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A.P. Psychology
Mr. Lewis
A.P. Exam Free Response (Essay) Questions Study Guide 2012-2013
Directions: Two questions will appear on the A.P. Exam. You will be required to
answer both. As a method of study we will prepare answers for some of these
essay options. It is not enough to answer a question by merely listing facts. You
should present cogent arguments based on your critical analysis of the question
posed, using appropriate psychological terminology.
The A.P. Exam is composed of the two essays (Free Response Questions), and
100 multiple choice questions. You will have 70 minutes to work on the multiple
choice questions and 50 minutes to answer both of the free response questions.
You should review questions from the tests you have taken so far in class, and
review the chapter summaries in the text. You may wish to read parts of the
chapters that you are least familiar with. I also recommend that you review using
a A.P. Psychology review guide such as the ones published by Barron’s or
Princeton Review. There are also good websites with review questions that you
could use for practice.
When answering free response questions on the A.P. Exam read both questions
first. Start with the question you feel best prepared to answer. Don’t skip one
question just because you are not familiar with some the terminology. Answer, to
the best of your ability, the components of the question you think that you are
prepared to answer. Budget your time accordingly. If you write something and
want to change it, simply strike out what you have written with one or two lines.
Don’t waste time trying to obliterate or erase what you have written. In the past
exam readers have awarded points to student essay responses that the student
had crossed out thinking it was wrong or poorly worded but the reader judged
was correct. If it is helpful, jot down notes about what you will write on the green
question insert. All essay answers must be written in the pink booklet. Write in
paragraph form, outlines will not be graded. You do not have to write in complete
essay form (intro., body, conclusion). Just jump right in to answering the
specifics of the question. Underling the terms that are in the question as you
answer the question will help the reader identify what part of the question you are
addressing.
1.
Classical conditioning and operant conditioning are different learning
methods.
Their differences lie in:
A. the extent to which reinforcement depends on the behavior of the
learner
B. the type of behavior to which each method applies.
Their similarities are that they both produce the following basic
phenomena:
A. Acquisition
B. Extinction
C. Spontaneous recovery
D. Generalization
E. Discrimination
Describe these differences and similarities, giving examples to illustrate
your answer.
2.
One of the most useful generalizations in psychology is that “behavior is
adaptive.” Explain this generalization and then identify each of the
following and describe how each could be adaptive.
A. Repression
B. Conformity
C. Imprinting
D. Displacement
E. Loss of information from short-term memory
Essay #2: Essay Outline
Kiana Lafleche
Explanation for “Behavior is adaptive”:
In different situations, most often for social reasons, we as humans will change our
behavior to best fit the situation at hand. Behaviors can be refocused to be
constructive, and in such cases as maladaptive behavior, the behavior while not
necessarily productive, can be used to calm anxiety. Adaptive behavior reflects an
individual’s social and practical competence of daily skills to meet the demands
of healthy everyday living. Behaviors change throughout our physical and
cognitive development, as well as across different life settings and cultures, and
through social constructs.
Applications:
A. Repression: As we grow and develop, our morals and standards for behavior
change, and we may repress past behavior if it does not coincide with our current
behavioral ideal. If for example as a child, an individual killed a neighbor's pet, they
may repress the memory as an adult because of 1) They have developed morals
and opinions concerning animal abuse that they did not have before and they are
regretful, or 2) They do not take responsibility for their actions and deny that they
could execute such a heinous act.
B. Conformity: When approached with a new social situation where you do not
know anyone, even the most outgoing person can be tempted to stick within group
boundaries rather than exerting independance. This can be caused by insecurity.
C. Imprinting: As we learn and grow during critical stages of development, such as
in childhood, we can respond to the influx of new information that we receive with a
change or alteration in behavior so that we fit in with the given expectation or norm
that is set by our families and surrounding influential figures.
D. Displacement: In stressful situations we can engage in behavior such as
scapegoating where we displace our feelings onto an irrelevant and unrelated
person or object. This displacement can result in quick mood changes and behaviors
that the individual would not normally committed. The result in quick mood changes
and behaviors that the individual would not normally committed.
E. Loss of information from short-term memory: At certain times in our life we
are more predisposed to memory lost. In cases of high constant stress, short-term
memory can be adversely affect. Also, as we age both our long-term and short-term
memory are affected, and it becomes increasingly more difficult to recall information.
In response to these changes, our behavior will become more inclusive of the
inability to remember, and we might create habits of writing tasks and ideas down,
and it also possible to experience frustration and irritation because one’s own
abilities.
3.
Design and describe an experiment to measure the relationship between
rehearsal/repetition of a list of words and later recall of that same list of
words. In your answer you should formulate a hypothesis and include a
description of each of the following:
A. Population
B. Subject selection
C. Independent variable
D. Dependent variable
E. Experimental group
F. Control group
G. Potential confounding variable
h. A method of reducing experimenter bias
4.
What is the difference between I.Q. and intelligence? Not only define
these terms and contrast them, but include specific theories to
substantiate your position. Be sure to include differing views of
intelligence from both the single intelligence position (g) and the multiple
intelligences theories.
Chantel
Intelligence; the mental abilities needed to select, adapt to, and shape environments.
It involves the abilities to profit from experience, solve problems, reason, and
successfully meet challenges and achieve goals.
IQ or Intelligence Quotient; defined originally as the ratio of mental age (ma) to
chronological age (ca) multiplied by 100. On contemporary intelligence tests, the average
performance for a given age is assigned a score of 100.
IQ measures the amount of intelligence you have.
One of the intelligence theories is General Intelligence or the G Factor that Spearman
and other believed underlies specific mental abilities and is therefore measured by every
task on intelligence tests. Next is Emotional Intelligence which is the ability to perceive,
express, understand, and regulate emotions.
5.
Design an experiment to determine whether a new drug that is supposed
to reduce hyperactivity in children actually does. Your essay should
include an identification and description of all of the components of your
experimental design, including sampling, independent and dependent
variables, controls, and the method that you would employ to evaluate the
outcome.
5 answer outline
Shane Hickey
We would first start out with getting a sample.
we would need to identify all the children perhaps in a school give them all a
number. put these numbers into a bag and select 20. Then we would split these 20
into two groups. A test group and a control group who will receive placebos.
The independent variable will be time on the drug or placebo and the dependent variable
will be the reduction of hyperactivity in a child.
We could set up a simple dot plot and we could see if there is a pattern of whether or not
this drug is more effective than just a placebo.
6.
Control is often called the hallmark of a good experiment. Describe
randomization, group matching, counterbalancing, placebo, and doubleblind as control techniques. Briefly develop an example of the way each
could be or has been used in an experiment.
Emma N.
6. A. Randomization: Randomly selecting/assigning participants to groups
Group matching: Separating people of equal ability or health in multiple groups;
groups members have an equal counterpart in another group
Counterbalancing: Trying to account for confounding variables.
Placebo: A treatment that produces no actual effect, but seems to be legitimate
Double-blind: Subjects and people administering treatments are both ignorant of
which members are receiving the treatment
B. Randomization: Using a random sample
Group matching: In health care studies people with similar health conditions are
put in different groups, this allows experimenters to test treatments effectiveness
Counterbalancing: While setting up an experiment one group would experience the
condition first and the other group gets the condition second. This tests the effect of
order in which the condition is experienced.
Placebo: In studies of new medicines a sugar pill placebo is given to the control
group
Double-blind: Doctors do not know who is receiving the treatment or placebo
7.
Briefly describe each of the disorders listed below. For each disorder,
include a general description of the disorder, a review of the
symptomology, the mode of treatment currently viewed as most effective,
and the rationale for use of this treatment.
A. Anxiety disorder
B. Bipolar disorder
C. Schizophrenia
8.
Compare and contrast the experimental method and the survey method in
terms of their suitability for investigating the hypothesis that frustration
leads to aggressive behavior.
In comparing and contrasting the two methods, be sure to identify and
discuss each of the following.
A. Independent variable
B. Dependent variable
C. Control
D. Experimenter and response bias
E. Ethical issues
Kevin
Experimental Method
The Independent variable can be determined by the experimenter
The Dependent Variable can be controlled by the experimenter
The Experimenter decides the precise conditions of the control group
The experimenter interprets the findings in the way they see fit. It may lead to a
biased opinion of the facts
Each experimenter has a different view on what is ethical and what isn’t.
Interpretations very between people and could lead to controversy
Survey Method
Control groups and Independent and Dependent variables do not play a large
role when taking surveys
Experimenter bias plays a large role using the survey method. The questions can
be worded different ways to evoke a certain answer.
9.
Briefly discuss the cause(s) and treatment(s) of depression from the
perspective of each of the following psychological approaches.
A. Psychodynamic/psychoanalytical
B. Biological/medical
C. Cognitive
9. answer outline
Shane Hickey
A.
Personality factors, history and early experiences; and interpersonal relationships
are seen as important factors in causing depression.
They would use psychodynamic therapy for depression having a one on one session
and to talk about emotions and emotions they may not be aware of. Using the
unconscious to help the patient realize what unresolved feelings they may have
B.
The biological perspective can explain depression because of chemical imbalances
in the brain.
A very specific reason could be that there are low levels of serotonin in the brain.
Serotonin is responsible for arousal and general happiness. If levels in the brain are
low, a patient can become depressed.
The Biological Perspective in Psychology is based on genetics, and the chemical
activity in the brain and body. It also includes hereditary factors.
There are three groups of medical treatments they would could use.
Antidepressants
Tranquilizers
Mood Stabilizers
C.
Cognitive psychologists believe that the cause is the “dark side” or negative side of
yourself. You maintain bad thoughts and they take over. These thoughts are
extremely negative and may take over your view of reality.
Cognitive therapy sessions, a trained therapist teaches the tools of cognitive therapy.
Then between sessions, the patient often does homework. That homework helps the
person learn how to apply the tools to solve specific life problems.
10.
Describe the therapeutic procedure called systematic desensitization.
Select a specific disorder for which this therapy is effective and explain
how the basic phenomena listed below play a part in successful treatment.
A.
B.
C.
D.
11.
Anxiety hierarchy
Relaxation
Generalization
Extinction
A. Discuss the cause of anxiety from each of the following perspectives.
* Behavioral
* Psychodynamic/psychoanalytical
* Biological/medical
* Cognitive
B. Discuss a specific treatment technique for reducing anxiety used by
professionals representing each of the four perspectives.
12.
A. Describe the role of each of the following mechanisms in determining
an individual’s eating habits and body weight.
Biological Mechanisms
Learning Mechanisms
Body or brain chemistry
Brain structure
Genetics
Reinforcement
Modeling
Cultural factors
B. Select one biological and one learning mechanism and discuss the
implications of each for weight management.
13. Professor Jackson believes that frustration increases the need for
achievement. She decides to test her hypothesis with her introductory
psychology class of about 100 students. The first 50 students to arrive for the
class one day are taken to a separate room and given a series of easy puzzles to
complete. Professor Jackson then asks each student about his or her
professional goals. She rates the statement of each student on a 7-point scale
for strength of achievement motivation.
When they arrive, the remaining students are taken to another room and
given a series of difficult puzzles by Professor Jackson’s assistant, Jim.
Jim also asks each student about his or her professional goals and, like
Professor Jackson, then rates the statement of each on a 7-point scale.
The group given the difficult puzzles has, on average, higher achievement
motivation scores than the group given the easy puzzles. Professor
Jackson concludes that her hypothesis is supported.
Show how each of the following aspects of Professor Jackson’s
experimental design is flawed. Indicate how you would correct each
problem.
A.
B.
C.
D.
E.
Sampling
Assignment of participants
Dependent variable
Control of experimenter bias
Control of confounding variables (You need cite only one)
14. Your high school is proposing moving to a system in which grades are no
longer given or used to evaluate student progress.
Define each of the following concepts and state how each might either
positively or negatively change student behavior under such a system.
a.
b.
c.
d.
Extrinsic motivation
Arousal theory (Yerkes-Dodson Law)
Learned helplessness
Self-fulfilling prophecy
15. The police chief of New City states publicly that she sees a direct
relationship between arrests in New City for violent crimes and the
popularity among New City teens of especially violent television shows.
A. Design a correlational study to research this claimed relationship,
being sure to address how each of the following design elements would
apply to your study.
-- operational definition of variables
-- selection of participants
-- generalizability
-- two ethical considerations
B. The police chief concludes that watching violent television shows leads
to teens’ committing violent crimes in New City. Do you support her
conclusion? Explain your response.
Elizabeth
15. A. Designing a correlational study to research relationship between consumption
of violent television programming and violent crimes.
o operational definition of variables -- first, clear definitions of the key
concepts being studied must be established to make replication
possible. Most importantly, what is deemed a violent crime must be
clearly outlined.
o selection of participants -- This is an important step to ensure validity.
The subjects selected must be those who were arrested in the area for
violent crimes since the selected violent shows have been on. These
subjects should be young since the claim is that teens viewing violent
programming caused the increase in crime. There must be a relatively
even amount of those who watched the show at least so many times
and those who watched it less than the designated number of times. A
survey could be used in order to identify participants as well as reports
from officers on the crime committed.
Line graphs can be used to plot the self-reported information from relevant surveys.
These lines should include violent crime arrests of those consuming violent TV vs.
violent crime arrests of those not watching selected programming.
 generalizability -- assuming one way or the other from data pulled from this
correlation study is inaccurate and overgeneralizing the effects and power of
influence TV has on viewers. Also, generalizing this to other cities would be
inaccurate. This type of study disregards other factors and potential reverse
causal relationship.
 two ethical considerations -o implicating blame on specific TV shows based on data gathered from
a correlation study(which does not prove causation) could affect,
possibly unfairly, viewing of shows
o must consider the ethics of the subjects’ consent and use of
information that may or may not be accurate enough for research due
to the self-report nature of the data
B.Chief concludes that watching violent TV leads to increased likelihood of violent
crimes. Do I support her conclusion? Explain.
No, I do not. Correlation does not mean there is a causal relationship. There
are a number of factors that could be causing violent crime in New City. Violent
crime may also be contributing to the popularity of violent television. Some factors
that could be behind these increases are: high divorce rates, other media(increased
advertisement for violent shows or depicting violent behavior as cool), and violence
depicted in movies and movie trailers.
16. A. Statistics are often used to describe and interpret the results of
intelligence testing.
* Describe three measures of central tendency (mean, median, and
mode).
* Describe a skewed distribution.
* Relate the three measures of central tendency to a normal distribution.
* Relate the three measures of central tendency to a positively skewed
distribution.
* An intelligence test for which the scores are normally distributed has a
mean of 100 and a standard deviation of 15. Use this information to
describe how the scores are distributed.
* In two normal distributions, the means are 100 for group I and 115 for
group II. Can an individual in group I have a higher score than the mean
score for group II? Explain.
B. Apply knowledge of psychological research in answering the following
questions about intelligence scores.
* Explain why norms for standardized intelligence tests are periodically
updated.
* Describe how to determine whether an intelligence test is biased.
17.
One of the age old questions of human kind is the nature of personality.
Define personality as it is viewed by most contemporary psychologists.
Discuss the differences in personality theory of each of the following
theorists.
A.
B.
C.
D.
E.
Question # 17:
Jung
Freud
Watson
Bandura
Maslow
Erika Rouleau
Part 1:
A. Jung- The Myers-Briggs Type Indicator. There are two seperate unconscious
regions of the mind. Focused on introversion and extroversion. Perceiving functions:
sensing and intuition.
Judging functions: thinking and feeling
B. Freud- Personality is composed of three interacting (often conflicting) systems:
the id, ego, and superego. The id tries to satisfy basic drives. The ego tries to satisfy
the id’s impulses in a realistic way. The superego forces the ego to consider not
only the real but also the ideal.
C. Watson- Personality was due to learning from experience. This was made
famous by the white rat and bell sound (classical conditioning)
D. Bandura- Observational Learning suggested the forces of memory and emotions
worked in conjunction with environmental influences. Made famous from “bobo doll”
experiment.
E. Maslow- People are motivated by a hierarchy of needs and that if the basic needs
are fulfilled, people will strive to reach their highest potential-- self-actualization.
Part 2:
Freud focused on the negative motives of “sick” people, while Maslow focused on
the strivings of “healthy” people. Watson believed personality was due from learning
while Freud focused on an inner drive. Jung saw the mind as two separate regions
while Maslow believed there was a hierarchy, if met, to want to reach their highest
potential.
18.
Define each of the following concepts and explain how each contributes to
the phenomenon of prejudice.
A.
B.
C.
D.
E.
Stereotyping
Self-fulfilling prophecy
Fundamental attribution error
Projection
Schema
Emma N.
18. Stereotyping: Generalized opinions about a group of people; these beliefs lead
to judgments of every member of the group
Self-fulfilling prophecy: A result happens because you believe it will happen;
this can cause prejudice by a belief that the accused didn’t want a desirable outcome
Fundamental attribution error: An observer focuses on the subject’s personal
disposition while ignoring environmental factors; this can lead to the belief that
other’s behavior traits are the same in every situation while our behavior changes
depending on the situation
Projection: Mentally placing your own faults on someone else; interpret others
as wrong despite your inadequacies
Schema: Like stereotypes, schemas are groups. Placing behaviors into
known categories; might lead to inaccurately grouping an individual with people
dissimilar to themselves
19.
A. Describe the path that visual information takes on its way to the
brain. Begin with the retinal receptor cells.
B. Explain how damage to each of the following
might affect vision.
a. Damage to the cones
b. Damage to the rods
c. Genetic abnormality that effects only certain types of cones
d. Damage to the occipital lobe
20.
A. Explain how conformity and obedience differ from each other.
In your answer address the variables of :
a. hierarchy
b. imitation
c. explicitness/implicitness
d. voluntarism
B. Explain how the variables below would increase or decease
conformity and obedience.
a. models
b. surveillance
c. buffers
d. ideology
Josh BIlodeau
20.
A. Explain how conformity and obedience differ from each other. In your answer address
the variables of:
a. hierarchy- focuses more on Obedience because you follow the rules of the
person is in charge or “on top”
b. imitation- focuses more on Conformity because you are doing what other
people are doing and “going with the flow”
c. explicitness/implicitness- focuses more on conformity because you either
express who you really are while trying to fit in or you pretend to be someone you are not
d. voluntarism- focuses more on obedience because you are trying to keep
everything going properly
B. Explain how the variables below would increase or decrease conformity and obedience.
a. models- Models can increase and decrease someones conformity and
obedience depending on the influence they have on someone.
b. surveillance- when you are being watched you are more likely to be
obedient and are more likely to do your own thing so that you stay on task.
c. buffers- Example: your mom has a friend you do not care for and who
happens to come over every week. You stay obedient to your mother’s rules of being nice
and follow conformity with the other quests that are present.
d. ideology- increase conformity because you don’t really think about what
you are doing. Again, you go with the flow. And decrease obedience because if you are not
focusing on what the task is, then you will not do as instructed.
21.
Discuss how social and biological factors have an impact on each of the
following in the individual.
A. Body weight
B. Perception
C. Alcoholism
D. Extroversion
E. Schizophrenia
22.
Many people are concerned about the effects of the use of physical
punishment to modify the undesirable behavior of children.
A. Basing your answer on psychological knowledge, apply each of the
following in an argument against the use of physical punishment.
Modeling
Classical conditioning of fear
Displacement
B. How would psychologists use the following processes to modify
children’s undesirable behavior?
Positive reinforcement
Extinction
Ryan answer outline
22) A. Modeling: When the children get older they will model the aggressive behavior.
Classical conditioning of fear: The children will be conditioned to have fear in the sight
of their parents and not comforted.
Displacement: The child will displace the fear and anger of physical punishment towards
the parent causing the pain and to towards the bad behavior.
B.
Positive reinforcement: Give rewards for correct behavior and therefore create
incentives for good behavior.
Extinction: By ignoring the bad behaviors of a child the child will cause them to be
extinct because they will repeat only the behavior that create attention and rewards.
23.
Although personality is generally consistent throughout the life span, some
people exhibit major personality changes.
A. How do each of the following help to explain BOTH continuity and
change in personality?
Biological factors
Learning factors
Situational factors
Cognitive factors
B. How would any TWO of the above interact to produce change in the
trait of shyness?
24.
In a study, researchers use a photograph taken in a public park to
examine how people perceive, learn, and remember information. In the
photograph, a woman is standing near a man who is seated on a park
bench. The woman appears to be shouting at the man.
Participants in the study are exposed to the photograph for ten seconds
and then are shown, each for ten seconds, several other photographs of
people interacting. When all the photographs have been shown, the
participants are asked about what they saw in the “public park”
photograph. A significant number of participants describe the man as
being the aggressor in an apparent disagreement with the woman.
Describe how each of the following concepts helps explain the perception
of these participants. Be sure to begin by defining each concept in
psychological terms.
schema
retroactive interference
representativeness heuristic
confirmation bias
framing
Matt Goldsworthy
Essay Outlines #24
Schema- a concept or framework that organizes and interprets information.
Some of the participants might have previous experience that alter an d influence
their perception of the issue of the man and the woman in the park. Women and men
will tend to think and interpret situations differently from one another.
Retroactive interference- the disruptive effect of new learning on the recall of old
information.
Because the picture of the woman shouting at the man was shown first, followed by
many other pictures of interactions, the participants are most likely to rely and
remember the first picture they saw. This can influence and even make the
participants forget about the followed pictures of the park scene and therefore the
participants will make their judgments based on the first picture because they cant
recall the other, newer pictures. The old picture of the park is interfering with the
recall of the newer pictures.
Representativeness heuristic- judging the likelihood of things in terms of how well
they seem to represent, or match, particular prototypes; may lead one to ignore
other relevant information.
In today’s society, it is most common to associate the man as being the aggressor in
an argument with a woman. Men are seen to be more aggressive and stronger,
therefore the participants automatically see the picture as the man being the “bad
guy” even if the woman was the one shouting and showing anger. The men
represent aggression and anger more often than women.
Confirmation bias- the tendency to search for information that confirms one’s
perceptions and thoughts.
Most women participants we can assume that they would side with the woman in the
picture/ argument. Even if the picture clearly displays the woman shouting at the
man. Therefore, the women participants will seek out information and sometimes
excuses justifying why the woman is shouting and force the fault on the man in the
park picture. The women participants will be biased to confirm their perceptions.
Framing- the way an issue is posed; how an issue is framed can significantly affect
decisions and judgment.
The way the questions and pictures are displayed can affect the decisions and
perceptions of the participants. One single word can alter a ones perception and
heavily influence them.
25.
The human organism displays various reactions that are characterized by
opposing tendencies. Use a specific physiological or psychological
mechanism to explain how both aspects of opposing processes apply to
EACH of the following.
Appetite
Autonomic nervous system
Color vision
Drug use
Nerve firing
Kevin
Appetite
psychological eat when bored, but not
hungry (physiological); hypothalamus, lateral = hunger, ventromedial = satiety
(negative feedback loop, glucose level signaling hunger or satiety)
Autonomic nervous system
sympathetic, parasympathetic
Color vision
Opponent Process theory; rods and
cones
Drug use
psychological addiction and
physiological addiction, tolerance vs.
withdrawal, use vs. dependence;
addiction (craving) and withdrawal
Nerve firing
reflex vs. voluntary, excitatory and
inhibitory neurotransmitters, action
potential (all-or-nothing), action
potential vs. refractory period
26.
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
Overregularization or overgeneralization of language
Reconstructive memory
Schema
# 26: AP Exam Free Response outline
Aleah
Jessie’s story about her trip to the fire station may have been influenced by
several factors. These factors include egocentrism, observational learning,
overregulation or overgeneralization of language, reconstructive memory, and
schemas. Egocentrism is, according to Piaget’s theory, the preoperational child’s
inability to see another’s point of view. Jessie, who is in her preoperational stage of
development, would have this inability. This could influence the way she told her
story about the trip because she would tell the story from her point of view without
even considering the point of view of others. For example, Jessie may have tried on
a firesuit and thought it was oversized and heavy. So, she would tell her older
brother how large and heavy the suit is, but in reality, to a fireman, the suit would not
be so large and heavy.
Observational learning could also have had influence on Jessie’s story.
Observational learning is simply learning from observing others. Jessie probably
learned alot about the fire station and how it functions just from observing it! Maybe
she learned what the firemen do when theres an emergency from watching what
happened at the firestation. This would contribute to her experience at the firestation
therefore it would affect how she told the story. Overregulation or overgeneralization
of language is something that young children often do. This is the tendency to
disregard proper grammar. So, applying this concept to Jessie, she probably told her
brother “I goed to the fire station”, rather than “I went to the fire station.”
As humans, we all have reconstructive memory. This means our memories of
events get altered in our minds due to many factors such as other memories and
dreams. Naturally, this could have had an influence on Jessie’s recollection of her
experience at the fire station. She may get what actually happened and something
that happened in a dream mixed up! Lastly, schemas are a concept or framework
that organizes and interprets information. Jessie may have developed a schema for
fire-fighting. This concept probably includes firetrucks, the color red, fire suits, poles,
ect.
27.
A. define the following psychological concepts.
Cognitive dissonance
Conformity
Incentive motivation
Negative reinforcement
Physiological addiction
B. Use one specific example for 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.
28.
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 six-month 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 weaken the validity of
Dr. Franklin’s conclusion that stress causes physical illness.
29.
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 unconditional
stimulus (UCS) in classical conditioning
* Refractory period in neural firing
* Sound localization
* Spontaneous recovery
Joshua Carbonell AP Exam Essay Outline #29
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- A critical period is an optimal period of time shortly after birth in which
development takes place. For examples, a child’s attachment based on familiarity forms
during a critical period. During this time, certain events and interactions must take place
between a child and his parent in order for proper development to occur.
Fluid Intelligence- Fluid Intelligence is one’s ability to reason speedily and abstractly.
when attempting to solve a novel math problem, Fluid Intelligence assists in person in
arriving at the correct answer. Over time, one’s fluid intelligence decreases. Up to the age
75, it decrease slowly then more rapidly especially after 85.
Group Polarization- Group Polarization is the enhancement of a group’s prevailing
attitudes through discussion within the group. With time, the initial attitude that most
people in a group favor will be amplified. If high-prejudice people discuss racial issues,
as time progresses, the members of the group will become more prejudice.
James-Lange Theory of Emotion- The theory describes how our experience of emotion
is our awareness of our physiological responses to emotion-arousing stimuli. We do not
experience emotion until after an emotion-arousing stimuli. If one managed to prevent
getting into an accident after skidding on the road, he would then feel a rush of emotion a
period of time afterward.
Presentation of the conditioned stimulus (CS) and unconditioned stimulus (UCS) in
classical conditioning- Initially the conditioned stimulus is irrelevant. Once there is an
association with an unconditioned stimulus, it then triggers a conditioned response. For
this association to occur, a subject needs to be presented with the UCS. Then the subject
needs to be presented with both the UCS and the CS. The UCS is repeatedly presented
shortly after the CS. Eventually, this will lead to the CS triggering a controlled response.
Ivan Pavlo demonstrated this process in his experiment with the salivating dogs.
Refractory Period in Neural Firing- In the first step of the refractory period, the neuron
does not fire no matter how much stimulation is received. This lasts for a short period of
time. Then, during the relative refractory period, an intense stimulus is required to trigger
the action potential before the neuron returns. After the refractory period, the neuron will
fire when the neural threshold is reached.
Sound Localization- When attempting to locate a sound, the placement of our ears helps
us identify where the sound originated. Even though our ears are only about six inches
apart, we can determine in what direction a sound came from because sound travels at
750 miles per hour and will arrive at the ear closest to the noise slightly sooner. If one is
on a field during a football game and someone yells his name, he can locate the origin of
the sound because the ear that the sound is closest to will receive a slightly more intense
sound.
Spontaneous Recovery- Spontaneous Recovery is the reappearance, after a rest period,
of an extinguished conditioned response. If one develops a controlled response to a
stimulus and experiences a rest period, the response may become extinct only to
spontaneously recover later. If Pavlo’s dog experienced extinction, then later on was
exposed to the tone, the conditioned response of salivation might spontaneously recover.
30.
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 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.
Question # 30:
Erika
A. Diagnostic Labeling value- common names, understood better, more efficient, better treatment
 opposing-the subject would feel shame, embarrassment for the ‘label’ put on
him/her
Children's Acquisition of Language
 value- Chompsky language is biological and innate
 opposing- Skinner it is a learned trait due to environment
Explanation of Hypnosis
 value- a unique state of consciousness
 opposing- a role playing act
B. (justify your personal beliefs choosing one side for each issue)
31.
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
* Nonrandom assignment of research participants
* Optimistic explanatory style
* Proactive interference
#31:
Answer outline
Aleah
There are many concepts in which our perception, cognition, and conclusions can
be inaccurate. One of these concepts is called the afterimage effect. The afterimage effect
is an optical illusion in which an image continues to appear briefly even after exposure to
the image has ended. This concept clearly leads to inaccuracy in our perception,
cognition, and conclusions because we think we can still see the image even after it is
gone. We can be looking at a wall, and think there is a star on the wall after we’ve been
exposed to a star beforehand. This is the afterimage effect.
Another concept is called the availability heuristic. Availability heuristics are
mental shortcuts that rely on immediate examples that come to mind. An example of
using availability heuristics is if someone claims to their friends that people who drive
red cars get more speeding tickets. The group of friends would agree only because
they know someone who drives a red car, and happens to often get speeding tickets.
In reality, that particular friend probably likes driving fast regardless of the color car
he is driving. Statistics may even show that red cars don’t get more speeding tickets,
they will still believe red cars get more speeding tickets because their friend is an
easy example to make it seem like a fact. This is an inaccurate but easy conclusion
to make.
According to Piaget’s theory, egocentrism is the preoperational stage in which
child lacks the ability to see things from another’s point of view. When you can only
view things from your own point of view, you have a harder time take other peoples’
words for things and believing true facts simply because you haven’t experienced
things or learned for yourself. For example, if you are very egocentric, and someone
tells you not to touch the hot stove, you wouldn't know it was hot unless you tried to
touch it. You wouldn't believe the person who told you not to touch the stove until
after it was too late. Your personal perception of whether the stove is hot or not
would depend on your own personal experience. This is why egocentrism can lead
to inaccurate conclusions, perceptions, and cognition.
Groupthink is another concept in which it’s the mode of thinking that occurs
when the desire for harmony in a decision-making group overrides a realistic
appraisal of alternatives. An example of this is when the election of President
Kennedy was going on, all the opposing views of him were censored and
suppressed so everyone thought Kennedy was the right choice because everyone
seemed to like him. This concept of groupthink leads to altered and inaccurate
perception, conclusions, and cognition because in reality not everyone liked
President Kennedy, but it seemed like it.
Lack of object permanence is when you don't believe in the existence of
something simply because you can’t see it. This can easily lead to inaccurate
perceptions, conclusions, and cognition of something. If you lack object
permanence, you wouldn't believe in the existence of any person after they leave the
room. Obviously the person still exists, so your lack of object permanence leads you
to draw inaccurate conclusions.
Nonrandom assignment of research participants is a biased way of choosing
which individuals are going to participate in your study. If it is biased, it’s an
inaccurate way of doing research about people as a whole. Thus, there will be
inaccurate results which means people will draw inaccurate conclusions.
Optimistic explanatory style is another concept that can lead to inaccurate
perception, cognition, and conclusion. This concept is when people explain events
that happened in their life in an optimistic way. If someone is always optimistic, they
have an optimistic explanatory style. Even if any given situation wasn’t necessarily a
good one, someone with optimistic explanatory style would make it seem like
it.There is an inaccurate perception about the situation.
The last concept is proactive interference. Proactive interference is the disruptive
effect of prior learning on the recall of new information. For example, you are trying
to remember your friend’s new phone number, but you keep mixing it up with her old
one. This is a pretty obvious way of having inaccurate perception, conclusions, and
cognition about your friends phone number.
32.
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 if taking vitamin J on improving memory.
C. For each of the methods listed above, explain a key characteristic of
the basic approach you could use to research a scientific
conclusion about the relationship between taking vitamin J and
improving memory. You need not design a complete experiment.
#32
answer outline
Matt
Case Study:
A.
A case study is the studying of one subject. This is most beneficial in animal
studies as we’ve seen with chimps. Case studies essential monitor an individual in
their natural habitat. This is helpful because it can eliminate the factor of the lab
room bias where individuals can act differently in an unfamiliar environment.
B.
A disadvantage of a case study is it only displays data on one individual
which makes it tougher to generalize to others. If psychologist was to use a case
study on the effect of vitamin J improving memory, the results of the data can only
be assumed to be true to that one individual since the sample is not very large.
C.
The basic approach you would use is to study the individual and test their
memory with and without the vitamin and examining if there was improvement with
the vitamin.
Correlation Study
A.
Although a correlation does not prove causation, it does provide us some
reason to believe there is a relationship between variables. If you have two variables
and you want to know how strong their relationship is, a correlation study is the way
to go.
B.
A disadvantage of a correlation is that no matter how strong of a correlation it
does not prove a cause and effect relationship due to the possibility of lurking
variables. Psychologist could use a correlation study to see how various amounts of
the vitamin affect memory. However this will not prove causation among the
variables.
C.
The basic approach to this study would be to give someone various amounts
of vitamin J and seeing how each does affects memory.
Experiment:
A.
An experiment is beneficial in seeing how different treatments vary from one
another and a control group. This is helpful if there are many different treatments
being tested.
B.
An experiment can be a disadvantage because of the effect and factor of
placebos and other variables. Sometimes a placebo and one’s mind can factor into
the data more than the actual treatment. For instances, if someone is giving vitamin
J, they may claim they feel better since taking the vitamin due to the vitamin, when in
reality they have really just convinced themselves it is working and therefore feel
better
C.
The basic approach would be to give a group vitamin J and others in a control
group a placebo and evaluate which group tends to have more productivity.
33. 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.
Joey 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
answer outline
Josh BIlodeau
33. 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- Zoe is excited about getting a new car but then
thinks about her future bills she will have.
* Central route to persuasion- Zoe focuses on the ads on television and goes off of
what they ads want people to believe about their product (the Car)
* Heuristics- Zoe takes the first car she sees because she doesn’t want to spend
much time looking for one.
* Individualism- Zoey will want to have a different car than any of her family
members or friends. She will get a car that fits her rather than what she thinks other people
would like.
* Rationalization- Zoe doesn’t end up getting a new car because she can’t afford it
and blames it on the dealer for not giving her the same deal as the person before her.
* Self-efficacy- Zoe is having trouble on what kind of car to buy. If she believes
she will succeed; she will. If Zoe believes she will fail at getting a new car; she will.
* The autonomic nervous system- Zoe’s actions take over and she feels that buying
the car is just like her heart pumping. She does it without having to think about it.
* The foot-in-the-door phenomenon- Zoe first picks out the color car she wants.
Then she can focus on what type of car she wants.
34. 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 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.
HELP
 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.
HINDER
* In-group bias
* Regression
Essay #34 answer outline
* Operant conditioning
* Circadian rhythm
Kiana
Help:
The Mere Exposure Effect- As Ellie becomes more familiar with her surroundings
she is more apt to feel comfortable expressing herself and socializing with others. As
she becomes more versed it will become less difficult to engage with others, and
when she does engage it will be a better experience.
Mnemonic Devices- When approached with a large quantity of names using
mnemonic devices will assist her in learning the names quickly, and more
accurately. This will decrease anxiety and make conversation easier.
Schachter Two-Factor Theory- Ellie may be in an insecure state. In this state she
could be more likely to look for a group of people to join and react positively to being
reached out to. If someone were to strike up conversation with her she would be
more likely to respond positively because of a renewed sense of security.
Locus of Control - Ellie controls her involvement in the psychology club, and she
may feel more comfortable because she knows that if she does not a good
experience she can not join club. she has control over whether or not she is exposed
to the social situation, and it can comfort some of the worries that she may have.
Hinder:
In-Group Bias- Other students may look at her as an outsider and not want to be
inclusive to her because of her perceived differences, similarly, Ellie may not feel as
if she is wanted because of the perceived closeness and alikeness of the group in
question. These can cause Ellie to not interact with others, and inturn not have a
good time in the psychology club.
Regression- In response to social rejection, or copious amounts of stress, Ellie may
act out defensively and adopt more elementary behaviors in a means to ventilate her
frustrations. These can be destructive to recently formed social relationships, and
those that are still forming.
Operant Conditioning- As a result of her social interactions, or lack there of, Ellie’s
attitude and behaviors may change. She may become more extroverted, or more
recluse. These changes may be positive or negative, but her relationships can be
damaged if she gains or loses multiple characteristics that once defined her.
Circadian Rhythm- Depending on the differences from her old town to her new town,
a time difference could throw her circadian clock off and cause Ellie to have difficulty
sleeping and staying awake. Sleep deprivation can cause problems such as
irritability and diminished patience. This can make it more difficult for Ellie to interact
with other’s.
35. 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 characteristic 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.
 People sometimes confuse schizophrenia with dissociative identity
disorder (DID). Identify two key characteristics that differentiate
DID from schizophrenia.
Joshua Carbonell
AP Exam Essay Outline #35
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.
Two Characteristic Symptoms- Delusional Thinking and Disturbed Perceptions
Genetic Basis- A study by Gottesman in 1991 confirmed the genetic link is real. Adopted
children have not been seen to get the disorder from an adopted parent. If an adopted
child’s biological parent has schizophrenia then the child has an elevated risk of having
schizophrenia.
Dopamine Hypothesis- It is believed that Dopamine overactivity may underlie patients’
overreacting to irrelevant external and internal stimuli. A high level of Dopamine may
intensify brain signals in schizophrenia resulting in positive symptoms such as
hallucinations and paranoia.
How schizophrenia medications affect neurotransmitters- Medications for
schizophrenia attempt to reduce the amount of dopamine activity in the brain. It does this
by blocking dopamine receptors in the brain.
Inherent Risk- The medications for schizophrenia can cause many negative side effects
including seizures, brain damage, immune system damage and weight gain.
Two Characteristics that differentiate Dissociative Identity Disorder and
Schizophrenia Characteristics of Dissociative Identity Disorder are that a person might develop multiple
personalities and it is associated with child abuse. Characteristics of schizophrenia
include delusional thinking and disturbed perceptions.
36. 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 theory
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.




Skinner's operant conditioning: tantrum management
Bandura's social learning theory: sharing behavior
Ainsworth's attachment theory: self-reliance
Baumrind's research on parenting styles: self-esteem
Essay #36 answer outline
Kyle
A
o
o
Skinner’s operant conditioning involves the active actions of a subject
with a given response, rather than only a passive association.
Bandura’s Theory is that behavior is learned form observation of the
environment.
o
o
Ainsworth’s attachment theory involves the creation of family bonds
based on tactile comfort.
Bamrind’s research found that a mix of authority and permissive
parenting functions best in regards to child-raising.
B
o
o
o
o
37.
By not rewarding tantrums, they discourage the child from having
them.
Showing behaviors can be achieved byt making them a part of the
environment.
By being affectionate, but not coddling the child, they can prompt
independence.
A permissive but slightly authoritarian parenting style will promote high
self esteem.
Abstract
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
Hypothesis
Debriefing
B) How might participants' estimates of line length in the study be related to
the following?
 Cognitive dissonance
 Maslow's hierarchy of needs
38. Dimitri and Linda are trying to learn a new routine to complete 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
38) Ryan answer outline
Extrinsic motivation: They are motivated extrinsically to please the judges in
order to win.
Punishment: Dimitri and linda could set up a punishment system every time they
mess up a dance move and a reward every time they do the move right.
Proactive interference: Previously learned dance moves could inhibit them from
learning new dance moves.
Endorphins: By exercising they will gain more endorphins and more neural
connections.
Vestibular system: Contributes to balance and without it they would be unable to
dance.
Divergent thinking: Being able to think and problem solve will help them with
dance practice strategies.
39. 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
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
40. 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
41. At a schoolwide 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.
 Cocktail party effect
 Conformity
 Deindividuation
 Figure ground
 Occipital lobe
 Procedural memory
 Sympathetic nervous system
42. 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
Essay #42 answer outline
Kyle
A
o
o
Independent Variable: Feedback
Dependent Variable: Number of Identified figures.
o
Foveal Vision: Central vision, also clearest vision. If figures are outside
this area then identification is difficult.
Feature Detectors: The parts of the brain that identify specific features
in vision.
Gestalt Principle of Closure: Principle that causes the incomplete figures
to be correctly recognised, despite lack of all details, the mind completes
them subconsciously.
B
o
o
C
o
o
Random Assignment: Keeps data valid and representative of the
Populationo as a whole.
Statistical Significance: Results must be significant to be considered
valid, prevents chance from giving a false positive.
43. Savannah is a junior in high school and is preparing for an exam in her
beginning Japanese course. The exam will consist of both written and
spoken portions. Although it is her first course in Japanese, Savannah is
confident that she will do very well on the exam.
A. Describe how each of the following relates to Savannah’s successful learning
and performance.

Broca’s area



Use of phonemes
Modeling
Chunking
B. Describe how each of the following may hinder Savannah as she prepares for
and takes the exam.
 Encoding failure
 Age and language acquisition
C. After the exam, Savannah tells her family and friends that she believes that
she spoke fluently and did extremely well on the exam. Describe how each of
the following concepts may have influenced her opinion.
 Self-efficacy
 Confirmation bias
44. 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
Elizabeth
44. A. Annabelle is planning to apply to college, hasn’t decided where. Describe how
each psychological concept will relate to her choice.
o Availability heuristic -- Anna will likely look more highly on and know
more about colleges she has heard about from sources she trusts of
ones she hears about often from people she knows, advertisement, or
mailings. Also, colleges she has visited or been in the area of will
affect how she will think of what a typical/desirable college campus is
like which will thus influence what colleges she applies to or visits in
her search.
o compliance -- when Anna decides on colleges to apply to she is likely
to apply to those her friends apply to in order to fit in.
o prefrontal cortex -- since this brain part if not fully developed in Anna,
she will have a harder time comparing colleges and will be more
attracted to schools with simple, easy-to-find information on their
websites and viewbooks. Anna may let her more developed limbic
system(emotional center) sway her decision. She will be focused on
short-term benefits of college life offerings than on long-term
consequences after-college.
B. Explain how each concept relates to how Anna adapts to college.
o Agoraphobia -- If Anna is agoraphobic, she will be disinclined to
consider any campus that is very large or open. She will seek a small
campus, closed in with a small student body. She will find it hard to
adapt to any size of college though. The small campus will still give
her the feeling of being out in public and even small student bodies
seem like a crowd to an agoraphobic. She would not make friends and
would have a hard time with her academics.
o Crystallized intelligence -- Anna’s level of crystallized intelligence and
her capacity to accumulate it will be vital to getting good grades and
adjusting to college life. A basic understanding of cultural norms and
academia is necessary for Anna to adapt without heaps of stress and
emotional, social and academic difficulties.
o Ethnocentrism -- her level of ethnocentrism(belief of race superiority)
will affect the diversity she is willing to handle on a campus. When she
goes to college, she will look down on those of other races and
creeds, etc. She will avoid contact with them and refuse to room with
one. This avoidance could create problems with fulfilling her credits
and with getting along with professors of other ethnicity.
45. 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
46. Psychological research methodologies and statistics are characterized by
strengths and weaknesses in investigating behavior. Each method or
statistic is best suited for certain research questions. For each pair below,
describe a condition under which one is more appropriate than the other.






Mean, median
Descriptive statistics, inferential statistics
Longitudinal study, cross-sectional study
Single-blind technique, double-blind technique
Random assignment, random selection
Survey, case study

Correlational study, experiment
47. Lauren loves her parents very much but is so committed to playing the violin
that she transferred from her original college to a music school against their
wishes. Lauren practices and studies violin with a group of talented
students. She aspires to a life as a concert musician.
A. Explain how the concept of approach-approach conflict may have
contributed to Lauren’s decision to change schools.
B. Explain how self-actualization may contribute to Lauren’s desire to play
the violin.
C. Using the following psychological terms, describe why Lauren plays
the violin.
 Intrinsic motivation
 Social learning theory
D. Explain how each of the following can affect Lauren as she plays the
violin.
 Acetylcholine
 Difference threshold
 Social facilitation