ap psych essay prompts and scoring 2007
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8/13/2019 AP PSYCH Essay Prompts and Scoring 2007
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AP Psychology Essay Prompts and
Scoring Rubrics
The enclosed document includes an essay prompt for each
unit in AP Psychology and a corresponding scoring rubric. The
purpose of this activity is to increase the students awareness of
how AP exam readers grade from a rubric. Emphasis is placed on
the definition of terms and the application of those terms. Units
include:
Introduction to PsychologyPsychobiology
Sensation and Perception
Memory
Learning
Nature and Nurture of Behavior
eveloping Person
!hin"ing# Language# and Intelligence
States of $onsciousnessMotivation and Emotion
Personality
Stress and %ealth
Psychological isorders
!herapy
Social Psychology
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Unit: Introduction to Psychology
escribe the different perspectives from ,hich psychologists e-amine behavior
and mental processes# and e-plain their complementarity. &our ans,er should include/
Neuroscience Evolutionary
Behavior 0enetics
Psychodynamic
Behavioral
$ognitive
Social1cultural
Rubrics
ote: The application portion on the rubrics may include a variety of answers. This is
simply an example of possible answers. The perspectives have more than onecomplement.
!erm efinition Application
Neuroscience !he study of ho, the neurological system affectssuch things as emotions# memories# and sensory
e-periences.
It is complementary to evolutionarybecause the structures and functions
of the brain that promote survival arethe most li"ely to develop.
Evolutionary !he study of the natural selection of some traitsthat promotes genetic survival.
It is complementary to the behavioralperspective because some behaviors
may enhance the chance to survival.
Behavior 0enetics !he study of ho, much our psychological traits
are attributed to our genetic ma"e1up or as aresult of environmental influences.
It is complementary to the cognitive
process because our thin"ing#language# and intelligence may be the
result of our ability to adapt to ourenvironment.
Psychodynamic !he study of ho, unconscious drives andconflicts may influence our lives
It is complementary to the behavioralperspective in the investigation ofho, much of our behavior is belo,our a,areness level.
Behavioral !he study of ho, ,e learn from the environmentaround us.
It is complementary to the social1cultural perspectives in the
investigation of ho, differingsituations can influence our behavior.
$ognitive !he study of ho, ,e encode# process# and storeinformation.
It is complementary to theneuroscience perspective because our
cognitive ability is dependent on our
brain function.Sociocultural !he study of ho, behavior and thin"ing can vary
across socio1cultural situations.It is complementary to the behaviorgenetics perspective because pro1
social behaviors may influence thegenetics of one culture as opposed toanother.
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Unit: Psychobiology
Identify the four lobes of the cerebral corte-# and describe the sensory and motor
functions of the corte-. &our ans,er should include the description and function of the
follo,ing/
2rontal lobe
Parietal lobe
3ccipital lobe
!emporal lobe
Rubrics
Lobes escription 2unction
2rontal Located behind the forehead and is "no,nespecially for the arch1shaped region at the
bac" of the frontal lobe "no,n as the motor
corte-.
!he fontal lobe isresponsible for higher order
thin"ing and the motor
corte- controls voluntarymovements.
Parietal Located on the top of the head and is "no,n
especially for the sensory corte- ,hich isparallel to the motor corte- and located at the
front of the parietal lobe.
!he sensory corte- in the
parietal lobe is responsiblefor registering and
processing body sensations.
3ccipital Located at the bac" of the head and includesthe visual corte-.
!he visual corte- receivesand begins processing
visual information.
!emporal Located roughly above the ears and includes
the auditory areas.
!he auditory areas receives
and begins the processing ofauditory information.
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Unit: Sensation and Perception
iscuss the different levels of visual information processing and the value ofparallel processing. &our ans,er should include/
2eature detection
$olor constancy Parallel processing
Rubrics
!erm efinition Application
2eature detection Neurons that receive information to
specific features such as edges#
angles# movements# etc.
2eature detection neurons
pass the information on to
more comple- neuronsystems ,hich integrate the
information into a visual,hole.
$olor $onstancy Perceiving familiar ob5ects as having
consistent color even in situations
,here the ,avelengths reflected bythe ob5ect are altered.
!he e-perience of color not
only depends on the
,avelength information butthe surrounding conte-t. It
demonstrates that our
e-perience of color comesnot 5ust from the ob5ect but
from everything around it as
,ell.
Parallel processing !he processing of several pieces ofinformation by integrating the ,or"
of different perceptual systems#,hich ,or" in parallel.
!he brain divides a visualscene into subdimensions
but ,or"s on each aspectsimultaneously to produce
an integrated perception.
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Unit: Memory
escribe the capacity and duration of long1term memory# and discuss thebiological changes that may underlie memory formation and storage. &our ans,er
should include/
!he definition of long1term memory !he capacity and duration of long1term memory
%ippocampus
Long1term potentiation
Activity of the amygdale
Rubrics
!erm efinition Application
Long1term memory Relatively permanent and
limitless storehouse of thememory system.
Necessary for the storage of
information for future use.
%ippocampus Part of the brain ,here e-plicit
memories for facts and
episodes are processed and fedto other brain regions for
storage.
E-plicit memories of
names# images# and events
are laid do,n via a thisstructure in the limbic
system.
Long1term potentiation An increase in a synapse7s
firing potential after brief# rapid
stimulation. Believed to be aneural basis for leaning and
memory.
Prolonged strengthening of
neural firing provides a
neural basis for learning andremembering associations.
Activity of the amygdala Structure of the brain ,hichprocesses emotion and boosts
the activity in the brain7s
memory1forming areas.
Emotionally arousingevents ,ill help ma"e
stronger and more reliable
memories. %o,ever#prolonged stress can
corrode neural connections.
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Unit: Learning
E-plain the importance of Pavlov7s ,or"# and describe ho, it might apply to anunderstanding of human health and ,ell1being. &our ans,er should include/
!he concept of associative learning
!he importance of classical conditioning in adaptation !he importance of classical conditioning in ob5ective study of behavior
Rubrics
!erm escription Application
Associative learning Learning that happens ,hen
certain events occurtogether.
Staying a,ay from settings
or things associated ,ith acertain un,anted behaviors
may increase a person7s,ell1being.
Adaptation Learning based on prior
e-periences.
Associative learning can
assist an individual in
adaptation to theirenvironment as ,ell as
identifying elements of
behavior to master theirenvironment.
3b5ective study of behavior Scientific model ,hichincluded no sub5ective
5udgments for e-plainingbehavior
$lassical conditioningterminology provided the
elementary building bloc"sin understanding more
comple- behaviors.
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Unit: Nature and Nurture of Behavior
E-plain ho, the peer group and culture influence child development. &ourans,er should include/
:selection effect;
Parent vs. Peer Influence $ultural Norms
Rubrics
!erm efinition Application
:selection effect; See"ing out peers ,ith similar
attitudes and interests.
Because children tend to
select peers ,ith similar
attitudes and interestsinitially# there may be a
greater opportunity for peerinfluence once the
commonality has beenestablished.
Parent vs. peer influence Parents have more input ,henit comes to education#
responsibility# religion# etc.
Peers have more influence incooperative and social
activities.
Parents are important in theformation of basic values
and standards of conduct.
Peers are important becausethe child learns ho, to
cooperate and interact ,ith
follo, peers.
$ultural Norms Rules for accepted ande-pected behavior# that is
shared by a large group ofpeople.
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Unit: eveloping Person
escribe the early development of a self1concept and discuss possible effects ofdifferent parenting styles on children. &our ans,er should include/
Self1concept
Authoritarian parenting style Permissive parenting style
Authoritative parenting style
Rubrics
!erm efinition Application
Self1concept !he sense of one7s o,n identity
and personal ,orth.
A child7s ma5or social
achievement is a positive
sense of self.
Authoritarian Parenting Parenting style that imposesrules and e-pectsun=uestioning obedience.
$hildren ,ith authoritarianparents tend to be morerigid in self1acceptance and
the acceptance of others.
Permissive Parenting Parenting style in ,hich the
parents submit to their
children7s desires# ma"e fe,
demands# and use littlepunishment.
$hildren ,ith permissive
parents tend to be more
immature ,ith little impulse
control.
Authoritative Parenting Parenting style that is bothdemanding and yet responsive.
!he parents set and enforcerules but encourage opendiscussion and allo,
e-ceptions ,hen ma"ing the
rules.
$hildren ,ith the highestself1esteem# self1reliance#
and social competence tendto have authoritativeparents.
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Unit: !hin"ing# Language# and Intelligence
iscuss ho, ,e use trial and error# algorithms# heuristics# and insight to solveproblems and ho, confirmation bias and fi-ation can interfere ,ith effective problem
solving.
Rubrics
!erm efinition Application
!rial and error ?illingness to try a variety of
possibilities in problem solving until
success is achieved.
!he trial and error method
may be used to solve a
problem ,hen no clear1cutsolution is favored or
several possibilities are tried
until the very best solution
is chosen.Algorithms A step by step procedure use to solve
problems.Although all the steps maybe labor intensive# this
problem solving method
guarantees a solution.
%euristics Simple strategy used to solve
problems
%euristics are more error1
prone than algorithms# but
can be used ,ith trail 'error to hit upon the ans,er.
Insight Sudden flashes of inspiration. Sometimes the problem1solving strategy is not
obvious to us# but thesuddenly all the piecescome together and a
solution develops.
$onfirmation Bias !he search for information toconfirms our individual ideas.
!he reluctance to see" andconsider information that
might disprove one7s beliefs
could interfere ,itheffective problem solving
2i-ation !he inability to see a problem from afresh perspective.
!he reluctance to see aproblem from a different
perspective ,ill alsointerfere ,ith effective
problem solving.
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Unit: States of $onsciousness
escribe the physiological and psychological effects of depressants# stimulants#and hallucinogens and drug dependence.
Rubrics
!erm efinition Physiological Effects Psychological Effects
epressants rugs that calm neural
activity and slo, body
functions.
Slo,s the sympathetic
nervous system activity
including slurredspeech# and performance
deterioration.
Slo,s the brain activity
that controls 5udgment
and inhibitions. Alcoholma"es us more
aggressive or helpful or
self1disclosing if the
tendencies are already
present. isrupts
memory processing.
Stimulants rugs that e-cite neuralactivity and arouse body
functions.
Speeds up the bodyfunctions such as heart
rate and breathing.
Energy and self1confidence rise# ,hich
accounts for ,hy people
use it as a mood
enhancer or to improve
athletic performance.%o,ever ,hen the drug
stimulation ends#
fatigue# headaches#
irritability# and
depression may occur.
%allucinogens rugs that distort
perceptions and evo"e
sensory images in theabsence of sensory
input.
Amplifies the body7s
sensitivity to colors#
sounds# tastes# andsmells.
As the hallucinogenic
e-perience pea"s# people
fre=uently feel separatedfrom their bodies and
e-perience dreamli"e
scenes as though they
,ere real so real thatusers may become
panic1stric"en or harm
themselves.
rug dependence $ontinued use of a
psychoactive drugs
,hich produces
neuroadaptation
In the drug7s absence
the user may feel
physical pain and
intense cravings.
?hen the drugs become
an important part of the
user7s life as a ,ay of
relieving negative
emotions or as other
coping mechanisms.
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Unit: Motivation and %motion
iscuss the importance of various motives for ,or"ing# and identify the aims ofindustrial1organiation psychology. &our ans,er should include/ pay# relationships# or
identity.
Rubrics
!erm efinition Application
Pay 2inancial compensation for
,or" done.
Many individuals are simply
motivated because they need anincome to support themselves.
In general# the amount of pay
increases as the amount ofresponsibility increases.
RelationshipsIdentity 3ne7s sense of self
solidified by testing and
integrating various roles.
People7s =uality of life increases
,hen they are purposefully
engaged in a meaningfulactivity. !he sense of self1
esteem# competence# ,ell1being#
and sense of identity increase,ith 5ob satisfaction.
Industrial1organiationalPsychology
!he application ofpsychology7s principles to
the ,or"place.
!his branch of psychologyapplies psychology7s methods
and principles to selecting and
evaluating ,or"ers# considersho, ,or" environments andmanagement types influence
,or"er motivation# satisfaction#
and productivity.
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Unit: Personality
escribe the social1cognitive perspective# and discuss the important conse=uencesof personal control CinternalDe-ternal locus of control# self1control# learned helplessness#
and optimism.
!erm escription Application
Social1cognitivePerspective
Fie,s behavior as influenced by theinteraction bet,een person Cand their
thin"ing and their social conte-t.
?e learn behaviors throughconditioning# by observing# and
modeling behaviors. %o,ever ho,
,e thin! aboutand interpret those
situations also influences our
behavior.
Personal $ontrol ?hether ,e learn to see ourselves as
controlling# or as controlled by# our
environment.
Individuals ,ith and e-ternal locus
of control perceive that chance or
outside forces determine their fate.
Individuals ,ith and internal locus
of control believe that they controltheir o,n destiny. Internals achieve
more in school# act moreindependently# en5oy better health#
and feel less depressed than do
:e-ternals; In the social1cognitive
perspective it is preferable to have a
greater internal locus of control.
Self1$ontrol !he ability to control impulses and
delay gratification.
2rom the social1cognitive
perspective# self1control is a
predictor of good ad5ustment# better
grades# and social success.
Learned %elplessness !he hopelessness and passive
resignation a person learns ,hen
unable to avoid repeated aversive
events.
2rom the social1cognitive
perspective people repeatedly faced
,ith traumatic events come to feel
helpless# hopeless# and depressed#
and perceive control as e-ternal.
3ptimism Fie,ing events in a positive ,ay. 3ptimists are able to put a positive
spin on events in the face ofadversity. According to the social1
cognitive perspective success
re=uires enough optimism to provide
hope and enough pessimism to
prevent complacency. E-cessive
optimism can blind us to real ris"s.
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Unit: Stress and &ealth
escribe ho, stress increases the ris" of disease by inhibiting the activities of the
body7s immune system. &our ans,er should include/ B and ! lymphocytes#
macrophage# epinephrine and norepinephrine# and the fight1or1flight response.
!erm escription Application
Stress !he process by ,hich ,e
perceive and physiologically
respond to certain events# calledstressors# that ,e appraise as
threatening or challenging.
!he nervous and endocrine
systems are activated during the
stress response# ,hich has aninfluence on the immune system.
B and ! lymphocytes ?hile blood cells that defend the
body by isolating and destroyingforeign substances.
B lymphocytes are formed in the
bone marro, and fights bacterialinflections. ! lymphocytes are
formed in the thymus and attac"s
cancer cells# viruses# and foreignsubstances. %o,ever# if these
lymphocytes react too strongly
they may attac" the body7s o,n
tissues causing such things as
arthritis or an allergic reaction.3r it could under1react and a
dormant virus could erupt or
cancer cells could multiply.
Macrophage Process by ,hich invading cells
are identified# pursued# and
ingested.
!he B and ! lymphocytes use the
process of macrophage to destroy
invading cells.
Epinephrine and Norepinephrine ?hen the brain perceives a
stressor# it triggers an outpouringof epinephrine and
norepinephrine ,hich enter the
bloodstream from adrenal glands
!he greater the stress response#
the more hormones are releasedinto the bloodstream. !he stress
hormones in turn suppress the
disease1fighting lymphocytes.
2ight or flight Adaptive response in ,hich the
sympathetic nervous system
increases heart rate and
respiration# diverts blood from
digestion and s"eletal muscles#and releases stored sugar and fat
in preparation for the organism tostand its ground and fight or flee
a threatening situation.
Stress leads to an aroused# fight1
or1flight response and diverts
enerby to mobilie the body for
action. !herefore energy needed
by the immune system is no,diverted ma"ing us more
vulnerable to foreign invaders.
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Unit: Psychological isorders
escribe the various symptoms and subtypes of schiophrenia# and discuss
research on its causes. &our ans,er should include/ paranoid# disorganied# catatonic#undifferentiated# and residual schiophrenia.
!erm efinition Application
Schiophrenia Split from reality in ,hich the
person displays disorganied
thin"ing# disturbed perception#
and inappropriate emotions and
actions.
Actions profoundly disrupt social
relationships and during the most
severe periods# people ,ith
schiophrenia live in a private
inner ,orld# preoccupied ,ith
illogical ideas and unreal images.
Paranoid schiophrenia Preoccupation ,ith delusion or
hallucination# often ,ith themes
of persecution or gra ndiosity.
Person holds on to the false belief
that they ,ill be persecuted li"e
$hrist or Martin Luther
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Emotional unpredictability
Poor peer relations and soloplay
Unit: !herapy
Identify the basic characteristics of humanistic therapy# behavior therapy# andcognitive therapy.
!erm escription Application
%umanistic !herapy !he aim is to boost self1
fulfillment by helpingpeople gro, in self1
a,areness and self1
acceptance
!he most ,idely used is
client1centered therapy,hich focuses on a person7s
conscious self1perception
and uses the techni=ue of
active listening.
Behavior !herapy Gses learning principles toeliminate the un,antedbehavior.
$ounterconditioning pairsthe trigger stimulus ,ith ane, response that is
incompatible ,ith fear.
Systematic desensitiationassociates a pleasant rela-ed
state ,ith gradually
increasing an-iety1
triggering stimuli.E-posure therapies treat
an-ieties by e-posing
people to the things theyfear.
Aversive conditioning
associates an unpleasantstate ,ith an un,anted
behavior.
!o"en economy re,ardsdesired behavior
$ognitive !herapy !eaching people ne,# more
constructive ,ays ofthin"ing.
2aulty cognitive processes
could include/
3vergeneraliationiminishing the positiveEmphasiing the negative
All1or1nothing thin"ing
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Unit: Social Psychology
escribe Milgram7s controversial e-periments on obedience# and discuss theirimplications for understand our susceptibility to social influence.
!he participants ,ere told that the study concerned the effect of punishment onlearning.
Participants dre, slips form a hat to see ,ho ,ould be the :teacher; and ,ho
,ould be the :student.;
!he :learner; ,as strapped into a chair :,ired; to an electric shoc" machine.
!he :teacher; sat in front of the machine ,ith s,itches labeled ,ith voltages.
!he :teacher; ,as given the tas" to teach and then test the learner on a list of,ord pairs.
!he :teacher; punished the :learner; for ,rong ans,er by delivering briefelectric shoc".
After each :learner7s; error# the :teacher; move up to the ne-t higher voltage.
After the eighth s,itch is activated the :learner; shouts that the shoc"s are
painful.
!he e-perimenter prods the :teacher; to go on saying it is essential to continue#
and the e-periment re=uires that the :teacher; must continue.
Milgram7s finding ,ere that 94H complied fully right up to the last s,itch.
3bedience ,as highest ,hen/
!he person giving the orders ,as close at hand and ,as perceived to be a
legitimate authority figure.
!he authority figure ,as supported by a prestigious institution.
!he victim ,as depersonalied# or at a distance.
!here ,ere no role models for defiance.
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