Transcript Exam Review

AP Psychology
Exam Review
Part 3
Website:
http://mcmurrayvmc.weebly.com/index.html
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Mrs. McMurray@mcmurrayvmc
Figure 9.10 A simplified model of brain areas
involved in language processing
Figure 11.2 Maslow’s hierarchy of needs
Figure 12.6 The brain’s shortcut for emotions
Figure 12.15 Infants’ naturally occurring
emotions
Figure 15.6 Biology of antidepressants
Names you should know!
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Mary Ainsworth
Solomon Asch
Albert Bandura
Diana Baumrind
Alfred Binet
Walter Canon
Noam Chomsky
Charles Darwin
Erik Erikson
Herman Ebbinghaus
Sigmund Freud
Howard Gardner
Eleanor Gibson
Harry Harlow
William James
Carl Jung
Lawrence Kohlberg
Elizabeth Loftus
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Abraham Maslow
Stanley Milgram
Ivan Pavlov
Jean Piaget
Carl Rogers
Stanley Schachter
Hans Selye
Martin Seligman
B.F. Skinner
Roger Sperry
Charles Spearman
Robert Sternberg
Louis Terman
John Watson
David Wechsler
Wilhelm Wundt
Philip Zimbardo
Advanced Placement University Exam Content
The exam tests knowledge of topics included in a one-semester introductory college course in psychology. The
following table reflects the approximate percentage of the multiple-choice section of the exam devoted to each
content area:
The free-response questions evaluate students' mastery of scientific research principles and their ability to make
connections among constructs from different psychological domains. Students may be asked to analyze a general
problem in psychology (e.g., depression, adaptation) using concepts from different theoretical frameworks or
subdomains in the field, or they may be asked to design, analyze, or critique a research study.
2-4%
history
8-10%
methods and approaches
8-10%
biological bases of behavior
6-8%
sensation and perception
2-4%
states of consciousness
7-9%
learning
8-10%
cognition
6-8%
motivation and emotion
7-9%
developmental psychology
5-7%
personality
5-7%
testing and individual differences
7-9%
abnormal psychology
5-7%
treatment of psychological disorders
8-10%
social psychology
Advanced Placement University Exam Content
and the Chapters from our Myers’ Textbook
2-4%
history
Prologue
8-10%
methods and approaches
Chapter 1
8-10%
biological bases of behavior
Chapter 2
6-8%
sensation and perception
Chapter 6
2-4%
states of consciousness
Chapter 3
7-9%
learning
Chapter 7
8-10%
cognition
Chapter 9 and Ch 8
6-8%
motivation and emotion
Chapter 11 & 12 (and stress)
7-9%
developmental psychology
Chapter 5 and 4 (nature/nurture)
5-7%
personality
Chapter 13
5-7%
testing and individual
differences
Chapter 10 (intelligence)
7-9%
abnormal psychology
Chapter 14
5-7%
treatment of psychological
disorders
Chapter 15
8-10%
social psychology
Chapter 16
University Exam: May 5th
Section 1:
100 Multiple Choice Questions 70 minutes
Worth 66.67% of total mark
Section 2:
2 Free Response Questions 50 minutes
Worth 33.33% of total mark
Advanced Placement Study Sessions Room 201 at NOON
Tuesday, February 25
Monday, March 3
Tuesday, March 11
Monday, March 17
Tuesday, April 8
Monday, April 14
Monday, April 21
Tuesday, April 22
Monday, April 28
Tuesday, April 29
Advanced Placement Psychology Exam: Monday, May 5th, 2014
NOON until 4:00 in the Upper Library VMC
AP University Exam Free Response
Questions from 2011, 2012 and 2013
The following slides have the free response questions (long
answer questions) from the past two years. During our study
sessions, we will be going over free response questions from
past years as well as sample multiple choice questions. If you
miss a study session, check my website under AP study sessions
to see what you have missed.
2013 AP® PSYCHOLOGY FREE-RESPONSE QUESTIONS
PSYCHOLOGY
SECTION II
Time—50 minutes
Directions: You have 50 minutes to answer BOTH of the following questions. It is not enough to answer a
question by merely listing facts. You should present a cogent argument based on your critical analysis of
the questions posed, using appropriate psychological terminology.
1. In response to declining reading scores in local schools, John wrote an editorial suggesting
that schools need to increase interest in reading books by providing students with incentives.
Based on research showing a relation
between use of incentives and student reading, he recommended providing a free pizza
coupon for every ten books a student reads.
A. Explain how each of the following psychological concepts can be used to refute John’s
argument.
• Correlational research
• Overjustification effect
B. Explain how schedules of reinforcement can be used to strengthen John’s plan.
C. Explain how each of the following psychological phenomena could influence a reader’s
view of John’s
argument.
• Belief perseverance
• Central route to persuasion
• Retroactive interference
•
Source amnesia
2. A researcher compared the effectiveness of massed versus distributed practice in preparing for a memory
test. Each of two groups memorized the definitions of 40 vocabulary words. In group A, there were 30
participants who were all under twenty-five years of age. Participants in group A used the method of
distributed practice, studying for 30 minutes on each of four evenings. They were tested on the fifth
morning at 7:00 A.M. In group B, there were 30 participants who were all over sixty years of age.
Participants in group B used the method of massed practice, studying only from 6:30 P.M. to 8:30 P.M. on
the
evening before the test. They were tested the next morning at 7:00 A.M.
All participants completed a recall test. The test measured how quickly participants recalled the definitions.
The
results showed that the mean difference between the distributed practice group and the massed practice
group
was statistically significant. The researcher provided a list of the names and test scores for each individual
participant in a letter to all participants.
Part A
• What is the operational definition of the dependent variable?
• Explain how the ethical flaw in the study can be corrected.
• Explain how the research design flaw in the study can be corrected.
• In a well-designed study, what does it mean to say there is a statistically significant difference between
groups?
Part B
How might each of the following concepts affect the results of the study?
• Fluid intelligence
• Circadian rhythm
2012 AP® PSYCHOLOGY FREE-RESPONSE QUESTIONS
PSYCHOLOGY
SECTION II
Time—50 minutes
Directions: You have 50 minutes to answer BOTH of the following questions. It is not enough to
answer a question by merely listing facts. You should present a cogent argument based on your
critical analysis of the questions posed, using appropriate psychological terminology.
1. A. Annabelle is planning to apply to college but has not yet decided where she will apply.
Describe how the
following psychological concepts and terms relate to her choice.
• Availability heuristic
• Compliance
• Prefrontal cortex
• Prospective memory
B. Explain how the following psychological concepts could relate to how well Annabelle adapts
when she
begins her college career.
• Agoraphobia
• Crystallized intelligence
• Ethnocentrism
2. For each of the following pairs of terms, explain how the
placement or location of the first influences the process
indicated by the second.
• Rods, peripheral vision
• A list of unrelated words, word recall
• Serotonin, reduction of depression
• Retinal disparity, depth perception
• Motor cortex, body movement
• Presence of others, performance
• Proximity, perception
2011 AP® PSYCHOLOGY FREE-RESPONSE QUESTIONS
© 2011 The College Board.
1. A researcher designs a study to investigate the effect of feedback on perception of incomplete
visual figures. Each participant stares at the center of a screen while the researcher briefly
projects incomplete geometric figures one at a time at random positions on the screen. The
participant’s task is to identify each incomplete figure. One group of participants receives
feedback on the accuracy of their responses. A second group does not.
The researcher compares the mean number of figures correctly identified by the two groups.
A. Identify the independent and dependent variables in the study.
B. Identify the role of each of the following psychological terms in the context of the research.
• Foveal vision
• Feature detectors
• Gestalt principle of closure
C. Describe how each of the following terms relates to the conclusions that can be drawn based
on the research.
• Random assignment
• Statistical significance