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AP Psychology. Free Response. Free response. ESSAY: Read both questions. Make small marks beside the words or phrases that are easy for you to define or explain. Analyze the question and answer ALL parts.

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ap psychology

AP Psychology

Free Response

free response
Free response
  • ESSAY: Read both questions. Make small marks beside the words or phrases that are easy for you to define or explain. Analyze the question and answer ALL parts.
  • ESSAY: Most of the 12 essay questions in the last 6 years have given you an example of a situation, and then asked you to use 4 or 5 specific psychological concepts to explain or predict what might happen. Break down each question into your own words, and see if the question is about defining and using these psychological concepts.
free response1
Free response
  • ESSAY: Number each point on the question sheet. There are usually about 10 possible points per question to be awarded by the readers. Use the question sheet to outline your response before you begin writing. Include as many names and lincs terms on your outline so you will include them in your essay.
  • Don't get upset. You don't need a perfect answer. In 1999 students who earned 5 of the 20 free-response points were very likely to earn college credit in psychology.
free response2
Free response
  • ESSAY: Guessing can't hurt you. If you have some idea, say it. There is no subtraction of points for being wrong on the essay. Be calm, be precise, be swift, but use all the time allowed.
  • ESSAY: No points are ever given for an introduction, preface, summary, or conclusion. Since you have numbered the points to be given, answer only those parts that will earn you points.
  • ESSAY: No points are ever given for a list, a diagram, or an outline. You must use sentences and paragraphs.
  • ESSAY: Answer first the parts you know best. There are no points given or taken away based on the order of your parts in the answer.
free response3
Free response
  • ESSAY: Relax. You have 50 minutes. As you answer the parts you know best, other thoughts will come to mind. Jot them on the question sheet, and get back to them later.
  • ESSAY: Focus on T.D.A. Use proper scientific psychology Terms. Define your terms (Show you know). Apply to the problem in the question.
  • The "essay" portion of the exam is not testing essay writing. Rather it tests student’s ability to answer the question posed. Students do NOT need an introductory paragraph and a summary. They DO need to answer each part of the question clearly and succinctly. They DO NOT need to restate the question.
the formula
The Formula
  • Use this 4-part formula to create paragraphs of at least 3-4 sentences for each major section (point)
    • Accurately define the concept in psychological terms (consideration and thought required)
    • Provide a general example (text, class, personal life)
    • Apply the concept/term to the question (as called for by the question)
    • Discuss the importance of the concept or any other knowledge you have that is relative.
question 1
Question 1
  • Dimitriand 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
  • • Vestibular system
  • • Divergent thinking
  • • Introversion
  • 1. For each of the pairs below, use an example to show how the first term in each pair affects or is related to the
  • second. Definitions alone without examples will not score.
  • • Serial-position effect . . recall
  • • Functional fixedness . . problem solving
  • • Operational definition . . replication
  • • Double-blind research . . bias
  • • Operant conditioning . . superstition
  • • Reinforcement . . overjustification effect
  • • Myelin sheath . . neural impulse
  • Question #2 – Operant Conditioning, Social Psychology, Motivation, Drug use (10pts)
  • A. Define the following psychological concepts.
  • • Cognitive Dissonance
  • • Conformity
  • • Incentive Motivation
  • • Negative Reinforcement
  • • Physiological addiction
  • B. Use on specific example from each of the concepts in part A to explain how the concept might relate to either the development of or the
  • continuation of a smoking habit. It is not necessary to use the same example for each concept.
  • Question #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
        • Self-efficacy
        • The autonomic nervous system
        • The foot-in-the-door phenomenon
  • 5. The human organism display various reactions that are characterized by opposing tendencies. Use a specific psychological or psychological mechanism to explain how both aspect of opposing processes apply to EACH of the following.
    • Appetite
    • Autonomic nervous system
    • Color vision
    • Drug use
    • Nerve firing
  • 6. Five-year-old Jessie went to a fire station with her kindergarten class. When she got home, Jessie, who is in the preoperational stage of cognitive development, eagerly told the story of her adventure to her older brother. Describe how the following factors might have influenced the story she told. Be sure to define and provide an appropriate example of EACH factor.
  • Egocentrism
  • Observational learning
  • Overregulization or overgeneralization in language
  • Reconstructive memory
  • Schema
  • . 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
  • James-Lange theory of emotion
  • Presentation of the conditioned stimulus (CS) and the unconditioned stimulus (UCS) in classical conditioning
  • Refractory period in neural firing
  • Sound localization
  • Spontaneous recovery