sentence-transformers/squad huggingface dataset:
Passage: 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.

Question: Which adolescent ethninticy is most often studied?

Question: What social class of adolescents is most often studied?

Question: The period of one's life that spans late adolescence and early adulthood is known as what?

Question: Is an inner city or crime-driven neighborhood more or less likely to be detrimental to one's development?

Question: Why are children from suburban communities more likely to participate in activies that benefit their identity?
Passage: 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.

Question: What has the largest affect over one's social development?

Question: Do a teen's friends have a large or small impact on their social development?

Question: Do adolescents become heavily emotionally invested in friends or are they generally anti-social?
Passage: 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.

Question: Does communication with peers increase or decrease during adolescence?

Question: Do children or adolescents tend to associae with friends of the opposite sex more?

Question: How is adolescence defined socially?
Passage: 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.

Question: Did adolescents report more sexual or social events to researchers?

Question: Why do researchers believe the social event reporting by adolescents (rather than sexual activity) is important?

Question: Holding hands with one's partner and telling others about a relationship are examples of what kind of adolescent event?
Passage: 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.

Question: What are the three main types of autonomy?

Question: How is behavioral autonomy defined?

Question: Adolescent cultural differences are especially visible in which type of autonomy?

Question: How is cognitive autonomy defined?

Question: 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?
Passage: 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.

Question: Do American teenagers spend more or less time in shool than adolescents in other countires?

Question: Do American teenagers spend more or less time on leisure activities than adolescents in other countries?

Question: Does the amount of time adolescents spend on work and leisure vary from culture to culture or reman relatively constant?

Question: What are two potential reasons that adolescents in different cultures spend varying time on work and leisure activities?
Passage: 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.

Question: Is teenage alcohol drug use at al all-time high or low?

Question: Do teens smoke marijuana or cigarettes more commonly?

Question: Are male or female late adolescents more likely to smoke cigarettes?

Question: What is one possible explanation for the shift towards marijuana and away from cigarettes?
Passage: 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.

Question: Are motives behind teen alcohol use varied or uniform across different cultures?

Question: What two reasons for adolescent drinking are shared across cultural contexts?

Question: What percentage of Argentenian teens reported drinking to improve a bad mood?

Question: What is the most common reason for drinking among adolescents according to surveys in Argentina, Hong Kong, and Canada?

Question: In Hong Kong, did males or females most frequently report drinking to feel the effects of the alcohol?
Passage: 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.

Question: The transition from child-to-adulthood can be broadly defined as what?

Question: How long does the United States believe adolescence lasts?

Question: Does the time frame of adolescence vary from culture to culture or remain universally agreed upon?

Question: 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?
Passage: 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.

Question: Is adolescence usually accompanied by increased parental supervision or increased independence?

Question: Do milestones such as driving a vechile, serving on a jury, voting, and marriage all have a common age of responsibility?

Question: Is the end of adolescence and beginning of adulthood easily agreed upon or does it vary by country?
Passage: 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.

Question: When do the first facial hairs present in pubescent males?

Question: For how long does facial hair continue to get darker, coarser, and thicker?

Question: Where does facial hair first present during puberty?
Passage: 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.

Question: Do males or females experience growth spurts first?

Question: How much later on average do males experience their growth spurt?

Question: What is the growth rate during peak height velocity for a male adolescent?

Question: What is the growth rate during peak height velocity for a female adolescent?

Question: Growth rates during adolescent are comparible to those of what other life stage?
Passage: 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.

Question: Does the amount of white matter in the brain increase or decrease over the course of adolescence?

Question: Does the amount of grey matter in the brain increase linearly or follow an inverted-U pattern over the course of adolescence?

Question: During which process are unnecessary neuronal connections in the brain eliminated?

Question: Does the brain become more or less efficient as a result of synaptic pruning?
Passage: 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.

Question: Who describes adolescence as the stage of life in which the individual's thoughts start taking more of an abstract form?

Question: What is another term for congitive skills that enable the control and coordination of thoughts and behavior?

Question: Which cortex is commonly associated with the coordination of thoughts and behavior?

Question: Does Piaget believe that egocentric thoughts decrease or increase during adolescence?
Passage: 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.

Question: Do adolescents or children understand puns, proverbs, metaphors, and analogies most effectively?

Question: Children under what age often cannot comprehend sarcasm?

Question: Are puns, proverbs, metaphors, and analogies lower-order or higher-order logic?

Question: The appearance of more systematic, abstract thinking is a notable aspect of what type of development during adolescence?
Passage: 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.

Question: Most injuries sustained by adolescents are related to what?

Question: Do adolescents, adults, or both weight the potential rewards and consequences of an action?

Question: Do adolescents or adults seem to give more weight to rewards?

Question: Which theory proposes that adults and adolescents both weigh the potential rewards and consequences of an action?
Passage: 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.

Question: When does differentiation appear fully developed?

Question: Does the recognition of inconsistent content in one's self-concept typically bring distress or peace to an adolescent?

Question: When adolescents begin to qualify their traits, what are they demonstrating?