JOSEPH SWOPE: Hello, and welcome to AP Daily Review Session,
I might be Dr. Swope.
And if I am, I mean, I'm from Northwest High
School in Germantown, Maryland, and this is AP Psychology.
Today, we're going to talk about multiple-choice questions.
But before we get too deep into it,
I want to point your attention to the link that's
going to link to a PDF version of these questions.
In that way, you can kind of study
in a way that works best for you.
Of course, I'm going to go through all of these answers
and explanations.
But if you want to pause the video at any time
and refer to it, or maybe work on your own
before you watch the video, whatever works for you.
How to do well on multiple-choice questions?
Well, there's a lot of hints that are going to go out there.
I'm going to hit some basic ones.
First is read the whole question.
Please don't roll your eyes.
I know a lot of students do whenever they hear me talk,
but what I'm saying is, on that day,
let's say you're going to be amped up, you're nervous,
you're excited.
Slow down and read the whole question,
because some questions are tricky.
Some questions have that weird kind of, what is the answer
or what is not the answer, and you
don't want to get tripped up.
So read the whole question.
And after you've done that, ready?
Reread the question.
Again, adrenaline kind of makes you skip over some things.
So you don't want to make a mistake because of speed.
Now, if you're unsure, time is a little bit of a factor.
Go with your gut.
This is psychology.
We know that the answers are in your unconscious somewhere,
your mind just need to pull them there.
If your immediate thing was answer A, go with answer a
and move on.
Don't worry about it.
Manage your time.
Don't leave anything blank.
A guess is better than no answer.
And then breathe, and I mean this seriously.
Use psychology to teach psychology,
and learn psychology.
Three exhales activate your parasympathetic nervous system.
This is going to help center you,
and get you ready for the cognitive work
and get the jitters down.
OK, well, let's jump into some of
our multiple-choice questions.
OK.
A person displays a set of rare behaviors
that psychologists had not known about previously
because nobody had ever shown those behaviors before.
The best strategy to investigate the nature of those behaviors
is an experiment, a survey, a case study,
a cross-sectional research, or correlational research?
Here I'm going to ask you to pause, because it's easy for me
to give the answer, but I want you to think.
So I'm going to pause or I'm going to--
I'm going to be quiet for about one second, two second,
hopefully you pause.
All right, and we're back.
Well, let's look at the answer.
The answer is a case study.
Why?
Again, it's not just good enough for me to give you the answer.
I want you to think through.
Here's the explanation.
Well, let's look at a.
Why isn't it a?
Because the behavior is so rare, there's only one person,
there would not be enough people to form groups.
What kind of groups are we talking about?
Experimental groups, and then we've got control group.
So there's not going to be enough people
to do an experiment.
There's not going to be enough people
to fill out enough surveys to make meaningful data,
so it can't be B.
It's going to be C, because when you think about a case study,
you think about a big file.
It's a deep dive into the individual life of a person.
We collect lots of data.
And that might be important on some rare psychological case.
It's not going to be D, because cross-sectional research
requires comparing two groups.
And it's not going to be E, because correlational
looks for relationships between different data points.
And if this is such a rare data point,
it's going to be hard to find a correlational connection.
that's how that question worked out.
Let's keep going while we're doing this.
A researcher-- let's keep going with this.
A researcher randomly assigned boys and girls
to each of two groups.
One group watched a violent television program,
while the other group watched a non-violent television program.
The children were then observed during a period of free play,
and the incidence of aggressive behavior
was recorded for each group.
The research method is best categorized
as experimental, correlational, longitudinal, naturalistic
observation, and case study.
OK, I'm going to, again, ask you to pause, so you can think.
I'm going to pause.
I'm going to give you 2 seconds.
OK, here we go.
The answer is now experimental.
If you got it right, great.
Do you know why you got it right?
Well, experimental is right, because there's
an application of a variable.
The experimenter, the researcher, is doing something,
is giving something to one group, but not the other.
And you should know they're giving it
to the experimental group, but not the control group.
It's not going to be B, because correlational studies look
for relationships, not causes.
It's not going to be C because a longitudinal study follows
one group over a long time.
Maybe a baby is born in this year,
and see how babies born in this year
compared with babies born from 10 years, those kind of things.
And then D, naturalistic observation,
this is not a natural thing.
The experimenter's research was not
watching people in their natural environment.
Because maybe, just maybe, they've
never watched a violent TV show.
By introducing an independent variable,
you have changed their environment.
it's no longer natural.
And then let's look at E, case study.
A case study, as we just learned,
is when you do a deep dive into one person's life.
OK.
This is going to look a little bit familiar.
It's kind of the same scenario, but now we're
going to ask a different question.
A researcher randomly assigned boys and girls
to each of two groups.
One group watched a violent television program,
while the other group watched a non-violent television program.
The children were then observed during a period of free play,
and the incidence of aggressive behavior
was recorded for each group.
What is the dependent variable?
OK, here we go.
Let's pull these answers up.
Gender of the children, duration of free-play,
type of television program viewed,
level of televised violence, and incidence
of aggressive behavior?
Here, again, I'm going to ask you to pause.
I'm going to count to three, so pause it.
1, 2, 3.
OK, here comes the big reveal.
The big reveal, the dependent variable
was incidents of aggressive behavior.
Well, why?
Well, let's look at A. Since the dependent variable
is a result-- and pause here.
If you get those two mixed up, just
try to make a link in your mind.
Dependent variable equals result.
Since the dependent variable is like a result,
the gender of the children can't be correct.
It's not going to be B, because the study, the result they
were looking for is not how long free-play was.
It's what happened in the free-play.
And then we look at C. The type of program viewed
was actually the independent variable.
That's the thing the experimenter gave.
And then D, the level of violence
is another way to look at the independent variable.
So C and D are kind of similar.
And why is it E?
Well, the incident of aggressive behavior
is the result, that's what they're looking for,
so that's the dependent variable.
OK, well, let's keep going on this.
Dr. Grayson is interested in studying the relationship
between weight loss and mood.
To conduct the study, Dr. Grayson
analyzed the results of several previous studies
on weigh loss and emotional state.
Which research strategy is Dr. Grayson using?
Here's our choices, meta-analysis,
naturalistic observation, an experiment, a survey,
or a case study?
OK, here, again, you're going to--
I'm going to tell you to hit pause.
I'm going to count to three.
Hopefully, that'll give you enough time, pause, 1, 2, 3.
And here's the big reveal.
It's a meta-analysis.
I find this is kind of an oddball question.
A lot of it takes people off guard.
And they might even not--
maybe not have even heard of this term.
So why would this be the answer?
Well, a meta-analysis is a review of past research studies
to find a relationship between those studies.
In effect, Dr. Grayson isn't studying people,
Dr. Grayson is studying studies.
So that's what a meta-analysis is.
Well, if we know that Dr. Grayson is not studying people,
then I think the rest of them kind of
take care of themselves.
Since Dr. Grayson is not watching
people in their normal environment,
it can't be naturalistic observation.
Since Dr. Grayson is not studying
people in two different groups, it's
not going to be an experiment.
And because no volunteers are filling out forms,
well, it's not a survey.
And we learned earlier that a case study.
Dr. Grayson is not looking at a single individual's
detailed history.
OK, well, let's kind of keep going now that we're on a roll.
Hopefully, you're getting all of these right.
OK, Dr. Mayhew, this time, finds that children who are randomly
assigned to watch television shows containing
many acts of violence later show more aggressive behavior
during recess than children who are randomly
assigned to watch television shows containing
no acts of violence.
In this experiment, the dependent variable is.
And that's a theme.
It's very important-- hint, hint--
for you, given certain scenarios to find out
the dependent variable and independent variable.
So let's look at some of our answer options here.
The first one is going to be whether children are assigned
to watch television shows that contain violence
or that contain no violence.
And then the next one is going to be
how much children like the television
shows they watch, the level of violence in the television
shows, the level of aggressive behavior
displayed by the children during research,
and then whether the children choose
to watch television shows that contain violence,
where they contain no violence.
Each of these is a pretty long answer.
So what is the question asking?
You go back.
What is the question asking you?
It's asking you for the dependent variable.
And before I reveal it, I'm going to ask you to hit pause,
and I'm going to count to 3.
1, 2, 3.
And the big reveal is the level of aggressive behavior
displayed by the children during recess, that's the result.
OK, why is this the result?
Well, let's take a look at some of the explanation.
A, it's not going to be A. Whether children
are assigned to watch television shows that contain violence
or contain no violence, you know what
that is, that's actually the independent variable.
It's not going to be B, how much the children
like the television show they watched.
That wasn't even kind of in the scenario or consideration.
That might even be a confounding variable.
But it's not the result of the study.
The level of violence of the television shows,
well, that's another way to think
of the independent variable.
And then the level of aggressive behavior
displayed by children during research--
recess.
I keep doing that Freudian slip because I got research
on the mind.
And so, that's obviously the result.
That's the dependent variable.
And then let's look at E, whether the children chose
to watch television shows that contain violence
or that contain no violence.
Well, the children weren't given a choice.
And even if they were, their choice
isn't the result of the study.
Well, let's keep going on this.
Last question for us in this session
is a list of presidents of the United States
in chronological order, up through the year 2000.
Is presented in the exact same manner
to two classes of students, and those students,
they are asked to recall them.
A fourth-grade class is tested in the morning,
and a sixth-grade class is tested in the afternoon.
The teacher noticed the class recalled more presidents--
the afternoon class recalled more presidents
than the morning class did, and concluded that this
was caused by the time of day.
Which of the following is a confounding variable?
Well, let's look at what we got the gender of the students,
the size of the school, the grade level of the students,
the type of test used, and the attitude of the teacher.
And because I love suspense, I'm going to ask you to pause.
I'm going to count to my favorite number 3.
1, 2, 3.
And now I'm going to reveal the answer.
The answer is the grade of the students.
If you got it right, can you tell me,
or can you tell yourself why?
Well, the gender of the student might
affect whether the afternoon class recalled it,
but it's not the best answer.
Size of at school doesn't really affect,
because all of the students were in the same school
when the lesson was given.
Now fourth graders might have a harder time remembering
presidents than their older classmates sixth graders,
so age is also affecting the dependent variable.
A confounding variable you should remember if not,
here's a quick review.
A confounding variable is something
that affects the results of the study that wasn't designed to,
and it's sometimes called a third variable.
So let's look at choice D. the type of test
might affect whether the afternoon classes were recalled
more, but it's not the best answer.
And in fact, the question said everyone got the test
in the exact same manner.
And then let's look at E, the attitude of the teacher
might affect whether the afternoon class recalled more,
but it's not the best answer.
Who knows, maybe the teacher was grumpy after lunch, or maybe
happy after lunch.
I don't know.
OK, let me remind you of this.
If you got a lot out of this, but you want a little bit more,
there are resources and review videos on AP Classroom.
If you don't know how to find them, sign into AP Classroom,
and then click on the Review tab under Course Resources
on the left side of your screen, left navigation pane.
You're going to see two options, 2022 AP exam On Demand Review,
it's a series of videos that's going to--
I can't say it's going to tell you everything,
but it's a great resource.
And then there's also the one for 2021
that you can watch too, click on them.
And I urge you to watch them.
But don't just watch them passively.
Take notes as you go.
OK, a word before we sign off, before I say thank you.
You're going to do fine.
Take the nerves out of it.
You've got the resources.
And you care you.
Wouldn't be watching this video.
If you didn't care.
So again, just do what you do, work what you work,
and you're going to do fine.
Thank you for watching.
And I encourage you to keep watching the other videos
in this series and in previous years.