Free Response Section
Test Structure

2 Free Response (Essay) Questions

Required to do both
Free Response Section
Time Structure

50 minutes to complete both essays

Can break up your time on the essays
any way you want

Watch your time. Don’t get caught
short on essay #2
Free Response Section
Style of the Questions

One essay tends to be unit based

One essay tends to go across units

Questions tend to be relatively specific

Application questions with listing of terms
Free Response Section
Scoring

Essays are 1/3 of the overall score

Each essay 1/6 of the overall score

Each essay will have a specific number
of points (6-12)

Points are then mathematically changed
to equal 25 for a perfect essay
General Tips for Test Taking
Section II: Free Response (Assumes two 8 point and
8 point question)
18.75
6
(3.1250 X _______)
+
Question 1
(Out of 8)
15
6 )
(2.500 X ________
Question 2
(Out of 10)
=
33.75
_____
Free Response
Score
Note: The numbers will change dependent on how many
points each question in a given year is worth.
General Tips for Test Taking
Section II: Free Response (Assumes two 8 point and
8 point question)
25
6
(4.1667 X _______)
Question 1
(Out of 6)
+
12.5
6 )
(2.083 X ________
Question 2
(Out of 12)
=
37.5
_____
Free Response
Score
Note: The numbers will change dependent on how many
points each question in a given year is worth.
Free Response Question 2004 #1
1. Dr. Franklin investigated the relationship between stress and physical illness.
She persuaded a high school principal to require all female athletes in the
school to participate in her study. She explained the purpose of her research to
the athletes and asked them to use a standard form to rate the severity of their
stress over the last six months. More than 250 athletes completed the form.
Then Dr. Franklin analyzed the forms returned by the first 100 athletes. She
requested the attendance records from the nurse’s office for each of those
athletes to verify the number of days absent due to illness during the same sixmonth period. In the debriefing summary that Dr. Franklin sent to the 100
athletes after she completed the study, she stated that athletes who reported
more stress also experienced more frequent illness. Dr. Franklin concluded
that stress causes physical illness.
•
Identify the research method used by Dr. Franklin.
•
Describe the operational definitions of the TWO key variables that Dr.
Franklin used in the study.
•
Based on the information provided, describe ONE appropriate and ONE
inappropriate ethical feature of the study.
•
Identify ONE statistical technique that Dr. Franklin could use to
represent the relationship between the variables in the study
•
Describe TWO aspects of research design that weakened the validity of
Dr. Franklin’s conclusion that stress causes physical illness.
8 points
Free Response Question 2004 #2
2.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.
•
Critical period
•
Fluid intelligence
•
Group polarization
8 points
•
James-Lange theory of emotion
•
Presentation of the conditioned stimulus (CS) and
unconditioned stimulus (UCS) in classical conditioning
•
Refractory period in neural firing
•
Sound localization
•
Spontaneous recovery
Free Response Question 2005 #1
1.Describe a specific example that clearly demonstrates an
understanding of how each of the following concepts can
lead to an inaccurate perception, cognition, or conclusion.
Each example must include an explanation of the
relationship between the concept and the inaccuracy.
• Afterimage effect
• Availability heuristic
• Ethnocentrism
• Groupthink
• Lack of object permanence
8 points
• Nonrandom assignment of research participants
• Optimistic explanatory style
• Proactive interference
Free Response Question 2005 #2
2.Psychologists conduct research to investigate controversial
issues. Consider the following:
• The value of diagnostic labeling
• Children’s acquisition of language
• Explanations of hypnosis
A. Describe the opposing points of view on each side of the
psychological issues listed above. Your description must
provide one argument on each side of the controversy.
B. For each issue, choose one point of view to support Using
evidence from psychological research, justify why you think
this point of view is correct.
9 points
Free Response Question 2006 #1
1. Psychologists use a variety of research methods to study
behavior. Three of the main research methods used are:
• Case study
• Correlational study, and
• Experiment.
A. Discuss one advantage of each research method listed
above.
B. Discuss one disadvantage of each research method
listed above.
Pretend you are a psychologist who will use each of the three
research methods - case study, correlational study, and
experiment - to determine the effect of taking vitamin J and
improving memory.
9 points
C. For each method listed above, explain a key
characteristic of the basic approach you could use to
reach a scientific conclusion about the relationship
between taking vitamin J and improving memory. You
need not design a complete study.
Free Response Question 2006 #2
2. Zoey wants to buy a new car but is having difficulty
deciding what kind of car to buy. She is feeling anxious and
wants to make a decision soon. Zoey visits several local car
dealers and asks for the advice of some of her friends.
Explain how each of the following could influence her
decision. Be sure to discuss each concept in the context of
Zoey’s decision.
• Approach-avoidance conflict
• Central route to persuasion
• Heuristics
• Individualism
• Rationalization
8 points
• Self-efficacy
• The autonomic nervous system
• The foot-in-the-door phenomenon
Free Response Question 2007 #1
1. Ellie, a new student at Skinner High School, is determined to
make friends. When she attends the first psychology club
meeting she finds herself in the room with twenty strangers who
seem to know each other well. She plans to attend a few more
meetings before deciding whether she will join.
A. Demonstrate how each of the following could HELP play
a role in Ellie’s quest for friendship. You may use a different
example for each concept. Definitions will not score.
• The mere-exposure effect
• Mnemonic device
• Schachter two-factor theory
• Locus of control
B. Demonstrate how each of the following could HINDER
Ellie’s quest for friendship. You may use a different example for
each concept. Definitions will not score.
8
points
• In-group bias
• Regression
• Operant conditioning
• Circadian rhythm.
Free Response Question 2007 #2
2. Often misunderstood, schizophrenia is a psychological
disorder affecting one percent of the population. In
addition, to treating the disorder, psychologists work to
identify its nature and origins.
•
Identify two characteristics symptoms used to diagnose
schizophrenia.
•
Discuss a research finding that supports a genetic basis
for schizophrenia.
•
What is the dopamine hypothesis regarding the origins
of schizophrenia?
•
Describe how medications used to treat schizophrenia
affect the actions of neurotransmitters at the synapses.
•
Identify a risk inherent in using medications in the
treatment of schizophrenia.
8 points
•
People sometimes confuse schizophrenia with
dissociative identify disorder (DID). Identify two key
characteristics that differentiate DID from
schizophrenia.
Free Response Question 2008 #1
1 The Smith-Garcias are planning for their first baby. Both
parents-to-be have had a psychology course and are looking
forward to applying the principles they learned from theories
and research that address child development.
A. Summarize one main idea or finding of each of the following
four researchers.
• Skinner’s operant conditioning
• Bandura’s social learning theory
• Ainsworth’s attachment research
• Baumrind’s research on parenting styles
B. Provide a specific example of actions the Smith-Garcias might
take to raise their child to produce positive outcomes using each
of the theories below to address the corresponding psychological
concept.
8 points
• Skinner’s operant conditioning: tantrum management
• Bandura’s social learning theory: sharing behavior
• Ainsworth’s attachment research: self-reliance
• Baumrind’s research on parenting styles: self-esteem
Free Response Question 2008 #2
Abstract
2. We conducted a variation of Ash’s (1951) conformity study in which
participants made judgements about the length of lines. We randomly
assigned participants to one of two conditions and told them that the study
involved perceptual abilities. In the first condition, participants estimated the
length of lines after hearing five people pretending to be participants
(confederates) give inaccurate estimates. In the second condition, participants
estimated the length of lines without hearing estimates of confederates. As we
expected, participants in the first condition were less accurate in their
estimates in line length, demonstrating the tendency to conform to majority
influence.
A. How would each element below be related to the specific content of the
experiment reported in the abstract?
• Control group
• Deception
• Operational definition of the dependent variable
• Hypothesis
• Debriefing
B. How might participants’ estimates on line length in the study be related to
the following?
• Cognitive dissonance
• Maslow’s hierarchy of needs
7 points
Free Response Question 2009 #1
1. Dimitri and Linda are trying to learn a new routine to
compete successfully in a dance competition. Give an
example of how each of the following could affect their
performance. Definitions without application do not
score.
• Extrinsic motivation
• Punishment
• Proactive interference
• Endorphins
7
points
• Vestibular system
• Divergent thinking
• Introversion
Free Response Question 2009 #2
2. James is in a driver’s education course preparing to take his driving
test. The course includes both book work and driving on the road to
prepare students for a written test and a road test.
(a) Describe how each of the following might influence his ability to
drive a car during the road test. Definitions without application do
not score.
• Cognitive map
• Cerebellum
7 points
• Observational learning
• Human factors
(b) Describe how each of the following are related to the results of
the written test. Definitions without application do not score.
• Reticular formation
• Predictive validity
• Semantic memory
Free Response Point Values
 1992
 #1
 #2
 1996
09 Points
09 Points
 1993
 #1
 #2
 #2
09 Points
09 Points
 #2
 #1
 #2
08 Points
09 Points
 1998
10 Points
11 Points
 1995
 #1
 #2
10 Points
10 Points
 1997
 1994
 #1
 #1
 #1
 #2
12 Points
06 Points
 1999
10 Points
10 Points
 #1
 #2
08 Points
10 Points
Free Response Point Values
 2000
 #1
 #2
 2004
08 Points
07 Points
 2001
 #1
 #2
 #2
08 Points
06 Points
 #2
 #1
 #2
08 Points
09 Points
 2006
10 Points
10 Points
 2003
 #1
 #2
08 Points
08 Points
 2005
 2002
 #1
 #1
 #1
 #2
09 Points
08 Points
 2007
10 Points
10 Points
 #1
 #2
08 Points
08 Points
Free Response Point Values
 2008
 #1
 #2
 2012
08 Points
07 Points
 2009
 #1
 #2
 #2
07 Points
07 Points
 #2
 #1
 #2
xx Points
xx Points
 2014
07 Points
07 Points
 2011
 #1
 #2
xx Points
xx Points
 2013
 2010
 #1
 #1
 #1
 #2
xx Points
xx Points
 2015
07 Points
08 Points
 #1
 #2
xx Points
xx Points
Free Response Section
Scoring

Points are given for correct responses

Points are not removed unless you
contradict yourself

Points are not removed for
Handwriting/Spelling/Grammar
Free Response Section
 Helpful Hints – Before Writing
 Read both essays
 Think through your answer before you
start writing
 Try to determine the point values for the
question
 Write an outline/notes on the essay
question sheet
 If you are not sure take a logical guess.
Free Response Section
 Writing the Essays
 Format of the Answer
 Write your answers in essay form.
 DO NOT outline, write bullets, etc.
 Follow the format of the question.
 Use paragraphs to separate the different
sections
 Underline key points and concepts
 Define and give examples
Free Response Section
 Writing the Essays
 Do not worry if you cannot answer all of
the question
 Try to avoid compound or complex
sentences. Style does not get you points
 Avoid circular definitions
 Be complete but to the point
 DO NOT restate the question.
Free Response Section
 Writing the Essays
 Introductions and conclusions are NOT
needed.
 DO NOT concept bomb the answer
 Answer the question - Don’t try to be cute
 Define any concepts in the question
 Re-read your essay if you have time