AP Psychology Exam Review Part 3 Website: Twitter: Mrs.

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 Infants’ naturally occurring emotions

Figure 15.6 Biology of antidepressants

Names you should know! 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 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 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 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.

Advanced Placement University Exam Content and the Chapters from our Myers’ Textbook 2-4%history Prologue 8-10%methods and approaches Chapter %biological bases of behavior Chapter 2 6-8%sensation and perception Chapter 6 2-4%states of consciousness Chapter 3 7-9%learning Chapter %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 % testing and individual differences Chapter 10 (intelligence) 7-9%abnormal psychology Chapter % treatment of psychological disorders Chapter %social psychology Chapter 16

University Exam: May 5 th 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 5 th, 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