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U2
AP Pysch U2
| Question | Answer |
|---|---|
| Describe the experimental group and the control group of an experiment. | Experimental group: Gets the change/treatment. Control group: Gets no change (comparison group). |
| Describe the independent variable of an experiment. | The cause; the one thing the experimenter changes. |
| Describe the dependent variable of an experiment. | The effect or result you measure. |
| Describe top-down processing. | Using past knowledge and expectations to understand things. |
| Describe bottom-up processing. | Starting with raw senses and building up a picture. |
| Describe the cocktail party effect. | Focussing on one voice in a crowd (selective attention). |
| Describe inattentional blindness. | Failing to see something obvious because your attention is elsewhere. |
| Describe change blindness. | Failing to notice a big change in the environment/scene. |
| Describe how perceptual set may give us expectations. | Expecting to see a politician in a blue suit makes you see everyone in blue suits as politicians. |
| Describe how context can influence our perceptions. | The setting matters; you might not recognize your teacher outside of school. |
| Describe schemas. | Mental blueprints that organize how we see the world. |
| Describe the figure-ground principle. | Seeing an object stand out from the background. |
| Describe the Gestalt grouping principle of proximity. | Grouping items that are close together. |
| Describe the Gestalt grouping principle of continuity. | Seeing smooth, unbroken lines. |
| Describe the Gestalt grouping principle of closure. | Filling in gaps to see a complete picture. |
| Visual cliff experiment results? | Babies are naturally afraid of heights (nature), but experience fine-tunes this fear (nurture). |
| Describe the binocular depth cue called convergence. | Eyes turn inward for close objects. |
| Describe the monocular depth cue called relative size. | Smaller things look farther away. |
| Describe the monocular depth cue called linear perspective. | Parallel lines seem to meet in the distance. |
| Describe the phi phenomenon. | blinking lights look like they are moving. |
| Describe perceptual constancies (e.g., a door). | A door looks the same shape/size even when it opens and closes. |
| Describe the process of encoding memory. | The learning/input process for memory. |
| Describe tasks that rely on short-term memory. | Remembering a phone number just to dial it. |
| Describe working memory. | Actively mentally juggling information (thinking about it now). |
| Describe explicit (declarative) memories. | Facts and events you consciously remember/declare. |
| Describe implicit (nondeclarative) memories. | Automatic skills/muscle memory. |
| Describe procedural memories. | How-to skills (e.g., how to ride a bike). |
| Describe episodic memory. | Specific personal life events (e.g., your last birthday). |
| Describe prospective memory. | Remembering to do something in the future (e.g., taking medicine). |
| Describe iconic memory. | Very brief visual memory (less than a second). |
| Describe echoic memory. | Very brief auditory memory (3-4 seconds). |
| Describe how a student might use chunking. | Grouping information into smaller units (e.g., phone numbers). |
| Describe how a student might use hierarchies. | Outlining topics from general ideas to specific facts. |
| Describe the spacing effect. | Studying a little bit over several days works best (better than cramming). |
| Sort processing levels (structural, phonemic, semantic). Underline deepest. | Structural (shallow) -> Phonemic -> Semantic (deep) |
| What two parts of the brain enable implicit memory? | Cerebellum and basal ganglia. |
| How does long-term potentiation (LTP) affect memory? | Brain strengthens neural connections (synapses) with practice/learning. |
| Describe primacy and recency effects. | Primacy: Remember first items. Recency: Remember last items. |
| Describe anterograde amnesia. | Can't form new memories. |
| Describe retrograde amnesia. | Can't remember old past memories. |
| Describe proactive interference. | Old memory blocks new memory. |
| Describe retroactive interference. | New memory blocks old memory. |
| Describe source amnesia. | Forgetting where you learned something. |
| What are prototypes? | The "best" example of a category. |
| Describe convergent thinking. | Finding one single correct answer. |
| Describe divergent thinking (creativity connection). | Generating many creative ideas (creativity). |
| Describe algorithms. | Step-by-step rules that guarantee a correct answer. |
| Describe heuristics. | Mental shortcuts (fast, but risk mistakes). |
| Describe how mental set might block problem solving. | Only using old methods that don't work for the new problem. |
| Describe the representativeness heuristic. | Judging based on stereotypes/prototypes. |
| Describe the availability heuristic. | Judging based on vivid examples that easily come to mind. |
| Describe framing. | How words are used affects choices (75% lean vs. 25% fat). |
| Describe the gambler’s fallacy. | Believing an independent event is "due" to happen. |
| Describe the sunk cost fallacy. | Continuing something because you already invested time/money. |
| Describe Gardner’s Intelligences. | Logical, Linguistic, Musical, Spatial, Naturalistic, Bodily, Interpersonal, Intrapersonal. |
| What is assessed by an achievement test? | What you learned. |
| What is assessed by an aptitude test? | Ability to learn in the future. |
| Describe standardization. | Making test procedures uniform for all test takers. |
| Describe the Flynn effect. | IQ scores are increasing globally over time. |
| How do we know a test is reliable? | It gives consistent results every time. |
| How can a test be considered valid? | It measures what it claims to measure. |
| How does a test have high construct validity? | It covers all parts of the subject material taught. |
| How does a test have high predictive validity? | It accurately predicts future behavior/success. |
| Twin studies results? | Genetics matters (nature), but environment (nurture) also impacts IQ similarity. |
| Describe the fixed mindset. | Belief that intelligence cannot change. |
| Describe the growth mindset. | Belief that intelligence can grow with effort. |
| Growth mindset affect on achievement? | Leads to better grades because students work harder. |
| Culturally biased test example? | A test from NYC that asks how to read a subway map. |
| Describe stereotype threat. | Anxiety about confirming a negative stereotype can make you perform poorly. |
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