MARISA DEL SAVIO: Hi.
My name is Ms. Del Savio.
I'm with Walt Whitman High School in Bethesda, Maryland,
and I'm here today to cover some AP Psychology review.
Don't forget to download the PDF.
That's in the link below or the pop-up that
shows up on your screen, so you can follow along with us.
If you are listening to Dr. Swap in the last few sessions,
he gave you some great advice on how
to do well on multiple choice questions,
including read the question.
And since this is something I'm going to add to it
is that you need to be careful with that top-down processing.
Sometimes, when we read a question,
we think we know what it's going to say next,
and it's not always what it says,
so be really careful with that.
The second thing is to reread the question.
And don't forget, that's your test copy.
So, go ahead.
Mark it up.
Circle things, if you want to, to remind yourself.
And then, go with your gut.
Sometimes, you obsess over an answer,
and sometimes you change it from the right to the wrong,
but just go with your gut.
You've got this.
You know it.
Manage your time.
A guess is better than no answer.
And breathe.
Take a deep breath.
Activate that parasympathetic nervous system and just relax.
OK, we're starting off with our first question.
In this question, a researcher's asking participants
to identify read shapes presented on a video screen.
And following this novel, meaning new,
objects of various colors are depicted on the screen.
Participants correctly identify read objects
much more quickly than they identify the objects
of different colors.
This result illustrates.
And here are your answer choices.
So if we take a look at--
I'm going to give you an example here.
And I were to pop up this what looks to be the number 12,
and then I pop up two more numbers,
you will read that middle one as a 13.
If I were to pop up A and then also pop up
something that looks like what I popped up before,
but it's followed by a C, you'll read that little number as B.
And the reason for that is, actually,
the answer to this question.
And reason to for that is priming.
They were primed.
They were primed with red objects,
so they could identify those more quickly than objects
of a different color.
A is not correct because a simulation
would indicate that the participation could identify
those objects as red, based upon some existing schema they had.
But that's not what the question's asking.
It's not B because modeling assumes
that their behavior of identifying those red objects
was modeled after somebody that they had observed
performing a similar task.
It's not D because cone saturation actually refers
to the intensity of the color.
And again, that would not impact how quickly
one could identify objects.
Nor is it E because imprinting is a process by which animals
form attachments early in life, and that
really doesn't have anything to do with identifying a color.
OK, moving on to question two.
In Jean Piaget's theory of cognitive development,
which of the following best exemplifies
the concept of accommodation?
And we have five answer choices here.
And if you remind yourself, accommodation
is when a person takes their schema.
They get new information, and they change it.
So they really adjust to new experiences.
And that's what you're looking for in your answer choice.
The answer happens to be E, where an infant is trying,
unsuccessfully, to suck their fist,
but they open their mouth wider, and they're successful.
So they've just changed their schema
about what it is to put food or something into their mouth.
They know they have to open up a little bit wider.
If I had changed this question, and instead, I
asked about the concept of lack of object permanence,
then we would have an answer of C. In other words,
the infant would stop reaching for a toy
as soon it was covered by a cloth
because it wouldn't know that it continued to exist.
If I change this to rooting, then the answer
is going to be A, and that's one of those instincts
that infants are born with.
When they're touched lightly on their cheek,
they turn towards that stimulus in order to seek food.
Moving on to question 3, Piper reads
about someone described as adventurous and extroverted.
She then judges that this person is
more likely to be a lawyer who enjoys hiking
than a lawyer who does not.
The best explanation for Piper's error
is that she is basing her judgment on--
with our five answer choices.
So this is about judgment, and we have different heuristics
and biases here.
Let's take a look at this phrase here-- more likely.
More likely is really the key here.
And if you were taking this test on paper,
you should have circled that.
The answer is C. And the reason that it's C
is because representativeness heuristic is a mental shortcut,
and it leads you to make a judgment based upon what
seems typical or stereotypical.
In other words, what is more likely,
somebody who's adventurous, who likes hiking,
or somebody who's adventures, who doesn't?
And that's where, basically, where
we get to with a representativeness heuristic.
It's not A because the availability heuristic
would be a judgment based upon the first thing that
comes to mind, something that pops into your mind.
There's no indication that Piper made this judgment quickly.
It's not B because this is a judgment based
upon some initial value, usually,
a numerical value, such as somebody telling you
that there's 300 jellybeans in a jar,
and your guess is going to somewhere center
around that 300 because you are anchored to it.
It's not confirmation bias because that's
only if Piper were seeking to confirm
her belief that all lawyers or all people who enjoy hiking
are adventurous, and that doesn't
appear to be what was in the question stem.
And it's not E because the predictable world,
bias is like gambler's fallacy.
It's where we believe that things will even
out in the end, that, statistically speaking,
if I toss a coin in the air, it's
going to come out 50% of the time heads and 50% tails.
And we know the world is not predictable nor does
this question have Piper basing a judgment
on that predictable world bias.
Which of the following for question 4 scenarios
is an example of retroactive interference.
And here are our five choices.
So to remind you, interference is different than amnesia.
It's when you can't remember something.
There's some information that's overlapping it.
And with retroactive interference,
we're having problems with old information.
So in this case, we're having problems with old information,
where the one memory is disrupting
the retrieval of the other.
So you have to look through the answer choices
here, and look for ones where you can see that someone's
having problems retrieving old information because
of interference.
The first one is not correct.
That's amnesia.
That's somebody who has, obviously,
had some damage to their hippocampus and cannot form
a new long-term memory.
It's not B. We just talked about that.
That's predictable world bias.
If we look at C, it's Carl, and he's trying to remember
the name of his first boss, but he cannot because he keeps
thinking of the name of his current boss.
He's having problems remembering the old.
There you go.
There's our answer for retroactive interference.
Then, we have Raj, and Raj is actually
demonstrating proactive interference,
the exact opposite.
He's having problems remembering new information.
And then, Lina.
And Lina is really demonstrating a concept
called functional fixedness.
She's looking at tools and only using them in their usual way
to solve a problem, and that's not an example of interference.
OK, question 5, a sudden inability
to remember how to tie a certain knot
indicates a deficit in which kind of memory?
There are all sorts of memories in here,
so let's take a look at this first one,
the declarative memory.
That's when you recall facts or events,
so it's not how to tie a knot.
And here's some examples of facts or events.
I watched the last State of the Union at Ted's house.
Another example is the State of the Union
is usually in January.
And those are actually two different types of memories
also on our answer choice list.
The second one here is semantic memory.
The State of the Union is usually
in January, that's facts about the world.
And then, there's episodic memories, your memories
about yourself, like you know, when you watched this,
it was at Ted's house.
So those are, also, not correct answers.
Then, we have iconic memories.
That's that very fleeting memories, the first stage
of memory, where we see--
in this case, see something.
We see lots of things.
And we can store lots of things in that iconic memory,
but we only encode, and move, and transfer some of those
that we pay attention to, to our short-term memory,
and that is not tying a knot.
And finally, we are left with the correct answer,
which is procedural memory.
And that's really the memory of how-to.
How to drive a car.
How to play a musical instrument.
Four questions 6, I've given you the question
about Yerker-Dodson law.
Which of the following best depicts
the relation between performance and arousal?
You may recall that Yerkes-Dodson,
did some research and found that too little arousal doesn't
really give you enough motivation to perform a task.
But that's all of you know when you take a test,
and you get too nervous.
Too much arousal, it actually makes you too anxious
to perform optimally.
So what we're looking for in our answer here
is, of course, a graph that shows low levels of arousal
not really giving you high levels of performance.
High levels of arousal not giving you
high levels of performance, with that optimal performance right
here.
Question 7, which of the following graphs
shows the most desirable test-retest correlation?
Let's take a look at that.
Remembering that a desirable correlation, if you were giving
a test to somebody you'd expect that the next time they
took the test, if they didn't learn anything new,
it should come out to be the same.
The results should be consistent.
So what we're looking for is a positive correlation.
And in graph A, we see a positive correlation.
If somebody took the test one and test two,
they would get similar scores.
Graph B shows a negative correlation,
the exact opposite, as the score of test 1 goes up,
the score of test 2 goes down.
Both C and D and E really don't show any correlation.
In fact, E gives us that Yerkes-Dodson curve again,
but that is not what this question is asking.
So remember, tests that yield consistent results
are reliable.
In other words, are consistent.
And that consistency, for people who are creating tests,
is really important because that means
that the test could be valid.
You need reliability in order to have validity.
If students get approximately the same score
on the second administration of a test,
as they did on the first, then the test is--
I'm testing whether or not you paid attention
to the previous slide because this question is
related to that.
If you get the same score in the second administration
of the test as you did in the first,
and we would say that the test results are constantly
hitting the same mark, as you see here-- mark, mark, mark.
Now, we're not hitting the bull's eye, which
is where we'd like to be, but we're, at least,
scoring the same way each time.
And that's reliability.
If, in fact, every time I gave the test, or I took the test,
I kept getting the best marker possible,
and I got the same best mark every single time,
then the test would be accurate.
But that's not what this is asking.
If a test is normed, then the scores on the test
would be compared to other students who took the test
at exactly the same time.
And again, that's not what the question is asking.
If the test is objective, then you
would know that the test has specific correct answers,
probably like a multiple choice test.
And again, that doesn't mean that you're
going to get the same score each time so that's
not the correct answer.
And if the test is standardized, and it's
already been administered to many students before,
and the test results that come in.
Let's say, your test results would
be looked at relative to other test
takers who took it previously as it's been standardized,
like a lot of the tests that you take.
Which scenario below is the most descriptive
of the psychoanalytic theory of personality?
Whenever I get a question like this,
I just tell people, just start writing down
all the things you remember about psychoanalytic.
So as we look through these answer choices,
let's consider what the psychoanalytic viewpoint is
and what it encompasses.
First of all, I think of Freud.
I think of the id, the ego, the superego,
which make up our personality.
I think about when a personality has a lot of anxiety.
It's because somebody's been fixated
or gets stuck on a certain stage.
I might have even written down the stages
I remember-- oral, anal, phallic, genital, latency,
right?
So what we're looking for is something
that deals with one of these concepts related
to psychoanalytic theory.
And what we see in answer A is that Charlie is over precise.
Charlie never move past that anal stage, that second stage
of development.
If I were to change this question,
I asked about the behaviorist theory of personality,
then the answer is going to be Carrie
because Carrie's parents punished her
every time she tried new things, and that's why she's shy.
She learned this behavior through punishments
and reinforcements.
If I change this to the trait theory of personality,
then my answer is going to be E because trait theorists believe
that personality traits are stable across time
and throughout one's life.
If I change it to humanistic theory of personality,
then the answer is going to be C, Mahoney.
And Mahoney is trying to reach her ultimate potential.
She's trying to become self-actualized.
And if it's social cognitive, then the answer
is going to be B. This is that reciprocal determinism,
this idea that there are personal factors,
and your environment, your behavior,
and how they all come together and interact helps
to make up your personality.
OK, well, we did it, so yay, you.
This is my first session with you.
You spent time today recalling declarative memories.
And if you don't study similar material,
you will avoid retroactive interference.
You're going to do great, and I hope
to see you at the next session.