AP Psychology Exam Preparation Notes

Overview of AP Psychology Exam Preparation

  • Speaker: Keith, experienced AP psychology teacher since 2005 and researcher since 2009.
  • Main focus: Preparing students for the AP Psych exam on May 16.

Exam Structure

  • The exam consists of three sections: A, B, and C (EBQs).
  • Strategies for addressing each section.
  • Total contribution: 33% of the overall grade from the two sections (EBQ, FRQ).
      - EBQ: 14 points total (7 points for each section).
      - FRQ: 33% of the overall grade.

Section Breakdown

Section A: Generating a Defensible Claim

  • Task: Create a claim based on a provided prompt similar to the articles read.
  • Importance of crafting a clear, succinct, and evidence-based claim.
  • Avoid vague statements; the claim should stand alone for understanding.

Sections B and C: Evidence and Support

  • Task: Provide evidence from peer-reviewed articles that supports the defensible claim.
  • Properly cite articles ( through ).
  • Incorporate psychology knowledge to validate evidence.
      - Direct connections between psychology terms and evidence must be made.
  • Section B: Evidence drawn from articles.
  • Section C: Reiterate the initial claim with supporting psychology principles.

Scoring Mechanics

  • Section A: Defensible claim worth 1 point.
  • Sections B and C: Each section worth 3 points.
  • Importance of thorough explanations; do not underexplain answers.

Key Takeaways For Preparation

  • Read Deeply:
      - Engage with provided articles thoroughly; comprehension is critical.
      - Aim for clarity—write for a reader who doesn’t have the prompt.

  • Effective Time Management:
      - Recommended: 45 minutes total for all three sections (20 minutes reading, 25 minutes writing).
      - Keep track of time to avoid confusion and misalignment in arguments.

Claim Construction Guidance

Characteristics of a Strong Claim

  • A claim must be strong, supportable, and specific.
  • Distinction between a claim and a hypothesis:
      - A hypothesis is a testable prediction.
      - A claim is definitive and concrete, requiring robust backing.
Example Claim Statements
  • “These studies suggest that [insert claim about topic] increases or decreases [target]
  • “It is reasonable to conclude that [insert claim about prompt].”

Evidence Requirements

  • Evidence must be clear and correctly cited:
      - Use citations within sentences (e.g., “According to source one…”).
      - Can also cite sources parenthetically (e.g., (source 1)).
  • Support claims not only with evidence from reading but also connect to AP psychology principles.

Importance of Tying Evidence to Claims

  • Tie new evidence back to the claim—show linkages clearly.
  • Reinforce understanding of psychology concepts, not just names of terms.

Example Evidence Statements

  • “According to source one, individuals consuming spicy food [insert finding]. However, it’s essential to note that this was a single task experiment…”
  • Highlighting study limitations and significant psychological assessments (e.g., MMPI).

Preparing for the EBQ

Key Skills and Strategies

  • Master psychological terminology and apply it contextually.
      - Avoid treating this section as pure vocabulary; context is crucial.
  • Practice with Familiar Contexts:
      - Utilize anything relatable: movie series, books (e.g., The Matrix) to frame claims.
      - Create claims and back them up with psychology concepts.
Example Practice Claim
  • “The Matrix is fundamentally a trilogy about love’s evolution, evidenced by…”

Final Thoughts

  • Understand the exam is not about personal opinions; focus on evidence and application of concepts.
  • Practice tests are imperative to becoming familiar with exam format and content.
  • Large effort required; develop strong organizational skills for essays.
  • Emphasize using existing psychological work to limit personal interpretation.

Additional Resources and Support

  • Keith offers ongoing resources leading to the AP exam.
  • Regular updates about potential live sessions or classes.
  • Emphasis on readiness for those self-studying without formal instruction.
  • Encouragement for students to reach out with questions: email or DM for support.