AP 2024 心理學 FRQ 解析來啦！

考情分析 -- Set 1

Set1-1

Part A考點不算熱門，主要考察第六單元內(nei) 容，需要學生對概念有較為(wei) 清晰的認知，結合題幹做出回答。

Gavin’s parents took him to his favorite science museum, and he explored all of the exhibits. One of the interactive exhibits featured glass marbles. He grabbed a large marble and tried to bounce it on the ground. At one point during the visit, he became separated from his parents, and it took a few minutes for them to find him. Later that night, he drew a colorful picture of the exhibits at the museum. The next day, Gavin brought his picture with him to preschool. While his grandmother drove, Gavin talked to her about the picture.

Part A

• Explain how Jean Piaget’s concept of assimilation could relate to Gavin’s experience with theglass marble.

答題重點：

1. 區分assimilation和accommodation，這兩(liang) 個(ge) 都是Jean Piaget提出的基於(yu) schema的理論，答題時不可混淆；

2. 答題時描述要具體(ti) ，結合題幹。

Eg. Gavin came to know that tennis balls can bounce when they drop, so he assumed that glass marbles would also bounce because they have similar shapes and structures like tennis balls.

• Explain how egocentrism could relate to how Gavin interacted with his grandmother in the car.

答題重點：

1. 需要了解pre-operational stage兒(er) 童的特點，egocentrism的具體(ti) 表現。

Eg. Since Gavin is a preschooler, he’s still in pre-operational stage. When his grandmother drove, Gavin did not realize his grandma couldn’t see the pictures he was showing.

•Explain how avoidant attachment could relate to Gavin when he was separated from his parents.

答題重點：

1. 需要對三種不同類型的attachment進行區分，了解avoidant attachment的特點，對父母的態度。

Eg. When Gavin seperated from his parents, he didn’t cry or become overly anxious and continued to explore the museum.

Part B

Explain how each of the following terms could relate to Gavin in this scenario.

• Serial position effect 答題重點：

第五單元和記憶相關(guan) 的考點，需要知道位置和記憶之間的關(guan) 聯性。

1. 可以回答primacy effect或recency effect，答題時要注意具體(ti) 的事例結合。

Eg. In the picture that Gavin drew, he mainly drew about the first things he saw when he entered the museum.

Or: When Gavin first walked in the museum, he saw the automobiles models. So he mainly drew about the automobiles models because those were the first things he saw.

•Motor cortex

答題重點：

第二單元考點，考驗學生對大腦皮層的了解和認知。

Eg. Gavin motor cortex was giving order to coordinate his movements when he dropped the glass marble.

•Cognitive map

答題重點：

第五單元考點。

答題時候注意表現出他對博物館的展品擺放或者去博物館的路線及周邊有了大致的認知，腦海中產(chan) 生了地圖即可。

Eg. After Gavin walked around the museum, he had a mental representation of where the exhibits are located. And when he tried to recall the interactive exhibits featuring glass marbles, he could easily remember where they were.

• Cones in the retina

答題重點：

第三單元和視覺係統相關(guan) 的考點，考察學生對感光細胞的認識和了解，要能夠區分cones and rods。

Eg. When Gavin drew pictures of the museum, his cones in retina are active in distinguishing different colors so that he could apply colors to different exhibits.

Set1-2

Professor Gonzalez hypothesizes that students will remember more information from his detailed course description if it is printed on yellow paper than if it is printed on standard white paper. To test this hypothesis, he put the names of all his students into a bowl, then drew out names to assign them to two different groups. He gave one group of the students in his class a course description printed on white paper, and gave the other group of students a course description printed on yellow paper. Students were instructed to thoroughly read the description outside of class in preparation for their next class. In the next class, he gave all students a ten-question quiz asking them about the information found on the course description. Professor Gonzalez then compared the number of correct answers for each group of students. The statistically significant results are depicted in the graph.

Part A

• State the operational definition of the dependent variable.

答題重點：

Eg. The operational definition of the dependent variable is the score on course description quiz.

• Identify the experimental group.

答題重點：

Eg. The experimental group is the group that was given the yellow paper.

• In addition to the manipulation of an independent variable, identify the procedure Professor Gonzalez used to make this study a true experiment.

答題重點：

Eg. Prof. Gonzalez also had the students randomly drew out names for random assignments to minimize the effects of the experimenter bias.

• Explain how the data as presented in the graph do or do not support Professor Gonzalez’shypothesis.

答題重點：

Eg. The difference in the mean score on course description quiz is statistically significant, meaning the result was not due to chance and the data support Prof. Gonzalez’s hypothesis.

Part B

Explain how each of the following might relate to a student’s performance on any quiz. • Context-dependent memory

答題重點：

第五單元考點，考察學生對於(yu) encoding and retrieval cues的記憶和理解。

Eg. Students took the quiz in the classroom where they usually study in, so it’s easier for them to retrieve memory in the same context and therefore do better on the quiz.

• Yerkes-Dodson law

答題重點：

第七單元考點，考察學生對於(yu) arousal theory的認知。

Eg. When the quiz is difficult, students need to be aroused to an optimum level to give the best performance. If the arousal level is too low or too high, their performance would not be as good as when they’re at optimum level.

• Low level of the Big Five trait of conscientiousness

答題重點：

第七單元關(guan) 於(yu) 人格，trait theory的考點。

在回憶trait theory的時候，要能夠回憶起OCEAN模型，這五個(ge) 角度的評分，前四個(ge) 都是分數越高越好，N是越低越好。Conscientiousness在這裏指的是discipline, diligence, consistency, reliability。

Eg. If the students get low level of conscientiousness, they are less likely to work diligently and work with self-discipline, which would cause them to perform worse on the test.

Or

Students with low level of conscientiousness usually lack the self-discipline to organize their study efficiently and they might not allocate much time and effort into reviewing the test.

Set 2-1

常規難度，主要考察第三、第五、第九單元，沒有特別冷門的考點。

Claire’s sports team made it to the championship basketball game. To play the game, the teammates will need to work together to move a ball toward their own goal. They must then aim carefully to throw the ball into a hoop that is elevated about 10 feet off the ground. The winner is the team that gets the ball into the hoop the most times.

Part A

Explain how each of the following might help Claire be successful during the game.

• Retinal disparity

答題重點：

第三單元Sensation and Perception的考點，Binocular depth cues。

1. 不可以和monocular cues混淆；

2. 舉(ju) 出具體(ti) 事例說明retinal disparity如何幫助Claire觀察籃框的距離和位置，成功投球得分

Eg. Retinal disparity, the small differences in visual perception, helps Claire accurately locate where the basketball hoop is and score from a distance.

•Intrinsic motivation

答題重點：

第七單元Motivation Theory考點，主要是需要對intrinsic and extrinsic motivation進行區分，是對知識點的直接考察。

1. 不可以和extrinsic motivation混淆；

2. 舉(ju) 出具體(ti) 的例子，如什麽(me) 樣的情緒/內(nei) 在驅動力使得Claire想要去參加championship basketball game。

Eg. Claire plays the game because she feels that playing basketball is very interesting.

•Social facilitation

答題重點：

第九單元考點，對概念有簡單認知即可，是對知識點的直接考察。

1. 不可以和social loafing混淆。

Eg. Claire performs better and scores more when there are audience watching the game.

•Kinesthetic sense

答題重點：

第三單元關(guan) 於(yu) Senses的考點，注意區分它和Vestibular Sense即可。

1. 不可以和Vestibular Sense混淆；

2. 並沒有具體(ti) 的器官和kinesthetic sense相關(guan) 。

Eg. Kinethestic sense helps Claire know about her movement without constantly looking at her body and coordinate each part of her body to perform in this basketball game.

Part B

Claire’s team won the championship game. Ten years later, the team got together for a reunion at thegym where the game was originally held. At the reunion, they discussed the championship game.

Explain how each of the following might influence Claire’s recollection of the game.

•Context-dependent memory

答題重點：

第五單元考點，考察學生對於(yu) encoding and retrieval cues的記憶和理解。

1. 不可以和state-dependent memory，mood-congruent memory混淆；

2. 答題時要注意，寫(xie) 出事件發生的地點和回憶起這段記憶時的地點。

Eg. When Claire and her team went back to the gym, they are triggered to recall the final score and the top scorer of the championship game. They would not recall those details when they aren’t at the gym.

•Self-serving bias

答題重點：

第九單元考點，需要學生對概念有清晰的認知。Self-serving bias causes people to attribute their successes to their abilities and their failures to others or external factors.

1. 需要具體(ti) 舉(ju) 例，不能簡單重複定義(yi) 。

Eg. When Claire recalled the memory of the championship, she felt that the team won the championship because of her shooting skills and this memory was distorted due to self-serving bias.

•Retroactive interference

答題重點：

第五單元考點，需要知道interference 相關(guan) 的概念並進行辨別。retroactive interference是新產(chan) 生的記憶影響了我們(men) 舊的回憶。

1. 需要具體(ti) 舉(ju) 例，不能簡單重複定義(yi) 。

Eg. When Claire tries to recall the details of the championship game, she thinks of the top scorer in another game which followed the championship. The memory of the following game interferes with the memory of the championship.

Set 2-2

常規題型，兩(liang) 道FRQ裏必有的一套和實驗設計相關(guan) 的題目。Part A難度較低，Part B主要考察第七單元內(nei) 容，常規難度，考察的概念在前幾年也有出現。

Dr. Dawson is a psychologist who believes that students who read motivational statements before a test will experience lower levels of anxiety as compared with students who read neutral statements. To examine this belief, he conducted a study. In the study, he randomly assigned half of the participants to read motivational statements and the other half to read neutral statements. Immediately after reading the statements, all of the students completed a survey about their current level of anxiety (1 = low; 8 = high) and then took the test. Dr. Dawson found statistically significant results that are depicted in the graph.

Part A

• State the operational definition of the dependent variable.

答題重點：

An operational definition for the dependent variable could be a scale of levels of anxiety from 1 to 8.

•Identify the control group in this study.

答題重點：

The control group is students who read neutral statements.

•Explain why the study would be considered an experiment.

答題重點：

This study is considered an experiment because:

1. Dr. Dawson divided the participants into two groups to manipulate the independent variable in order to study the cause-and-effect relationship between motivational statements and anxiety level;

2. Dr. Dawson randomly assigned participants into the experimental group and the control group.

•Explain how the results of the study do or do not support Dr. Dawson’s hypothesis.

答題重點：

The average anxiety level for experimental group is 3 and that for control group is 7. The results support Dr. Dawson’s hypothesis because it was statistically significant, and the difference in results was not due to chance.

PartB

The test Dr. Dawson gave was a vocabulary test. Explain how the following terms might relate to thestudents who performed poorly on the test in this study.

•External locus of control

答題重點：

第七單元考點

舉(ju) 例說明學生會(hui) 認為(wei) 測試結果並不受自己控製即可，自己用功努力與(yu) 否對測試結果影響較小，或外部因素導致他們(men) 的測試結果不好。

Eg. Students who perform poorly on the vocabulary test would think that the words on the test were too hard or it was just bad luck that they didn’t do well.

•Stage one of Selye’s general adaptation syndrome

答題重點：

第七單元考點，關(guan) 於(yu) 壓力和應對。

學生需要對GAD有大致的認知。GAD分成三個(ge) 階段，alarm, resistance, exhaustion，每個(ge) 階段抗壓程度都有不同，stage one在這裏指的就是alarm stage。如果學生在測試中表現較差，那可以從(cong) 他們(men) 並沒有進入alarm stage來作答，即交感神經係統並沒有被激活，學生並未獲得較高的抗壓水平，所以導致結果並不理想。

Eg. Students who didn’t do well on the test did not enter the alarm stage so that they didn’t obtain a high level of stress resistance.

•Crystallized intelligence

答題重點：

第五單元考點，主要考察智力的分類。

需要對兩(liang) 種intelligence進行區分，不能和fluid intelligence混淆。

Eg. Students did not have a good habit memorizing words and they did not obtain a high level of crystallized intelligence, so they cannot perform well on vocabulary test.