romikgosai/squad_modified_2 huggingface dataset:
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.

Q1: What are the three main types of autonomy?
A1: emotional independence, behavioral autonomy, and cognitive autonomy
Q2: How is behavioral autonomy defined?
A2: encompasses an adolescent's developing ability to regulate his or her own behavior, to act on personal decisions, and to self-govern
Q3: Adolescent cultural differences are especially visible in which type of autonomy?
A3: Behavioral
Q4: How is cognitive autonomy defined?
A4: the capacity for an adolescent to partake in processes of independent reasoning and decision-making without excessive reliance on social validation
Q5: 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?
A5: 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.

Q1: Do American teenagers spend more or less time in shool than adolescents in other countires?
A1: less
Q2: Do American teenagers spend more or less time on leisure activities than adolescents in other countries?
A2: more
Q3: Does the amount of time adolescents spend on work and leisure vary from culture to culture or reman relatively constant?
A3: varies greatly
Q4: What are two potential reasons that adolescents in different cultures spend varying time on work and leisure activities?
A4: cultural norms and expectations, as well as various socioeconomic factors
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.

Q1: Is teenage alcohol drug use at al all-time high or low?
A1: low
Q2: Do teens smoke marijuana or cigarettes more commonly?
A2: marijuana
Q3: Are male or female late adolescents more likely to smoke cigarettes?
A3: male
Q4: What is one possible explanation for the shift towards marijuana and away from cigarettes?
A4: recent changing social and political views towards marijuana
Research has generally shown striking uniformity across different cultures in the motives behind teen alcohol use. Social engagement and personal enjoyment appear to play a fairly universal role in adolescents' decision to drink throughout separate cultural contexts. Surveys conducted in Argentina, Hong Kong, and Canada have each indicated the most common reason for drinking among adolescents to relate to pleasure and recreation; 80% of Argentinian teens reported drinking for enjoyment, while only 7% drank to improve a bad mood. The most prevalent answers among Canadian adolescents were to "get in a party mood," 18%; "because I enjoy it," 16%; and "to get drunk," 10%. In Hong Kong, female participants most frequently reported drinking for social enjoyment, while males most frequently reported drinking to feel the effects of alcohol.

Q1: Are motives behind teen alcohol use varied or uniform across different cultures?
A1: uniform
Q2: What two reasons for adolescent drinking are shared across cultural contexts?
A2: Social engagement and personal enjoyment
Q3: What percentage of Argentenian teens reported drinking to improve a bad mood?
A3: 7%
Q4: What is the most common reason for drinking among adolescents according to surveys in Argentina, Hong Kong, and Canada?
A4: pleasure and recreation
Q5: In Hong Kong, did males or females most frequently report drinking to feel the effects of the alcohol?
A5: males
A broad way of defining adolescence is the transition from child-to-adulthood. According to Hogan & Astone (1986), this transition can include markers such as leaving school, starting a full-time job, leaving the home of origin, getting married, and becoming a parent for the first time. However, the time frame of this transition varies drastically by culture. In some countries, such as the United States, adolescence can last nearly a decade, but in others, the transition—often in the form of a ceremony—can last for only a few days.

Q1: The transition from child-to-adulthood can be broadly defined as what?
A1: adolescence
Q2: How long does the United States believe adolescence lasts?
A2: nearly a decade
Q3: Does the time frame of adolescence vary from culture to culture or remain universally agreed upon?
A3: varies drastically by culture
Q4: Leaving school, starting a full-time job, getting married, and becoming a parent for the first time are markers in what stage of one's development, according to Hogan & Astone?
A4: adolescence
The end of adolescence and the beginning of adulthood varies by country and by function. Furthermore, even within a single nation state or culture there can be different ages at which an individual is considered (chronologically and legally) mature enough for society to entrust them with certain privileges and responsibilities. Such milestones include driving a vehicle, having legal sexual relations, serving in the armed forces or on a jury, purchasing and drinking alcohol, voting, entering into contracts, finishing certain levels of education, and marriage. Adolescence is usually accompanied by an increased independence allowed by the parents or legal guardians, including less supervision as compared to preadolescence.

Q1: Is adolescence usually accompanied by increased parental supervision or increased independence?
A1: independence
Q2: Do milestones such as driving a vechile, serving on a jury, voting, and marriage all have a common age of responsibility?
A2: different ages
Q3: Is the end of adolescence and beginning of adulthood easily agreed upon or does it vary by country?
A3: varies by country
Facial hair in males normally appears in a specific order during puberty: The first facial hair to appear tends to grow at the corners of the upper lip, typically between 14 to 17 years of age. It then spreads to form a moustache over the entire upper lip. This is followed by the appearance of hair on the upper part of the cheeks, and the area under the lower lip. The hair eventually spreads to the sides and lower border of the chin, and the rest of the lower face to form a full beard. As with most human biological processes, this specific order may vary among some individuals. Facial hair is often present in late adolescence, around ages 17 and 18, but may not appear until significantly later. Some men do not develop full facial hair for 10 years after puberty. Facial hair continues to get coarser, darker and thicker for another 2–4 years after puberty.

Q1: When do the first facial hairs present in pubescent males?
A1: between 14 to 17 years of age
Q2: For how long does facial hair continue to get darker, coarser, and thicker?
A2: 2–4 years after puberty
Q3: Where does facial hair first present during puberty?
A3: corners of the upper lip
The adolescent growth spurt is a rapid increase in the individual's height and weight during puberty resulting from the simultaneous release of growth hormones, thyroid hormones, and androgens. Males experience their growth spurt about two years later, on average, than females. During their peak height velocity (the time of most rapid growth), adolescents grow at a growth rate nearly identical to that of a toddler—about 4 inches (10.3 cm) a year for males and 3.5 inches (9 cm) for females. In addition to changes in height, adolescents also experience a significant increase in weight (Marshall, 1978). The weight gained during adolescence constitutes nearly half of one's adult body weight. Teenage and early adult males may continue to gain natural muscle growth even after puberty.

Q1: Do males or females experience growth spurts first?
A1: females
Q2: How much later on average do males experience their growth spurt?
A2: two years later
Q3: What is the growth rate during peak height velocity for a male adolescent?
A3: 4 inches (10.3 cm) a year
Q4: What is the growth rate during peak height velocity for a female adolescent?
A4: 3.5 inches (9 cm)
Q5: Growth rates during adolescent are comparible to those of what other life stage?
A5: toddler
Over the course of adolescence, the amount of white matter in the brain increases linearly, while the amount of grey matter in the brain follows an inverted-U pattern. Through a process called synaptic pruning, unnecessary neuronal connections in the brain are eliminated and the amount of grey matter is pared down. However, this does not mean that the brain loses functionality; rather, it becomes more efficient due to increased myelination (insulation of axons) and the reduction of unused pathways.

Q1: Does the amount of white matter in the brain increase or decrease over the course of adolescence?
A1: increases
Q2: Does the amount of grey matter in the brain increase linearly or follow an inverted-U pattern over the course of adolescence?
A2: inverted-U pattern
Q3: During which process are unnecessary neuronal connections in the brain eliminated?
A3: synaptic pruning
Q4: Does the brain become more or less efficient as a result of synaptic pruning?
A4: more efficient
Adolescence is also a time for rapid cognitive development. Piaget describes adolescence as the stage of life in which the individual's thoughts start taking more of an abstract form and the egocentric thoughts decrease. This allows the individual to think and reason in a wider perspective. A combination of behavioural and fMRI studies have demonstrated development of executive functions, that is, cognitive skills that enable the control and coordination of thoughts and behaviour, which are generally associated with the prefrontal cortex. The thoughts, ideas and concepts developed at this period of life greatly influence one's future life, playing a major role in character and personality formation.

Q1: Who describes adolescence as the stage of life in which the individual's thoughts start taking more of an abstract form?
A1: Piaget
Q2: What is another term for congitive skills that enable the control and coordination of thoughts and behavior?
A2: executive functions
Q3: Which cortex is commonly associated with the coordination of thoughts and behavior?
A3: prefrontal cortex
Q4: Does Piaget believe that egocentric thoughts decrease or increase during adolescence?
A4: decrease
The appearance of more systematic, abstract thinking is another notable aspect of cognitive development during adolescence. For example, adolescents find it easier than children to comprehend the sorts of higher-order abstract logic inherent in puns, proverbs, metaphors, and analogies. Their increased facility permits them to appreciate the ways in which language can be used to convey multiple messages, such as satire, metaphor, and sarcasm. (Children younger than age nine often cannot comprehend sarcasm at all.) This also permits the application of advanced reasoning and logical processes to social and ideological matters such as interpersonal relationships, politics, philosophy, religion, morality, friendship, faith, democracy, fairness, and honesty.

Q1: Do adolescents or children understand puns, proverbs, metaphors, and analogies most effectively?
A1: adolescents
Q2: Children under what age often cannot comprehend sarcasm?
A2: nine
Q3: Are puns, proverbs, metaphors, and analogies lower-order or higher-order logic?
A3: higher-order
Q4: The appearance of more systematic, abstract thinking is a notable aspect of what type of development during adolescence?
A4: cognitive
Because most injuries sustained by adolescents are related to risky behavior (car crashes, alcohol, unprotected sex), a great deal of research has been done on the cognitive and emotional processes underlying adolescent risk-taking. In addressing this question, it is important to distinguish whether adolescents are more likely to engage in risky behaviors (prevalence), whether they make risk-related decisions similarly or differently than adults (cognitive processing perspective), or whether they use the same processes but value different things and thus arrive at different conclusions. The behavioral decision-making theory proposes that adolescents and adults both weigh the potential rewards and consequences of an action. However, research has shown that adolescents seem to give more weight to rewards, particularly social rewards, than do adults.

Q1: Most injuries sustained by adolescents are related to what?
A1: risky behavior
Q2: Do adolescents, adults, or both weight the potential rewards and consequences of an action?
A2: both
Q3: Do adolescents or adults seem to give more weight to rewards?
A3: adolescents
Q4: Which theory proposes that adults and adolescents both weigh the potential rewards and consequences of an action?
A4: behavioral decision-making theory
Further distinctions in self-concept, called "differentiation," occur as the adolescent recognizes the contextual influences on their own behavior and the perceptions of others, and begin to qualify their traits when asked to describe themselves. Differentiation appears fully developed by mid-adolescence. Peaking in the 7th-9th grades, the personality traits adolescents use to describe themselves refer to specific contexts, and therefore may contradict one another. The recognition of inconsistent content in the self-concept is a common source of distress in these years (see Cognitive dissonance), but this distress may benefit adolescents by encouraging structural development.

Q1: When does differentiation appear fully developed?
A1: by mid-adolescence
Q2: Does the recognition of inconsistent content in one's self-concept typically bring distress or peace to an adolescent?
A2: distress
Q3: When adolescents begin to qualify their traits, what are they demonstrating?
A3: differentiation
In 1989, Troiden proposed a four-stage model for the development of homosexual sexual identity. The first stage, known as sensitization, usually starts in childhood, and is marked by the child's becoming aware of same-sex attractions. The second stage, identity confusion, tends to occur a few years later. In this stage, the youth is overwhelmed by feelings of inner turmoil regarding their sexual orientation, and begins to engage sexual experiences with same-sex partners. In the third stage of identity assumption, which usually takes place a few years after the adolescent has left home, adolescents begin to come out to their family and close friends, and assumes a self-definition as gay, lesbian, or bisexual. In the final stage, known as commitment, the young adult adopts their sexual identity as a lifestyle. Therefore, this model estimates that the process of coming out begins in childhood, and continues through the early to mid 20s. This model has been contested, and alternate ideas have been explored in recent years.

Q1: In what year did Troiden propose a four-stage model for the development of homosexual sexual identity?
A1: 1989
Q2: What is Troiden's first stage of development known as?
A2: sensitization
Q3: When does sensitization usually start?
A3: childhood
Q4: In what stage is youth overwhelmed by feelings of inner turmoil regarding their sexual orientation?
A4: identity confusion
Q5: Troiden's second stage is referred to as what?
A5: identity confusion
During childhood, siblings are a source of conflict and frustration as well as a support system. Adolescence may affect this relationship differently, depending on sibling gender. In same-sex sibling pairs, intimacy increases during early adolescence, then remains stable. Mixed-sex siblings pairs act differently; siblings drift apart during early adolescent years, but experience an increase in intimacy starting at middle adolescence. Sibling interactions are children's first relational experiences, the ones that shape their social and self-understanding for life. Sustaining positive sibling relations can assist adolescents in a number of ways. Siblings are able to act as peers, and may increase one another's sociability and feelings of self-worth. Older siblings can give guidance to younger siblings, although the impact of this can be either positive or negative depending on the activity of the older sibling.

Q1: Does intimacy between same-sex siblings increase or decrease during adolescence?
A1: increases
Q2: When siblings act as peers, what positive effects are possible?
A2: increase one another's sociability and feelings of self-worth
Q3: At what stage to mixed-sex siblings generally experience an increase in intimacy?
A3: middle adolescence
Adolescents tend to associate with "cliques" on a small scale and "crowds" on a larger scale. During early adolescence, adolescents often associate in cliques, exclusive, single-sex groups of peers with whom they are particularly close. Despite the common notion that cliques are an inherently negative influence, they may help adolescents become socially acclimated and form a stronger sense of identity. Within a clique of highly athletic male-peers, for example, the clique may create a stronger sense of fidelity and competition. Cliques also have become somewhat a "collective parent," i.e. telling the adolescents what to do and not to do. Towards late adolescence, cliques often merge into mixed-sex groups as teenagers begin romantically engaging with one another. These small friend groups then break down further as socialization becomes more couple-oriented. On a larger scale, adolescents often associate with crowds, groups of individuals who share a common interest or activity. Often, crowd identities may be the basis for stereotyping young people, such as jocks or nerds. In large, multi-ethnic high schools, there are often ethnically-determined crowds. While crowds are very influential during early and middle adolescence, they lose salience during high school as students identify more individually.

Q1: Do adolescents associate with "cliques" on a large or small scale?
A1: small
Q2: What are the positive effects that cliques may have on an adolescent?
A2: help adolescents become socially acclimated and form a stronger sense of identity
Q3: How are cliques defined?
A3: exclusive, single-sex groups of peers with whom they are particularly close
Q4: Do adolescents associate with "crowds" on a large or small scale?
A4: larger
Dating violence is fairly prevalent within adolescent relationships. When surveyed, 10-45% of adolescents reported having experienced physical violence in the context of a relationship while a quarter to a third of adolescents reported having experiencing psychological aggression. This reported aggression includes hitting, throwing things, or slaps, although most of this physical aggression does not result in a medical visit. Physical aggression in relationships tends to decline from high school through college and young adulthood. In heterosexual couples, there is no significant difference between the rates of male and female aggressors, unlike in adult relationships.

Q1: What percentage of adolescents reporting having experienced physical violence in a relationship?
A1: 10-45%
Q2: What percentage of adolescents reported experiencing psychological aggression?
A2: a quarter to a third
Q3: Hitting, throwing objects, and slaps are examples of what type of aggression?
A3: Physical
Q4: In heterosexual adolescent couples, is there a significant difference in the rates of male and female aggressors?
A4: no
Q5: Does physical aggression decline or increase during high-school, college, and early adulthood?
A5: decline
The lifestyle of an adolescent in a given culture is profoundly shaped by the roles and responsibilities he or she is expected to assume. The extent to which an adolescent is expected to share family responsibilities is one large determining factor in normative adolescent behavior. For instance, adolescents in certain cultures are expected to contribute significantly to household chores and responsibilities. Household chores are frequently divided into self-care tasks and family-care tasks. However, specific household responsibilities for adolescents may vary by culture, family type, and adolescent age. Some research has shown that adolescent participation in family work and routines has a positive influence on the development of an adolescent's feelings of self-worth, care, and concern for others.

Q1: Does adolescent participation in family work and routines have a positive or negative influence on feelings of self-worth, care, and concern for others?
A1: positive
Q2: How are household chores frequently divided?
A2: self-care tasks and family-care tasks
Q3: What is one large determining factor in normative adolescent behavior?
A3: The extent to which an adolescent is expected to share family responsibilities