A.P. Psychology Examination

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Transcript A.P. Psychology Examination

A.P. Psychology Examination
Free Response Questions (FRQ)
Free Response Questions (FRQ)
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2 “Free Response” questions
You must answer both
Weighted the same
Counts for approximately 1/3 of your A.P.
Psychology examination score
• 50 minutes to complete both questions
Mr. Messner
FRQ Writing Guidelines 1:
Write Concisely!
• This is not an essay - No intro nor concluding
paragraph are necessary
• Write an introductory sentence that is not a repeat
of the question
• Be clear, concise, and direct – no blah, blah, blah
– overwriting will swallow your time
– As you move from one thought to another, use
trigger words and transitional phrases
• “Another important area to consider…”
• Give them what they want & move on to the next
FRQ within 20 minutes
Mr. Messner
FRQ Writing Guidelines 1:
Write Concisely!
• Complete sentences always count
- use bulleted lists sparingly
• Label sketches or graphs that you draw or they
don’t count
• Never cross out (you might be right!) Just write
on and move onto the next FRQ
• First impressions count - The better your essay
looks…
– Legible
– Long enough
– Indent paragraphs
Mr. Messner
FRQ Writing Guidelines 2:
Know What Is Asked of You So That
You… Answer Completely!
• Read both questions CAREFULLY – think
about the problem each presents
• Circle the tasks the question asks you to
accomplish
• Underline the terms you think you need to
define & apply to the problem
• Count the number of possible points (usu.
6-12 points per FRQ)
• Check off the terms after you have
defined and applied them
Mr. Messner
FRQ Writing Guidelines 3:
Separate Definition from Application!
• A.P. readers use a specific rubric – a point is
given for each required component covered
accurately and completely
• T = underline the TERM or concept when you
write it
• D = DEFINE the term first without re-using the
term (circular definition)
– Once you’ve defined it, check-off the term
• A = APPLY the term to the problem without
repeating the definition again
– Once you’ve applied it, cross-out the term
Mr. Messner
FRQ Writing Guidelines 4:
Be specific!
• Use textbook Psychology terminology and
proper names of theories, theorists, etc.
– Show what you know!
– Use your mnemonics to help you remember!
• Support everything with an example or
study, preferably from your course work
– Do not use examples from your personal life
– Flag them with “for example…”
• Clearly state the purpose of the example
or study (support or contrast)
– Tie it back to the question
Mr. Messner
Sample Class FRQ
• Many people are concerned with the seeming inability of
the state to control motorists’ behavior. Many drivers
who break the law continue to break the laws, even if
they are not caught. Explain how the government can
apply the following psychological concepts to reform
motorists who do not follow traffic laws?
• positive punishment
• negative punishment
• priming
• explicit memory
• long-term memory
• rehearsal
• automatic processing
Mr. Messner
FRQ Strategies – Chart It!
Term
Definition
Application
Positive
Punishment
Administer an
aversive stimulus
Negative
Punishment
Withdraw a
Suspend driver’s
desirable stimulus license
Priming
the effect of “prior
context” on how
we interpret
incoming
information
Mr. Messner
Give speeding
tickets
Signs:
“Click it or ticket”
“Slow down!
Children at play!”
FRQ Strategies – Summary
1. Understand it!
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Circle the tasks asked of you
Underline the terms
2. Count it!
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So you don’t miss a task & lose points
3. Chart It!
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TDA
4. Write It!
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Watch your time
Mr. Messner
Sample Class FRQ 2 •Critical period •Presentation
of the
from 2004 AP Exam •Fluid
• Time is an important
variable in many
psychological
concepts. Describe a
specific example that
clearly demonstrates
an understanding of
each of the following
concepts and how it
relates to or is
affected by time. Use
a different example for
each concept.
Mr. Messner
intelligence
•Group
polarization
•James-Lange
theory of
emotion
•Refractory
period in
neural firing
•Sound
localization
conditioned
stimulus (CS)
and
unconditioned
stimulus
(UCS) in
classical
conditioning
•Spontaneous
recovery