Lake County Schools
Investing In Excellence!
College and Career Readiness
Academic Services
April 2013
AP Seminar
For
AP Psychology
WELCOME
Academic Services
April 2013
Community Builder:
Just like me…..
1.
2.
3.
4.
One person begins introducing
themselves to the group
When another person in the
audience hears something the
previous person shared that is
“just like them” the chime in say “
that’s just like me”
The person that chimed in saying
“ that’s just like me begins
introducing themselves starting
with the connection from the
previous person.
Repeat step 2 and 3 until all
members in the audience have
introduced themselves.
Bellwork: Community Builder
•Instructor will review the 21st
Century skills and AP success
stats with students and make a
conncetion to the AP Seminar
•Instructor will review specific
content for AP course of study
Learning Goal: Learners will
understand and implement effective test
taking strategies for passing AP exams.
I DO
Benchmarks:
Strategic Plan Goal # 1
Increased Student Achievement
Objective
April 6 & April 27 2013
AP Seminar
CBC
•Learners will: utilize content
knowledge learned in AP courses coupled
with effective test taking strategies to
increase pass rate by completing practice
AP test questions
WE DO
•Students will utilize materials
YOU DO from the AP Seminar to study for
AP exam
Essential Question:
How do we revolutionize the way we teach, lead,
and learn for 21st century success?
Common Language:
•Advanced Placement
•Effective Strategies
•Instructor and students will
utilize test taking strategies to
answer multiple choice and free
response answers
Exit Activity
Students will share with the class one
strategy or tip they will use on exam day
NEXT STEPS:
1. Utilize new learning and implement on AP exam
2. Continue to study for AP exam
21st Century Skills
Tony Wagner, The Global Achievement Gap
1. Critical Thinking and Problem Solving
2. Collaboration and Leadership
3. Agility and Adaptability
4. Initiative and Entrepreneurialism
5. Effective Oral and Written Communication
6. Accessing and Analyzing Information
7. Curiosity and Imagination
Academic Services
Positive Statistics
Hurray Lake County Schools
Lake County Schools….
– Named to the College Board District
Honor Roll
CR 1: History and
Approaches (2-4%)
CR 1: History and
Approaches (2-4%)
• Recognize how philosophical perspectives shaped the
development of psychological thought.
• Describe and compare different theoretical
approaches in explaining behavior:
– structuralism, functionalism, and behaviorism in the early years;
– Gestalt, psychoanalytic/psychodynamic, and humanism emerging
later;
– evolutionary, biological, and cognitive as more contemporary
approaches.
• Recognize the strengths and limitations of applying
theories to explain behavior.
• Distinguish the different domains of psychology:
– biological, clinical, cognitive, counseling, developmental,
educational, experimental, human factors, industrial–
organizational, personality, psychometric, and social.
CR 2: Research Methods
(8-10%)
CR 2: Research Methods
(8-10%)
• Differentiate types of research (e.g., experiments,
correlational studies, survey research, naturalistic
observations, and case studies) with regard to purpose,
strengths, and weaknesses.
• Describe how research design drives the reasonable
conclusions that can be drawn (e.g., experiments are
useful for determining cause and effect; experimental
controls reduces alternative explanations).
• Identify independent, dependent, confounding, and
control variables in experimental designs.
• Distinguish between random assignment of participants
to conditions in experiments and random selection of
participants, primarily in correlational studies and
surveys.
CR 2: Research Methods
(8-10%)
• Predict the validity of behavioral explanations based
on the quality of research design (e.g., confounding
variables limit confidence in research conclusions).
• Distinguish the purposes of descriptive statistics and
inferential statistics.
• Apply basic descriptive statistical concepts, including
interpreting and constructing graphs and calculating
simple descriptive statistics (e.g., measures of central
tendency, standard deviation).
• Discuss the value of reliance on operational definitions
and measurement in behavioral research.
• Identify how ethical issues inform and constrain
research practices.
CR 3: Biological Bases of
Behavior (8-10 %)
CR 3: Biological Bases of
Behavior (8-10 %)
• Identify basic processes and systems in the biological
bases of behavior, including parts of the neuron and
the process of transmission of a signal between
neurons.
• Discuss the influence of drugs on neurotransmitters
(e.g., reuptake mechanisms).
• Discuss the effect of the endocrine system on
behavior.
• Describe the nervous system and its subdivisions and
functions:
– central and peripheral nervous systems;
– major brain regions, lobes, and cortical areas;
– brain lateralization and hemispheric specialization.
CR 3: Biological Bases of
Behavior (8-10 %)
• Recount historic and contemporary research
strategies and technologies that support research
(e.g., case studies, split-brain research, imaging
techniques).
• Discuss psychology’s abiding interest in how heredity,
environment, and evolution work together to shape
behavior.
• Predict how traits and behavior can be selected for
their adaptive value.
CR 4: Sensation and
Perception (6-8%)
CR 4: Sensation and
Perception (6-8%)
• Discuss basic principles of sensory transduction,
including absolute threshold, difference threshold,
signal detection, and sensory adaptation.
• Describe sensory processes (e.g., hearing, vision,
touch, taste, smell, vestibular, kinesthesis, pain),
including the specific nature of energy transduction,
relevant anatomical structures, and specialized
pathways in the brain for each of the senses.
• Explain common sensory disorders (e.g., visual and
hearing impairments).
CR 4: Sensation and
Perception (6-8%)
• Describe general principles of organizing and
integrating sensation to promote stable awareness of
the external world (e.g., Gestalt principles, depth
perception).
• Discuss how experience and culture can influence
perceptual processes (e.g., perceptual set, context
effects).
• Explain the role of top-down processing in producing
vulnerability to illusion.
• Discuss the role of attention in behavior.
• Challenge common beliefs in parapsychological
phenomena.
CR 5: States of
Consciousness (2-4%)
CR 5: States of
Consciousness (2-4%)
• Describe various states of consciousness and their
impact on behavior.
• Discuss aspects of sleep and dreaming:
– stages and characteristics of the sleep cycle;
– theories of sleep and dreaming;
– symptoms and treatments of sleep disorders.
• Describe historic and contemporary uses of hypnosis
and explain hypnotic phenomena (e.g., suggestibility).
• Identify the major psychoactive drug categories (e.g.,
depressants, stimulants) and classify specific drugs,
including their psychological and physiological effects.
• Discuss drug dependence, addiction, tolerance, and
withdrawal.
CR 6: Learning (7-9%)
CR 6: Learning (7-9%)
• Distinguish general differences between principles of
classical conditioning, operant conditioning, and
observational learning (e.g., contingencies).
• Describe basic classical conditioning phenomena, such
as acquisition, extinction, spontaneous recovery,
generalization, discrimination, and higher-order
learning.
• Predict the effects of operant conditioning (e.g.,
positive reinforcement, negative reinforcement,
punishment, schedules of reinforcement).
• Predict how practice, schedules of reinforcement, and
motivation will influence quality of learning.
CR 6: Learning (7-9%)
• Interpret graphs that exhibit the results of learning
experiments.
• Provide examples of how biological constraints
create learning predispositions.
• Describe the essential characteristics of insight
learning, latent learning, and social learning.
• Apply learning principles to explain emotional
learning, taste aversion, superstitious behavior, and
learned helplessness.
• Suggest how behavior modification, biofeedback,
coping strategies, and self-control can be used to
address behavioral problems.
CR 7: Cognition (8-10%)
CR 7: Cognition (8-10%)
• Compare and contrast various cognitive processes:
– effortful versus automatic processing;
– deep versus shallow processing;
– focused versus divided attention.
• Describe and differentiate psychological and
physiological systems of memory (e.g., short-term
memory, procedural memory).
• Outline the principles that underlie effective
encoding, storage, and construction of memories.
• Describe strategies for memory improvement.
• Synthesize how biological, cognitive, and cultural
factors converge to facilitate acquisition,
development, and use of language.
CR 7: Cognition (8-10%)
• Identify problem-solving strategies as well as factors
that influence their effectiveness.
• List the characteristics of creative thought and
creative thinkers.
CR 8: Motivation and
Emotion (6-8%)
CR 8: Motivation and
Emotion (6-8%)
• Identify and apply basic motivational concepts to
understand the behavior of humans and other
animals (e.g., instincts, incentives, intrinsic versus
extrinsic motivation).
• Discuss the biological underpinnings of motivation,
including needs, drives, and homeostasis.
• Compare and contrast motivational theories (e.g.,
drive reduction theory, arousal theory, general
adaptation theory), including the strengths and
weaknesses of each.
• Describe classic research findings in specific
motivation systems (e.g., eating, sex, social).
CR 8: Motivation and
Emotion (6-8%)
• Discuss theories of stress and the effects of stress on
psychological and physical well-being.
• Compare and contrast major theories of emotion
(e.g., James–Lange, Cannon– Bard, Schachter twofactor theory).
• Describe how cultural influences shape emotional
expression, including variations in body language
CR 9: Developmental
Psychology (7-9%)
CR 9: Developmental
Psychology (7-9%)
• Discuss the interaction of nature and nurture
(including cultural variations) in the determination of
behavior.
• Explain the process of conception and gestation,
including factors that influence successful fetal
development (e.g., nutrition, illness, substance abuse).
• Discuss maturation of motor skills.
• Describe the influence of temperament and other
social factors on attachment and appropriate
socialization.
• Explain the maturation of cognitive abilities (e.g.,
Piaget’s stages, information processing).
CR 9: Developmental
Psychology (7-9%)
• Compare and contrast models of moral development
(e.g., Kohlberg, Gilligan).
• Discuss maturational challenges in adolescence,
including related family conflicts.
• Characterize the development of decisions related to
intimacy as people mature.
• Predict the physical and cognitive changes that
emerge as people age, including steps that can be
taken to maximize function.
• Describe how sex and gender influence socialization
and other aspects of development.
CR 10: Personality (5-7%)
CR 10: Personality (5-7%)
• Compare and contrast the major theories and
approaches to explaining personality:
– psychoanalytic, humanist, cognitive, trait, social learning, and
behavioral.
• Describe and compare research methods (e.g., case
studies and surveys) that psychologists use to
investigate personality.
• Identify frequently used assessment strategies (MMPI,
TAT), and evaluate relative test quality based on
reliability and validity of the instruments.
• Speculate how cultural context can facilitate or
constrain personality development, especially as it
relates to self-concept (e.g., collectivistic versus
individualistic cultures).
CR 11: Testing & Individual
Differences (5-7%)
CR 11: Testing & Individual
Differences (5-7%)
• Define intelligence and list characteristics of how
psychologists measure intelligence:
– abstract versus verbal measures;
– speed of processing.
• Discuss how culture influences the definition of
intelligence.
• Compare and contrast historic and contemporary
theories of intelligence (e.g., Charles Spearman,
Howard Gardner, Robert Sternberg).
• Explain how psychologists design tests, including
standardization strategies and other techniques to
establish reliability and validity.
CR 11: Testing & Individual
Differences (5-7%)
• Interpret the meaning of scores in terms of the normal
curve.
• Describe relevant labels related to intelligence testing
(e.g., gifted, cognitively disabled).
• Debate the appropriate testing practices, particularly
in relation to culture-fair test uses.
CR 12: Abnormal
Behavior (7-9%)
CR 12: Abnormal
Behavior (7-9%)
• Describe contemporary and historical conceptions of
what constitutes psychological disorders.
• Recognize the use of the Diagnostic and Statistical
Manual of Mental Disorders (DSM) published by the
American Psychiatric Association as the primary
reference for making diagnostic judgments.
• Discuss the major diagnostic categories, with
corresponding symptoms, including:
– anxiety and somatoform disorders, mood disorders,
schizophrenia, organic disturbance, personality disorders,
and dissociative disorders.
CR 12: Abnormal
Behavior (7-9%)
• Evaluate the strengths and limitations of various
approaches to explaining psychological disorders:
– medical model, psychoanalytic, humanistic, cognitive,
biological, and sociocultural.
• Identify the positive and negative consequences of
diagnostic labels (e.g., the Rosenhan study).
• Discuss the intersection between psychology and the
legal system (e.g., confidentiality, insanity defense).
CR 13: Treatment of
Abnormal Behavior (5-7%)
CR 13: Treatment of
Abnormal Behavior (5-7%)
• Describe the central characteristics of psychotherapeutic
intervention.
• Describe major treatment orientations used in therapy
(e.g., behavioral, cognitive, humanistic) and how those
orientations influence therapeutic planning.
• Compare and contrast different treatment formats.
• Summarize effectiveness of specific treatments used to
address specific problems.
• Discuss how cultural and ethnic context influence choice
and success of treatment (e.g., factors that lead to
premature termination of treatment).
• Describe prevention strategies that build resilience and
promote competence.
CR 14: Social
Psychology (8-10%)
CR 14: Social
Psychology (8-10%)
• Apply attribution theory to explain motives (e.g.,
fundamental attribution error, self-serving bias).
• Describe the structure and function of different kinds
of group behavior (e.g., deindividuation, group
polarization).
• Explain how individuals respond to expectations of
others, including groupthink, conformity, and
obedience to authority.
• Discuss attitudes and how they change (e.g., central
route to persuasion).
• Predict the impact of the presence of others on
individual behavior (e.g., bystander effect, social
facilitation).
CR 14: Social
Psychology (8-10%)
• Describe processes that contribute to differential
treatment of group members (e.g., in-group/outgroup dynamics, ethnocentrism, prejudice).
• Articulate the impact of social and cultural categories
(e.g., gender, race, ethnicity) on self-concept and
relations with others.
• Anticipate the impact of behavior on a self-fulfilling
prophecy.
• Describe the variables that contribute to altruism,
aggression, and attraction.
• Discuss attitude formation and change, including
persuasion strategies and cognitive dissonance.
Strategies and Practice:
Multiple Choice
Strategies and Practice:
Multiple Choice
• First and foremost, Don’t Freak Out!
– You can get about 80% correct on the multiple choice, do
well on the FRQs and still pull a 5!
– Remember the Yerkes-Dodson Law – a moderate level of
arousal will help you perform at your best, but a high level of
arousal will cause you to freeze-up.
• Answer EVERY Question.
– There is no penalty for incorrect answers.
• Budget your time!
– You have 70 minutes to complete the Multiple Choice portion.
– Since the test becomes more difficult as you go, try to spend
less time on some of the early, “easier” questions, and save
your time for the later, more difficult ones.
Strategies and Practice:
Multiple Choice
• Answer Smart:
– Use your knowledge of the psychological perspective!
Sometimes the stem of the question can give you a clue about
the possible answer.
• Sometimes you don’t even need to read the multiple choice
options.
– Narrow down the possible answer. You are allowed to write
on the test, so cross off multiple choice options that are not
possible answers.
– Avoid extreme answers. Answers that contain the words
always, never or everyone are rarely the correct ones.
– Be wary of answer choice that seem very similar to one
another.
• Remember, you are looking for THE BEST answer, so if two
choices are so similar that one is not clearly better than the
other, than it’s likely that neither are correct.
Strategies and Practice:
Multiple Choice
• Answer Smart:
– Be careful to NOT talk yourself out of the “obvious” answers
at the beginning of the test.
• If you are struggling, go with first instinct, but mark the question
and come back if time.
– Some questions are wordy and long. Take your time and
reason it out. DON’T PANIC.
– Some terms may be a bit different than in textbook. Look for
commonalities.
– Be sure answer key lines up.
– Remember, depending upon the difficulty of the test it is
possible to pass with as few as 50-55% correct.
Multiple Choice: History
and Approaches
• Which of the following concepts is most
integral to Sigmund Freud’s psychoanalytic
theory?
a.
b.
c.
d.
e.
trephining
structuralism
the unconscious mind
the concept of Gestalt
behaviorism
Multiple Choice: History
and Approaches
• Behaviorists explain human thought and
behavior as a result of
a.
b.
c.
d.
e.
past conditioning.
unconscious behavioral impulses.
natural selections.
biological processes.
individual choice
Multiple Choice:
Research Methods
• Some psychologists consider Stanley Milgram’s
obedience studies to be unethical because of
which ethical consideration?
a.
b.
c.
d.
e.
improper sampling procedure
risk of long-term harm
clear scientific purpose
debriefing
anonymity
Multiple Choice:
Research Methods
• Theoretically, random assignments should
eliminate
a.
b.
c.
d.
e.
sampling error.
the need to use statistics.
concerns over validity.
many confounding variables.
the need for a representative sample.
Multiple Choice: Biological
Bases of Behavior
• Paralysis of the left arm might be explained by
a problem in the
a. Motor cortex of the frontal lobe in the left
hemisphere.
b. Motor cortex in the frontal lobe in the right
hemisphere.
c. Sensorimotor cortex in the temporal lobe in the left
hemisphere.
d. Motor cortex in the parietal lobe in the left
hemisphere.
e. Motor cortex in the parietal lobe in the right
hemisphere.
Multiple Choice: Biological
Bases of Behavior
• Antidepressants like Prozac are often
used to treat mood disorders.
According to what you know about their
function, which neurotransmitter system
do these types of drugs try to affect?
a.
b.
c.
d.
e.
serotonin
adrenaline
acetylcholine
endorphins
morphine
Multiple Choice:
Sensation and Perception
• Our sense of smell may be a powerful
trigger for memories because
a. we are conditioned from birth to make strong
connections between smells and events.
b. the nerve connecting the olfactory bulb sends
impulses directly to the limbic system.
c. the receptors at the top of each nostril connect
with the cortex.
d. smell is a powerful cue for encoding memories
into long-term memory.
e. strong smells encourage us to process events
deeply so they will most likely be remembered.
Multiple Choice:
Sensation and Perception
• Which of the following sentences best
describes the relationship between sensation
and perception?
a. Sensation is a strictly mechanical process, while
perception is a cognitive process.
b. Perception is an advanced form of sensation.
c. Sensation happens in the senses, while
perception happens in the brain.
d. Sensation is detecting stimuli, perception is
interpreting stimuli detected.
e. Sensation involves learning and expectations,
and perception does not.
Multiple Choice: States
of Consciousness
• Which of the following two sleep
disorders occur most commonly?
a.
b.
c.
d.
e.
insomnia and narcolepsy
apnea and narcolepsy
night terrors and apnea
somnambulism and insomnia
insomnia and apnea
Multiple Choice: States
of Consciousness
• Agonists are psychoactive drugs that
a. produce tolerance without associated withdrawal
symptoms.
b. mimic and produce the same effects as certain
neurotransmitters.
c. mimic neurotransmitters and block their receptor
sites.
d. enhance the effects of certain opiates like heroin.
e. make recovery from physical addiction more
difficult.
Multiple Choice: Learning
• Just before something scary happens in a
horror film, they often play scary-sounding
music. When I hear the music, I tense up in
anticipation of the scary event. In this
situation, the music serves as a
a.
b.
c.
d.
e.
US
CS
UR
CR
NR
Multiple Choice: Learning
• Which of the following is an example of
positive reinforcement?
a. Buying a child a video game after she throws a
tantrum.
b. Going inside to escape a thunderstorm.
c. Assigning a student a detention for fighting.
d. Getting a cavity filled at the dentist to halt a
toothache.
e. Depriving a prison inmate of sleep.
Multiple Choice:
Cognition
• Which of the following is an effective method
for testing whether a memory is actually true
or whether it is a constructed memory?
a. Checking to see whether it was deeply processed
or shallowly processed.
b. Testing to see if the memory was encoded from
sensory memory into working memory.
c. Using a PET scan to see if the memory is stored in
the hippocampus.
d. Using other evidence, such as written records, to
substantiate the memory.
e. There is no way to tell the difference between a
true memory and a constructed one.
Multiple Choice:
Cognition
• Which of the following is an example of the use of the
representativeness heuristic?
a.
b.
c.
d.
e.
Judging that a young person is more likely to be the instigator
of an argument than an older person, because you believe
younger people are more likely to start fights.
Breaking down a moth story problem into smaller,
representative parts, in order to solve it.
Judging a situation by a rule that is usually, but not always,
true.
Solving a problem with a rule that guarantees the right, more
representative, answer.
Making a judgment according to past experiences that most
easily recalled, therefore representative of experience.
Multiple Choice:
Motivation and Emotion
• The Yerkes-Dodson law predicts that most
people would perform an easy task best if
that are at
a.
b.
c.
d.
e.
a high level of arousal.
a low level of arousal.
a baseline state.
a level of self-actualization
a state of homeostasis.
Multiple Choice:
Motivation and Emotion
• Seyle’s general adaptation syndrome
describes
a. how the central nervous system processes
emotions.
b. the effect of low levels of arousal on emotion.
c. our reaction to stress.
d. our reactions to the different levels of Maslow’s
hierarchy of needs.
e. the sexual response cycle.
Multiple Choice:
Developmental Psych
• Harlow’s experiments with substitute mother
made of wire demonstrated the importance
of what aspect of nurturing?
a.
b.
c.
d.
e.
feeding
responsiveness to needs
imprinting
touch
stranger anxiety
Multiple Choice:
Developmental Psych
• In which stage of cognitive development do
infants learn object permanence?
a.
b.
c.
d.
e.
preoperational
formal-operations
autonomy
sensorimotor
conventional
Multiple Choice:
Personality
• Juan has a huge crush on Sally, but he never
admits to it. Instead, he tells all who will listen
that Sally is “really into him.” Psychoanalysts
would see Juan’s bragging as an example of
a.
b.
c.
d.
e.
displacement.
reaction formation.
sublimation
denial.
projection.
Multiple Choice:
Personality
• Which psychologist believed that people have
free will and are motivated to self-actualize?
a.
b.
c.
d.
e.
Abraham Maslow
Sigmund Freud
Albert Bandura
B.F. Skinner
John Watson
Multiple Choice: Testing &
Individual Differences
• Astor scores at the 84th percentile on the WISC.
Which number most closely represents his IQ?
a.
b.
c.
d.
e.
85
110
115
120
130
Multiple Choice: Testing &
Individual Differences
• If a test is reliable, it means that
a.
b.
c.
d.
e.
it is given in the same way every time.
it tests what it is supposed to test.
it is a fair assessment.
it yields consistent results.
it is also valid.
Multiple Choice:
Abnormal Behavior
• The DSM-IV-TR contains
I.
II.
III.
a.
b.
c.
d.
e.
A description of the symptoms of mental disorders.
A description of the likely caused of mental
disorders.
Recommended methods of treatment for mental
disorders.
I only
II only
III only
I and II
I, II and III.
Multiple Choice:
Abnormal Behavior
• Which of the following is a positive symptom
of schizophrenia?
a.
b.
c.
d.
e.
flat affect
greater sensitivity toward others
catatonia
reduced depression
hallucination
Multiple Choice: Treatment
of Abnormal Behavior
• Coretta’s therapist says little during their
session and never makes any recommendations
about what Coretta ought to do. What kind of
therapy does Coretta’s therapist most likely
practice?
a.
b.
c.
d.
e.
psychodynamic
behavioral
cognitive
biomedical
humanistic
Multiple Choice: Treatment
of Abnormal Behavior
• Dr. Soo is a psychiatrist who wants to prescribe
a drug for one of her patients who is suffering
from GAD. Which of the following drugs is she
most likely to prescribe?
a.
b.
c.
d.
e.
tricyclic antidepressants
Thorazine
Haldol
lithium
Valium
Multiple Choice:
Social Psychology
• After your school’s football team has a big win,
students in the halls can be heard saying “We
were awesome!” The next week, after the team
loses to the last-place team in the league, the
same students lament that “They were terrible!”
The difference in these comments illustrates
a.
b.
c.
d.
e.
the fundamental attribution error.
self-serving bias.
the self-fulfilling prophecy effect.
the false consensus effect.
conformity.
Multiple Choice:
Social Psychology
• In the Milgram studies, the dependent
measure was
a. the highest level of shock supposedly
administered.
b. the location of the learner
c. the length of the line.
d. the number of people in the group.
e. the instructions given by the experimenter.
Strategies and Practice:
Free Response
Strategies and Practice:
Free Response
Breathe deep…and KNOW that you CAN do it!
• Read the prompt carefully!
– The first time you read it you will probably just hear the
blood pounding in your ears as you freak out thinking you
can’t answer this. But you can!!!!
• Now, read it again. You will feel better.
• Now, read it again. By now, you should know WHAT
THEY ARE ASKING!
– Identify, specifically, how many points you need to answer
(they are usually in bullet points).
– Jot down an outline or point rubric.
• Do the one you feel confident about first!
Strategies and Practice:
Free Response
• You are not writing a 5-paragraph essay.
– If the question has bullet points, it’s okay to answer in bullet
points, as long as it is in complete sentences.
• Assume that the grader does not know anything
about Psychology.
– Define and underline all the terms they ask in the prompts.
– If there is a term that they are asking and you don’t know it,
apply a term that would be most similar.
• It is not enough to define the terms! You MUST relate
those terms to the prompt in order to get points!
• Spelling DOES NOT count! As long as the word is
close, you’ll be fine.
Strategies and Practice:
Free Response
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
Strategies and Practice:
Free Response
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
Exit Activity
• With a shoulder partner, turn and talk
about one strategy you will utilize on
your AP exam and why.
Lake County Schools
Investing In Excellence!
College and Career Readiness
Academic Services
April 2013