Download Schedule until AP test 2015 no key

Tentative review schedule: May be edited or modified with a TWO day notice. If the schedule is
modified to skip a prompt and you already wrote the extra credit prompt it WILL be accepted.
A couple of after school study sessions will be scheduled. Honestly I don’t think you will need them
BUT, my students wanted them in the past and they seemed to help. I think you will be well prepared
but it seems that because other teachers do them then we need to and it is sort of expected (they appear
to provide psychological benefit). These sessions are informal and NOT required; students who
participated in past years said they were helpful.
In the past I have required 3x5 cards of vocab. This is not required….but some kind of exercises for
vocab are strongly encouraged.
Extra credit: Form a study group of at least 3. Meet at least once a week for at least an hour until the test to study and talk
about psych. Record your names and log the time that you meet and what you did to study or what you mainly discussed. 10
pts per meeting up to 50. 10 Extra points for meeting during Spring Break for a max of 60. Your group must have at least
three people who are actually signed up to take the AP test.
Extra credit: On practice prompt days you may submit a practice essay for the specified prompt, for 10 points of extra credit.
Practice essays will be typed, double spaced, times or Times or Times Roman 14 pt. font, 1” margins, NON CONFORMING
PAPERS WILL NOT BE ACCEPTED UNDER ANY CIRCUMSTANCES. They will have been word processed and
include NO spelling errors or other weird grammatical stuff that your word processor would normally underline in RED or
GREEN. The practice essay will have your name, date, period, prompt number, and word count at the top and will appear to
cover the prompt. No practice prompt will be more than 300 words. The appearance of plagiarism will result in no credit for
ANY practice prompt….even ones you have already written. This is an all or none extra credit, you either earn all the points
or none so do a good job. In an effort to continue to combat plagiarism you will NOT get these back. I will not let you leave
to print them or print them for you. No late papers, if you are absent for a prompt you are ineligible for XC.
Useful review materials can be found at http://tinyurl.com/appsychreview
Date
3/26/2015
3/27/2015
3/28/2015
3/29/2015
3/30/2015
3/31/2015
4/1/2015
4/2/2015
4/3/2015
4/4/2015
4/5/2015
4/6/2015
4/7/2015
4/8/2015
4/9/2015
4/10/2015
4/11/2015
4/12/2015
4/13/2015
4/14/2015
Test/quiz/activity
Practice AP Exam 1
Wrap Practice AP Exam 1
Weekend…study
Weekend…are you studying?…if not you are getting ready to waste $91
Practice essay prompt 1
Top 100 quiz 1 1-16
Practice AP Exam 2
Wrap practice test 2
Off – Look over your psych notes
Weekend…close the Facebook page and study. Take some time to scope out the
parking situation at the MCP and figure out where you are going to park on test day.
Weekend…take a break for 5 minutes then study some more.
Off – Go to the AP website and look over the materials for the psych test
Off – Look at some sample AP questions on the AP website
Off – Take a break
Off – Go through your text and look at some of the main vocabulary
Off – Take a break
Weekend…are you studying?
Weekend…don’t sit there staring at the wall….STUDY!
Practice essay prompt 2
Top 100 quiz 2 17-35& 3 35-51
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4/15/2015
4/16/2015
4/17/2015
4/18/2015
4/19/2015
4/20/2015
4/21/2015
4/22/2015
4/23/2015
4/24/2015
4/25/2015
4/26/2015
4/27/2015
4/28/2015
4/29/2015
4/30/2015
5/1/2015
5/2/2015
5/3/2015
5/4/2015
Practice AP exam 3
Wrap practice test 3
Practice essay prompt 3
Top 100 quiz 4 AND 5 35-65, 66-77
Weekend…Are you studying?
Weekend…Are you studying?
Practice essay prompt 4
Top 100 quiz 6 78-94, AND 7 95-end of list
Practice essay prompt 5
Commonly Missed Quiz 1 1-14
Practice essay prompt 6, Commonly Missed Quiz 2 15-48
Weekend…stop daydreaming about your HSO and start studying!
Weekend…put away your AP US notes and work on Psych.
Commonly Missed Quiz 3 30-48 & 4 49-65
Practice essay prompt 7
Commonly Missed Quiz 5 66-85 & 6 86-104
Practice essay prompt 8
Commonly Missed Quiz 7 105-121 & 8 122-130
Review - Get a good night’s sleep!
Review - Look over your notes briefly, do something relaxing…chill,…if you aren’t
ready by now you are not going to learn this stuff in the next 48 hours… Get a good
night’s sleep!
The AP Psych exam, in class if you are here…out of class if you signed up to take the
actual test. There will be no make up. Do not be sick.
Get up early so that you are not late.
Eat well…if you normally eat well.
If you normally have coffee, have some.
Gather your stuff, you need pencils, an eraser, your booklet with your stickers in it and
a photo id. Be sure to have a few bucks in case you have to pay for parking.
For goodness sake leave your phone in the car.
After the test e-mail or message Mr. G, and tell him how awesome you were!
[email protected]
Commonly Missed AP Psych.
Terms
1. Accommodation
2. Acetylcholine
3. Acquisition
4. Assimilation
5. Attribution
6. Global Attribution
7. Internal Attribution
8. Stable Attribution
9. Authoritarian
10. Authoritative
11. Avoidance learning
12. Binocular cues
13. Bottom-up processing
14. Brain
Part Function(s)
15. Amygdala
16. Brain Stem
17. Cerebellum
18. Cerebrum
19. Frontal Lobe
20. Hippocampus
21. Hypothalamus
22. Limbic System
23. Medulla
24. Occipital Lobe
25. Parietal Lobe
26. Pons
27. Temporal Lobe
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28. Thalamus
29. Broca’s area
30. Bystander Effect
31. Cannon-Bard Theory
32. CAT scan
33. Classical Conditioning
34. Cocktail party effect
35. Cognitive Dissonance
Theory
36. Collective unconscious
37. Young-Helmholtz &
trichromatic theory
38. Confirmation bias
39. Conflict
Type Definition
40. Approach-approach
41. Approach-avoidance
42. Avoidance-avoidance
43. Correlation
44. Cross-sectional study
45. Declarative/Explicit
memory
46. Defense mechanism
47. Deindividuation
48. Dependent Variable
49. Dichotic listening task
50. Diffusion of responsibility
51. Discrimination
52. Disorders
53. Dopamine
54. EEG
55. Experiment
56. Explicit memory
57. Extinction
58. Foot-in-the-door
phenomenon
59. Functional fixedness
60. Fundamental Attribution
Error-FAE
61. GABA
62. Generalization
63. Habituation
64. Hindsight bias
65. Imprinting
66. Independent Variable
67. James-Lange Theory
68. Kinesthesis
69. Latent content
70. Learned helplessness
71. Linguistic relativity
hypothesis
72. Longitudinal study
73. Manifest content
74. Maturation
75. Mean
76. Median
77. Misinformation effect
78. Mode
79. Monocular cues
80. Mood congruent memory
81. Morpheme
82. MRI
83. Negative correlation
84. Negative reinforcement
85. Neuron
Part Function(s)
86. Axon Terminal
87. Axon
88. Dendrite
89. Myelin Sheath
90. Neurotransmitter
91. Soma
92. Synapse
93. Vesicle
94. Non-declarative
memory/Implicit memory
95. Norepinephrine
96. Normal curve
97. Object permanence
98. Overjustification
99. PET scan
100. Phoneme
101. Phrenology
102. Placebo effect
103. Positive correlation
104. Primacy effect
105. Proactive amnesia
106. Proactive interference
107. Psychologist vs.
Psychiatrist
108. Random assignment
109. Random selection
110. Recency effect
111. Reliability
112. Retroactive amnesia
113. Retroactive interference
114. Self-efficacy
115. Self-fulfilling prophecy
116. Self-serving bias
117. Serial position effect
118. Serotonin
119. Spacing effect
120. State-dependant memory
121. Systematic desensitization
122. Temperament
123. Teratogens
124. Top-down processing
125. Two Factor Theory
126. Validity
127. Vestibular
128. Visual cliff
129. Wernicke’s area
130. Yerkes-Dodson Law
Psychology top 100 Terms:
1. Absolute threshold
2. Action Potential
3. Aggression
4. Anxiety
5. Anxiety disorder
6. Artificial intelligence
7. Associationism
8. Attachment
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9. Attitude Change, things that
influence
10.Attitudes and Behavior
11.Attribution theory
12.Avoidance Learning
13.Binocular depth cues
14.Central Nervous System
15.Cerebellum
16.Cerebral cortex
17.Cerebral hemispheres
18.Childhood, Characteristics of
19.Classical conditioning
20.Cognitive development
21.Cognitive dissonance
22.Conditioned stimulus
23.Conditioned reflex
24.Conformity
25.Consciousness
26.Contrast
27.Control group
28.Correlation coefficient
29.Correlational method
30.Dendrite
31.DNA
32.Dependent variable
33.Depression
34.Depth perception
35.Determinism
Theories of Developmental
Stages
36.Nature/nurture
37.Continuity/stages
38.Stability/change
39.Distance cues
40.Ego
41.Electroencephalograph
42.Empiricism
43.Etiology
44.Evolution
45.Functionalism
46.Experimental group
47.Extinction
48.Forgetting curve
49.Free association
50.Free Recall
51.Frequency
52.Gestalt Principles of
Organization
53.Gestalt Psychology
54.Hypothesis testing
55.Id
56.Independent Variable
57.Infant-mother attachment
58.Secure attachment
59.Insecure attachment
60.Information-processing
approach - deals with how
people receive, store, integrate,
retrieve, and use information
61.Instrumental behavior
62.Intelligence
63.IQ
64.Introversion-extraversion
65.Just noticeable difference
66.Law of effect
67.Longitudinal research
68.Long term memory
69.Mental illness
70.Mental imagery
71.Mean
72.Milgram’s Obedience
Experiment
73.Nature-Nurture controversy
74.Neocortex
75.Neurotransmitters
76.Normal distribution
77.Operant conditioning
78.Origin of Species
79.Personality
80.Phobia
81.Placebo effect
82.Positive reinforcement
83.Prejudice
84.Prosocial behavior
85.Psychoanalytic theory
86.Psychosis
87.Psychosomatic disorders
88.Psychotherapy
89.Rehearsal
90.Reinforcement
91.Right hemisphere
92.Sample
93.Semantic memory
94.Serial position effect
95.Short-term memory
96.Significance level
97.Significant difference
98.Social influence
99.Socialization
100. Socioeconomic status
101. Traits
102. Unconscious
103. Unconscious motivation
104. Visual angle
105. Visual depth perception
Ainsworth, Mary
Allport, Gordon
Asch, Solomon
Bandura, Albert
Beck, Aaron
Binet, Alfred
Broca, Paul
Cattell
Chomsky, Noam
Ebbinghaus
Ekman, Paul
Ellis, Albert
Erickson
Eysenck
Freud, Sigmund
Gilligan
Harlow
Horney
Hubel & Wiesel
James, William
Jung, Carl
Kelley
Kohlberg
Kubler-Ross
Loftus, Elizabeth
Lorenz, Konrad
Maslow, Abraham
Milgram, Stanley
Mishel
Murray
Pavlov
Phineus Gage
Piaget
Rogers, Carl
Rosenhan
Sheldon
Skinner, BF
Thorndike
Terman
Titchner
Tolman
Vygotsky
Washoe, Sara, Koko
Watson
Wernike
Wertheimer
Whorf
Wundt
Zimbardo, Phillip
Important figures in Psych:
Adler, Alfred
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Scoring Criteria - General Considerations
1. Answers must be presented in sentences, and sentences must be cogent enough for the student’s meaning to be
apparent. Spelling and grammatical mistakes do not reduce a student’s score, but spelling must be close enough so
that the reader is convinced of the word intended.
2. Within a point, students are not penalized for misinformation unless it directly contradicts correct information
that would otherwise have scored a point.
3. Students can only score points if information is presented in context. This means that they must clearly convey
which part of the question is being answered before a point may be scored.
Practice Essay Prompt 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 the following researcher.
• Skinner’s operant conditioning
B) Provide a specific example of actions the Smith-Garcias might take to raise their child to produce positive
outcomes using the theory below to address the corresponding psychological concept.
• Baumrind’s research on parenting styles: self-esteem
Practice Essay Prompt 2
We conducted a variation of Asch’s (1951) conformity study in which participants made judgments 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 of 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
Practice Essay Prompt 3
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
• Proactive interference
• Vestibular system
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Practice Essay Prompt 4
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.
• Observational learning
• Reticular formation
• Predictive validity
Practice Essay Prompt 5
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
• Double-blind research . . bias
Practice Essay Prompt 6
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.
• Operant conditioning . . superstition
• Myelin sheath . . neural impulse
Practice Essay Prompt 7
At a school wide pep rally preceding a big game at Williams James High School, each grade has a
designated t-shirt color and seating area in the bleachers. Student leaders organize classes so that their
colored shirts combine to form the school flag. The coach gives an exciting speech, the cheerleaders
perform a routine, and the band plays the school song while the students sing in unison.
Explain the behavior and perceptions of the participants in the pep rally using the concepts below. Be
sure to apply the concepts to the scenario in your explanation.
• Conformity
• Deindividuation
Practice Essay Prompt 8
At a school wide pep rally preceding a big game at Williams James High School, each grade has a
designated t-shirt color and seating area in the bleachers. Student leaders organize classes so that their
colored shirts combine to form the school flag. The coach gives an exciting speech, the cheerleaders
perform a routine, and the band plays the school song while the students sing in unison.
Explain the behavior and perceptions of the participants in the pep rally using the concepts below. Be
sure to apply the concepts to the scenario in your explanation.
• Procedural memory
• Sympathetic nervous system
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Fred Jones
1/11/11
Period 5
Practice Prompt 3
333 words
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