MARISA DEL SAVIO: Hi, my name is Ms. Del Savio
from Walt Whitman High School in Bethesda, Maryland.
And welcome back to today's review of AP Psychology, FRQ.
Please go ahead and download the PDF that's in the pop-up
or in the description below.
And let's get started.
Today, we're going to be going over a two-part concept
application FRQs.
There are lots of terms that we're
going to apply to scenarios.
This scenario is in two parts.
It's about from Ephraim and playing chess to reduce stress.
And in the first part of the FRQ,
we're going to be taking three different terms
and applying them to the prompt about how
Ephraim is going to prepare for his next chess tournament.
And then the second part of the FRQ, we're
going to be looking at how Ephraim
is going to use new strategies that he's
learned from different players.
As we write the FRQ, I want you to think
about saying yes to the text.
Make sure you identify the concept when you're
writing this by underlining it and then
separating your response for each term
into a different paragraph.
Sometimes, people get confused because the AP College
Board says, don't skip lines.
What they mean is don't double-space your response.
You can absolutely skip lines, though,
between your paragraphs.
Make sure you define the concept.
And although, definitions do not typically earn points,
it helps to clarify the term in your head.
And sometimes, you do stumble upon getting a point for it.
But don't count on it.
Third and most importantly, please apply the concept
to the correct part of the prompt.
And provide a specific example.
And make sure you do not rely on your definition
to score your point.
And of course, there are usually seven, seven terms
or seven components.
Make sure you address each concept in the prompt.
And again, application is super important.
OK, let's go to Ephraim who likes
to play chess to reduce stress.
He joins a chess club to keep focused on his new hobby.
He participated in a chess tournament over the weekend.
And while he thinks he could have done better,
he feels good about his experience.
He's already signed up for another tournament scheduled
to occur in one month.
Explain how in this case, semantic encoding
might help Ephraim prepare for his next chess tournament?
So semantic means with meaning or meaningful encoding.
In this case, means moving into memory or, in this case,
long-term memory.
So here, I started with the definition.
Semantic encoding is thinking about information
in a meaningful way, while moving it into memory storage.
Ephraim uses semantic encoding by thinking about the chess
moves that led him to win a tough match,
so that he can practice doing the same thing to win more
matches in the next tournament.
So again, he's thinking about the chess moves that
led him to win that's helping him to prepare
for that next chess tournament.
Let's move on to metacognition.
Metacognition, I'm going to define it.
First of all, it is the awareness
of your own thought process.
It's thinking about thinking.
So I'm going to start with my definition.
Metacognition is being aware of our thought process, including
our decisions and judgments that we make.
Now, I'm not-- let's take a look at this.
Not going to get a point yet.
I have to still apply it.
And I want you to go ahead and evaluate
what I just wrote here.
Ephraim could prepare for his next chess tournament
by using metacognition to beat his opponents.
So I want you to think a little bit about this
because it's not correct.
It could not score a point.
And you know why.
The problem with this one is that we're
using the term, metacognition, even though we defined it.
I know we defined it.
But we're trying to use the definition to score the point.
Don't rely on that.
You have to use a specific example of metacognition
to earn the point.
So let's try this again.
And this time, I'm going to answer
that Ephraim could prepare for his next chess tournament
by thinking about the strategies he used that didn't
work in the last tournament.
He could then practice new strategies
to use the next time.
So an example, a very specific one of metacognition
is provided.
There's no reliance at all on the definition
to earn the point.
And we did talk about preparing for his next chess tournament.
OK now, we're talking about Ephraim again and this time,
feature detectors.
What are feature detectors?
Well, those specialized neurons in the visual cortex.
They are the ones that allow you to recognize
objects like lines, and curves, and edges, and movement,
and even color.
But in this case, it's a chessboard.
I'm thinking lines and edges would be a good example.
I start with my definition.
Feature detectors are specialized cells
in the visual cortex that provide information
about objects, including edges.
Ephraim would be using his feature detectors,
while he practices newly learned moves to recognize
the edges of each square on the Board
so he knows where to move each piece.
Again, I gave a very specific example
of how Ephraim used his feature detectors.
I did not rely on that definition to score.
And I also talked about preparing for the next chess
tournament.
He's practicing his newly learned moves.
I'm addressing that part of the question.
If you see here, we've already addressed
how the first part of this two part FRQ.
And we're going to move on to that second part now, which
is asking a different question.
In this case, we're saying, while he is practicing
for the next chess tournament, Ephraim easily
learn several new difficult strategies from another player.
Explain how each of the following
might be related to Ephraim using or easily using
these new difficult strategies.
And we're going to start with the zone
of proximal development.
Lev Vygotsky was a child development specialist.
And what he talked about in terms
of learning cognitive is how a person learns
and what they're capable of learning
is called their zone of proximal development.
What do you know or what can you do on your own?
And what can you do with some help from others?
So that's what we're looking at here.
So the zone of proximal development
refers to what a person can do on their own
and what is in their ability to do with help and support
from others.
And we've already see how this is going
to work great for Ephraim.
Ephraim has shown that it is within his ability
to learn new strategies with instruction
from another player.
And then use those strategies the next time
he plays in a tournament.
So we've talked about that zone of proximal development.
Learn new strategies with instruction.
And we've addressed the idea of using it
and how we can easily use it the next time he plays.
OK, we're doing the same thing with selective attention.
Now, selective attention is that ability
we have to block out competing information
and focus only on one stimulus at a time, including things
like visual images, and touch sensations, and sounds.
So selective attention is our ability
to focus on one stimulus at a time
and block out competing stimuli.
At the tournament, there is a lot of noise and lots
of movement going on, while the games are being played.
Ephraim will use his selective attention
to focus only on his opponent's moves
and learn the strategies that they are using, that he
didn't already know about.
So we're definitely talking about focusing
on one stimulus at a time.
We've done that here with the yellow.
And in the blue, we're talking about using those strategies,
learning them, and using them against other opponents
later on.
Positive reinforcement.
Positive reinforcement, if you remember,
is the use of a pleasant stimulus following a behavior
so that behavior gets repeated.
Positive reinforcement is when a behavior
is followed by something pleasant or desirable.
And then that behavior is repeated.
Now please evaluate the statement I write here.
Ephraim saw that one of his opponents
used a particular strategy to win a game.
So Ephraim tried it against another opponent and won.
So we've definitely figured out that you
were showing how he was easily using new difficult strategies.
But did we really talk about positive reinforcement
appropriately?
And we did not.
What's missing in this to earn the point?
And if we look at that definition
of positive reinforcement, the behavior has to be repeated.
And we don't show that Ephraim has repeated the behavior.
So when we try this again, we say
that Ephraim saw that one of his opponents
used a particular strategy to win the game.
So Ephraim tried it against another opponent one.
And now we'll use that strategy in future chess tournaments.
Something pleasant, he won.
And again, it's going to be repeated as a result of that.
Internal locus of control.
In our last point, we are going to just remind ourselves
that internal locus of control is
that belief that we have control over the outcomes of our lives.
And you do believe that because you're here right now going
through the FRQ with me.
We assume personal responsibility for our actions,
if we have internal locus of control.
So we define it as locus of controls when someone believes
that their actions have a direct impact on the outcomes they
achieve.
And when we apply this to Ephraim,
Ephraim is confident that once he learns these new strategies,
he will be able to easily use them
to win future chess matches.
That response definitely addresses locus of control.
Thinking that your actions or knowing your actions
have a direct impact on outcome.
And of course, we're dealing with using
these new difficult strategies to win future chess matches.
OK, did you say yes to the checks?
Make sure that you identify those concepts.
Underline them.
Put them into separate paragraphs.
Define them when you can or try to.
Apply the concept not only to the correct part
of the prompt by using a specific example,
but making sure that you adhere to the definition
that you wrote.
Address each concept in the prompt.
Don't skip any if you don't have to.
And you have time to.
And again, come back to yay, you.
Again, you just demonstrated an internal locus of control.
You watch this video because you believe that your efforts will
influence your outcomes.
And that's, of course, unless your teacher gave you
points for watching this video.
But, yay you still, because that means that you were positive
reinforced.
And you'll probably come back and watch these videos again.
So you have a great day.
And I'll see you for one last FRQ for review.