sentence-transformers/squad huggingface dataset:
Passage: Adolescents' thinking is less bound to concrete events than that of children: they can contemplate possibilities outside the realm of what currently exists. One manifestation of the adolescent's increased facility with thinking about possibilities is the improvement of skill in deductive reasoning, which leads to the development of hypothetical thinking. This provides the ability to plan ahead, see the future consequences of an action and to provide alternative explanations of events. It also makes adolescents more skilled debaters, as they can reason against a friend's or parent's assumptions. Adolescents also develop a more sophisticated understanding of probability.

Question: Deductive reasoning leads to the development of what type of thinking?

Question: Are adolescents or children more bound to concrete events?

Question: What type of thinking provides the ability to plan ahead and makes adolescents more skilled debaters?

Question: Adolescents develop a more sophisticated understanding of what mathematical concept thanks to their increased hypothetical thinking abilties?
Passage: The timing of puberty can have important psychological and social consequences. Early maturing boys are usually taller and stronger than their friends. They have the advantage in capturing the attention of potential partners and in becoming hand-picked for sports. Pubescent boys often tend to have a good body image, are more confident, secure, and more independent. Late maturing boys can be less confident because of poor body image when comparing themselves to already developed friends and peers. However, early puberty is not always positive for boys; early sexual maturation in boys can be accompanied by increased aggressiveness due to the surge of hormones that affect them. Because they appear older than their peers, pubescent boys may face increased social pressure to conform to adult norms; society may view them as more emotionally advanced, despite the fact that their cognitive and social development may lag behind their appearance. Studies have shown that early maturing boys are more likely to be sexually active and are more likely to participate in risky behaviors.

Question: Are sexual actvity and risky behaviors more likely in boys that mature early or later?

Question: Increased aggresiveness and early sexual maturation in adolescent boys are due to a surge of what?

Question: Are early or late maturing boys generally taller and stronger than their friends?

Question: What is one reason a late maturing boy may be less confident when comparing himself to others?
Passage: Wisdom, or the capacity for insight and judgment that is developed through experience, increases between the ages of fourteen and twenty-five, then levels off. Thus, it is during the adolescence-adulthood transition that individuals acquire the type of wisdom that is associated with age. Wisdom is not the same as intelligence: adolescents do not improve substantially on IQ tests since their scores are relative to others in their same age group, and relative standing usually does not change—everyone matures at approximately the same rate in this way.

Question: How is wisdom defined?

Question: Wisdom increases between age fourteen and what?

Question: Is wisdom the same thing as intelligence?

Question: Do adolescents perform significantly better on IQ tests than other age groups?

Question: What word is defined as the capacity for insight and judgement that is developed through experience?
Passage: In studying adolescent development, adolescence can be defined biologically, as the physical transition marked by the onset of puberty and the termination of physical growth; cognitively, as changes in the ability to think abstractly and multi-dimensionally; or socially, as a period of preparation for adult roles. Major pubertal and biological changes include changes to the sex organs, height, weight, and muscle mass, as well as major changes in brain structure and organization. Cognitive advances encompass both increases in knowledge and in the ability to think abstractly and to reason more effectively. The study of adolescent development often involves interdisciplinary collaborations. For example, researchers in neuroscience or bio-behavioral health might focus on pubertal changes in brain structure and its effects on cognition or social relations. Sociologists interested in adolescence might focus on the acquisition of social roles (e.g., worker or romantic partner) and how this varies across cultures or social conditions. Developmental psychologists might focus on changes in relations with parents and peers as a function of school structure and pubertal status.

Question: How is adolescence defined biologically?

Question: How is adolescence defined cognitively?

Question: How is adolescence defined socially?

Question: Changes to sex organs, height, weight, and muscle mass are examples of which type of change?

Question: Increases in knowledge and the ability to think abstractly are examples of which kind of change?
Passage: Jean Macfarlane founded the University of California, Berkeley's Institute of Human Development, formerly called the Institute of Child Welfare, in 1927. The Institute was instrumental in initiating studies of healthy development, in contrast to previous work that had been dominated by theories based on pathological personalities. The studies looked at human development during the Great Depression and World War II, unique historical circumstances under which a generation of children grew up. The Oakland Growth Study, initiated by Harold Jones and Herbert Stolz in 1931, aimed to study the physical, intellectual, and social development of children in the Oakland area. Data collection began in 1932 and continued until 1981, allowing the researchers to gather longitudinal data on the individuals that extended past adolescence into adulthood. Jean Macfarlane launched the Berkeley Guidance Study, which examined the development of children in terms of their socioeconomic and family backgrounds. These studies provided the background for Glen Elder in the 1960s, to propose a life-course perspective of adolescent development. Elder formulated several descriptive principles of adolescent development. The principle of historical time and place states that an individual's development is shaped by the period and location in which they grow up. The principle of the importance of timing in one's life refers to the different impact that life events have on development based on when in one's life they occur. The idea of linked lives states that one's development is shaped by the interconnected network of relationships of which one is a part; and the principle of human agency asserts that one's life course is constructed via the choices and actions of an individual within the context of their historical period and social network.

Question: Who founded the University of California, Berkeley's Institude of Human Development?

Question: What year was the University of California, Berkeley's Instutute of Human Development founded?

Question: What was the Univerity of California, Berkeley's Institute of Human Development formerly called?

Question: What year was the Oakland Growth Study initiated?

Question: What year did data for the Oakland Growth Study stop being collected?
Passage: The major landmark of puberty for males is the first ejaculation, which occurs, on average, at age 13. For females, it is menarche, the onset of menstruation, which occurs, on average, between ages 12 and 13. The age of menarche is influenced by heredity, but a girl's diet and lifestyle contribute as well. Regardless of genes, a girl must have a certain proportion of body fat to attain menarche. Consequently, girls who have a high-fat diet and who are not physically active begin menstruating earlier, on average, than girls whose diet contains less fat and whose activities involve fat reducing exercise (e.g. ballet and gymnastics). Girls who experience malnutrition or are in societies in which children are expected to perform physical labor also begin menstruating at later ages.

Question: What is a male's major landmark of puberty?

Question: At what average age does a male's first ejaculation occur?

Question: What is a female's major landmark of puberty?

Question: Besides heredity, what other factors contribute to when menustration begins?

Question: Do girls who are malnourished start menustrating earlier or later than those with high-fat diets?
Passage: Adolescents can conceptualize multiple "possible selves" that they could become and long-term possibilities and consequences of their choices. Exploring these possibilities may result in abrupt changes in self-presentation as the adolescent chooses or rejects qualities and behaviors, trying to guide the actual self toward the ideal self (who the adolescent wishes to be) and away from the feared self (who the adolescent does not want to be). For many, these distinctions are uncomfortable, but they also appear to motivate achievement through behavior consistent with the ideal and distinct from the feared possible selves.

Question: How can the ideal self be described in terms of the adolescent?

Question: How can the feared self be described in terms of the adolescent?

Question: Do adolescents demonstrate intended behavior moving towards the ideal or feared self?
Passage: In females, changes in the primary sex characteristics involve growth of the uterus, vagina, and other aspects of the reproductive system. Menarche, the beginning of menstruation, is a relatively late development which follows a long series of hormonal changes. Generally, a girl is not fully fertile until several years after menarche, as regular ovulation follows menarche by about two years. Unlike males, therefore, females usually appear physically mature before they are capable of becoming pregnant.

Question: What term is the beginning of menstruation given?

Question: How many years does regular ovulation follow menarche?

Question: What are two areas of the reproductive system that experience growth in females during puberty?

Question: Do males or females appear physically mature before they are capable of reproduction?
Passage: Primary sex characteristics are those directly related to the sex organs. In males, the first stages of puberty involve growth of the testes and scrotum, followed by growth of the penis. At the time that the penis develops, the seminal vesicles, the prostate, and the bulbourethral gland also enlarge and develop. The first ejaculation of seminal fluid generally occurs about one year after the beginning of accelerated penis growth, although this is often determined culturally rather than biologically, since for many boys first ejaculation occurs as a result of masturbation. Boys are generally fertile before they have an adult appearance.

Question: What activity often results in a boy's first ejaculation?

Question: What are primary sex characteristics?

Question: What does the first stage of puberty involve for males?

Question: After growth of the testes and scrotum, while male body part experiences growth next?

Question: Which male body parts enlarge and develop at the same time as the penis?
Passage: Adolescence marks a rapid change in one's role within a family. Young children tend to assert themselves forcefully, but are unable to demonstrate much influence over family decisions until early adolescence, when they are increasingly viewed by parents as equals. The adolescent faces the task of increasing independence while preserving a caring relationship with his or her parents. When children go through puberty, there is often a significant increase in parent–child conflict and a less cohesive familial bond. Arguments often concern minor issues of control, such as curfew, acceptable clothing, and the adolescent's right to privacy, which adolescents may have previously viewed as issues over which their parents had complete authority. Parent-adolescent disagreement also increases as friends demonstrate a greater impact on one another, new influences on the adolescent that may be in opposition to parents' values. Social media has also played an increasing role in adolescent and parent disagreements. While parents never had to worry about the threats of social media in the past, it has become a dangerous place for children. While adolescents strive for their freedoms, the unknowns to parents of what their child is doing on social media sites is a challenging subject, due to the increasing amount of predators on social media sites. Many parents have very little knowledge of social networking sites in the first place and this further increases their mistrust. An important challenge for the parent–adolescent relationship is to understand how to enhance the opportunities of online communication while managing its risks. Although conflicts between children and parents increase during adolescence, these are just relatively minor issues. Regarding their important life issues, most adolescents still share the same attitudes and values as their parents.

Question: At what stage do parents see their children as equals?

Question: During what stage of development is there increased parent-child conflict and a less cohesive familial bond?

Question: During puberty and adolescence, do most children share the same or different attitudes and values as their parents?
Passage: The first areas of the brain to be pruned are those involving primary functions, such as motor and sensory areas. The areas of the brain involved in more complex processes lose matter later in development. These include the lateral and prefrontal cortices, among other regions. Some of the most developmentally significant changes in the brain occur in the prefrontal cortex, which is involved in decision making and cognitive control, as well as other higher cognitive functions. During adolescence, myelination and synaptic pruning in the prefrontal cortex increases, improving the efficiency of information processing, and neural connections between the prefrontal cortex and other regions of the brain are strengthened. This leads to better evaluation of risks and rewards, as well as improved control over impulses. Specifically, developments in the dorsolateral prefrontal cortex are important for controlling impulses and planning ahead, while development in the ventromedial prefrontal cortex is important for decision making. Changes in the orbitofrontal cortex are important for evaluating rewards and risks.

Question: Which part of the brain is involved in decision making and cognitive control?

Question: Which area of the brain is important for controlling impulses and planning ahead?

Question: Which part of the brain is important for evaluating rewards and risks?

Question: Which are the first areas to be pruned during puberty?

Question: Motor and sensory skills are examples of what kind of brain function?
Passage: Communication within peer groups allows adolescents to explore their feelings and identity as well as develop and evaluate their social skills. Peer groups offer members the opportunity to develop social skills such as empathy, sharing, and leadership. Adolescents choose peer groups based on characteristics similarly found in themselves. By utilizing these relationships, adolescents become more accepting of who they are becoming. Group norms and values are incorporated into an adolescent’s own self-concept. Through developing new communication skills and reflecting upon those of their peers, as well as self-opinions and values, an adolescent can share and express emotions and other concerns without fear of rejection or judgment. Peer groups can have positive influences on an individual, such as on academic motivation and performance. However, while peers may facilitate social development for one another they may also hinder it. Peers can have negative influences, such as encouraging experimentation with drugs, drinking, vandalism, and stealing through peer pressure. Susceptibility to peer pressure increases during early adolescence, peaks around age 14, and declines thereafter. Further evidence of peers hindering social development has been found in Spanish teenagers, where emotional (rather than solution-based) reactions to problems and emotional instability have been linked with physical aggression against peers. Both physical and relational aggression are linked to a vast number of enduring psychological difficulties, especially depression, as is social rejection. Because of this, bullied adolescents often develop problems that lead to further victimization. Bullied adolescents are both more likely to continued to be bullied and to bully others in the future. However, this relationship is less stable in cases of cyberbullying, a relatively new issue among adolescents.

Question: What is one area in which peer groups can have positive influences on an individual?

Question: What are some of the negative experiences that peer pressure can influence during adolescence?

Question: At what age does succeptability to peer pressure peak?

Question: What are some social skills that peer groups offer members the opportunity to develop?
Passage: There are at least two major approaches to understanding cognitive change during adolescence. One is the constructivist view of cognitive development. Based on the work of Piaget, it takes a quantitative, state-theory approach, hypothesizing that adolescents' cognitive improvement is relatively sudden and drastic. The second is the information-processing perspective, which derives from the study of artificial intelligence and attempts to explain cognitive development in terms of the growth of specific components of the thinking process.

Question: What view towards cognitive development during adolescence did Piaget take?

Question: Did Piaget believe that cognitive improvement was sudden and drastic or slow and steadied?

Question: Besides the information-processing perspective, what is the other major approach to understanding cognitive change during adolescence?

Question: The information-processing perspective towards cognitive development derives from the study of what?
Passage: Adolescence marks a time of sexual maturation, which manifests in social interactions as well. While adolescents may engage in casual sexual encounters (often referred to as hookups), most sexual experience during this period of development takes place within romantic relationships. Adolescents can use technologies and social media to seek out romantic relationships as they feel it is a safe place to try out dating and identity exploration. From these social media encounters, a further relationship may begin. Kissing, hand holding, and hugging signify satisfaction and commitment. Among young adolescents, "heavy" sexual activity, marked by genital stimulation, is often associated with violence, depression, and poor relationship quality. This effect does not hold true for sexual activity in late adolescence that takes place within a romantic relationship. Some research suggest that there are genetic causes of early sexual activity that are also risk factors for delinquency, suggesting that there is a group who are at risk for both early sexual activity and emotional distress. For old adolescents, though, sexual activity in the context of romantic relationships was actually correlated with lower levels of deviant behavior after controlling for genetic risks, as opposed to sex outside of a relationship (hook-ups)

Question: Casual sexual encounters are often referred to as what?

Question: Do most sexual experiences during adolescence take place within or seperate from romantic relationships?

Question: Where do some adolescents feel is a safe place to seek out romantic relationships, try out dating and indentity exploration?

Question: What seperates "heavy" sexual activity from other forms of affection?

Question: For older adolescents, is sexual activity in a romantic relationship associated with lower or higher levels of deviant behavior?
Passage: A third gain in cognitive ability involves thinking about thinking itself, a process referred to as metacognition. It often involves monitoring one's own cognitive activity during the thinking process. Adolescents' improvements in knowledge of their own thinking patterns lead to better self-control and more effective studying. It is also relevant in social cognition, resulting in increased introspection, self-consciousness, and intellectualization (in the sense of thought about one's own thoughts, rather than the Freudian definition as a defense mechanism). Adolescents are much better able than children to understand that people do not have complete control over their mental activity. Being able to introspect may lead to two forms of adolescent egocentrism, which results in two distinct problems in thinking: the imaginary audience and the personal fable. These likely peak at age fifteen, along with self-consciousness in general.

Question: What is the term used to describe thinking about thinking itself?

Question: Are adolescents or children better able to understand that people do not have complete control over their thoughts?

Question: The imaginary audience and personal fable peak at what age?

Question: At what age does self-consciousness in general peak?
Passage: A questionnaire called the teen timetable has been used to measure the age at which individuals believe adolescents should be able to engage in behaviors associated with autonomy. This questionnaire has been used to gauge differences in cultural perceptions of adolescent autonomy, finding, for instance, that White parents and adolescents tend to expect autonomy earlier than those of Asian descent. It is, therefore, clear that cultural differences exist in perceptions of adolescent autonomy, and such differences have implications for the lifestyles and development of adolescents. In sub-Saharan African youth, the notions of individuality and freedom may not be useful in understanding adolescent development. Rather, African notions of childhood and adolescent development are relational and interdependent.

Question: What questionaire has been used to measure the age in which adolescents should be able to engage in autonomous behaviors?

Question: Do White or Asian parents tend to expect autonomy earlier than the other?

Question: What has the teen timetable questionnaire been used to guage?
Passage: Given the potential consequences, engaging in sexual behavior is somewhat risky, particularly for adolescents. Having unprotected sex, using poor birth control methods (e.g. withdrawal), having multiple sexual partners, and poor communication are some aspects of sexual behavior that increase individual and/or social risk. Some qualities of adolescents' lives that are often correlated with risky sexual behavior include higher rates of experienced abuse, lower rates of parental support and monitoring. Adolescence is also commonly a time of questioning sexuality and gender. This may involve intimate experimentation with people identifying as the same gender as well as with people of differing genders. Such exploratory sexual behavior can be seen as similar to other aspects of identity, including the exploration of vocational, social, and leisure identity, all of which involve some risk.

Question: What is an example of a poor birth control method?

Question: Are higher or lower levels of parental support associated with risky sexual behavior?

Question: Is exploratory sexual behavior seen as similar or seperate to other aspects of identity?

Question: Does having unprotected sex, multiple sexual partners, and poor communication increase or decrease individual and social risk?