', '
Q: From the late 1990s to mid 2000s, was drug use in teens on the rise or decline?
A: decline']
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.

Questions and answers:
['
Q: During what ages do reasons for alcohol consumption between males and females begin to diverge?
A: 14–15', '
Q: Do boys or girls view drinking in a more social light?
A: boys', '
Q: Which gender reports most frequently using alcohol as a coping mechanism?
A: girls', '
Q: Does age bring a greater or smaller desire to drink for pleasure rather than coping?
A: greater']
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.

Questions and answers:
['
Q: From which language does the word "adolescence" originate?
A: Latin', '
Q: What is the Latin meaning of the word "adolescere"?
A: to grow up', '
Q: What is another term for legal adulthood?
A: age of majority', '
Q: Physical growth and cognitive development generally observed in adolescents can extend to what age?
A: early twenties']
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.

Questions and answers:
['
Q: In recent years, has the amount of social networking sites available to the public increased or decreased?
A: greatly increased', '
Q: What percentage of teens say they text every day?
A: 68%', '
Q: What percentage of 12-17 year olds claim to have at least one social networking profile?
A: 73%', '
Q: What percentage of teens report visiting social netorking sites daily?
A: 51%', '
Q: What ratio of teens are "heavy" social media users, using two types of media daily?
A: One in four (23%)']
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.

Questions and answers:
['
Q: Are girls reaching sexual maturation early more or less likely to develop eating disorers?
A: more likely', '
Q: Nearly half of Americam high school girls hope to achieve what goal with their diet?
A: lose weight', '
Q: Are early or late maturing girls more exposed to alcohol and drug abuse?
A: early maturing', '
Q: Do early or late maturing girls have more unwanted pregnancies?
A: early maturing', '
Q: Who performs better in school: sexually experienced or inexperienced teen females?
A: inexperienced']
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.

Questions and answers:
['
Q: Is change in bodily distribution of fat and muscle the same or different between males and females during puberty?
A: different', '
Q: Do boys or girls experience a more significant increase in body fat?
A: girls', '
Q: Do boys or girls grow muscle faster during puberty?
A: boys', '
Q: What is the ratio between muscle and fat among post-pubertal boys?
A: three to one', '
Q: What is the ratio between muscle and fat amoung post-pubertal girls?
A: five to four']
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.

Questions and answers:
['
Q: What is a secondary sex characteristic change?
A: every change that is not directly related to sexual reproduction', '
Q: How many Tanner stages are there?
A: five', '
Q: What was the occupation of the person who devised the Tanner categorization system?
A: pediatrician', '
Q: Elevation of the breasts, development of pubic hair, and elevation of the nippes are examples of what type of changes?
A: Changes in secondary sex characteristics', '
Q: Is deepening of the voice in males a primary or secondary sex characteristic?
A: secondary']
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.

Questions and answers:
['
Q: Are children or adolescents more likely to question assertions and less likely to accept facts?
A: adolescents', '
Q: Is refraining from touching a hot stoce a common sense or culturally-relative standard?
A: common sense', '
Q: Is not dating until a certain age a common sense or culturally-relative standard?
A: culturally-relative']
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.

Questions and answers:
['
Q: Who was the first president of the American Psychological Association?
A: G. Stanley Hall', "
Q: From the '50s to the '80s, was the field's focus devoted to describing patterns of behavior or explaining them?
A: describing", '
Q: What was the title of the publication that started the formal study of adolescent psychology?
A: Adolescence in 1904', '
Q: Which theorist is known for his beliefs on evolution?
A: Darwin']
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.

Questions and answers:
['
Q: Do children or adolescents define themselves based on values, thoughts, and opinions?
A: adolescents', '
Q: Which idea is known as the ability of a person to have opinions and beliefs that are defined confidently, consistent, and stable?
A: self-concept', '
Q: How do children tend to define themselves?
A: by physical traits', '
Q: Greater self-awareness, greater awareness of others, and the ability to consider multiple possiblities at once are examples of what kind of developments?
A: cognitive']
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.

Questions and answers:
['
Q: Which adolescent ethninticy is most often studied?
A: white', '
Q: What social class of adolescents is most often studied?
A: middle class', "
Q: The period of one's life that spans late adolescence and early adulthood is known as what?
A: youth", "
Q: Is an inner city or crime-driven neighborhood more or less likely to be detrimental to one's development?
A: more likely", '
Q: Why are children from suburban communities more likely to participate in activies that benefit their identity?
A: exposed to more opportunities and better situations in general']
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.

Questions and answers:
["
Q: What has the largest affect over one's social development?
A: relationships", "
Q: Do a teen's friends have a large or small impact on their social development?
A: large", '
Q: Do adolescents become heavily emotionally invested in friends or are they generally anti-social?
A: heavily emotionally invested in friends']
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.

Questions and answers:
['
Q: Does communication with peers increase or decrease during adolescence?
A: increases', '
Q: Do children or adolescents tend to associae with friends of the opposite sex more?
A: Adolescents', '
Q: How is adolescence defined socially?
A: a period of development characterized by a dramatic increase in time spent with peers and a decrease in adult supervision']
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.

Questions and answers:
['
Q: Did adolescents report more sexual or social events to researchers?
A: social events', '
Q: Why do researchers believe the social event reporting by adolescents (rather than sexual activity) is important?
A: focus on the more positive aspects of adolescents', "
Q: Holding hands with one's partner and telling others about a relationship are examples of what kind of adolescent event?
A: romantic"]
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.

Questions and answers:
['
Q: What are the three main types of autonomy?
A: emotional independence, behavioral autonomy, and cognitive autonomy', "
Q: How is behavioral autonomy defined?
A: encompasses an adolescent's developing ability to regulate his or her own behavior, to act on personal decisions, and to self-govern", '
Q: Adolescent cultural differences are especially visible in which type of autonomy?
A: Behavioral', '
Q: How is cognitive autonomy defined?
A: the capacity for an adolescent to partake in processes of independent reasoning and decision-making without excessive reliance on social validation', "
Q: 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?
A: match closely"]
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.

Questions and answers:
['
Q: Do American teenagers spend more or less time in shool than adolescents in other countires?
A: less', '
Q: Do American teenagers spend more or less time on leisure activities than adolescents in other countries?
A: more', '
Q: Does the amount of time adolescents spend on work and leisure vary from culture to culture or reman relatively constant?
A: varies greatly', '
Q: What are two potential reasons that adolescents in different cultures spend varying time on work and leisure activities?
A: cultural norms and expectations, as well as various socioeconomic factors']