Decoding AP Psychology FRQ Prompts and Command Terms
Identifying 'Define,' 'Apply,' and 'Explain' Tasks
In the context of AP Psychology essay questions, the verbs used in the prompt—often called command terms—dictate the depth of the required response. A common mistake is treating all verbs as a request for a simple definition. When a prompt asks you to "define," you must provide a technically accurate description of the psychological concept. However, the College Board increasingly favors "apply" or "explain." Application requires you to bridge the gap between theory and the provided narrative. For example, if asked to explain how proactive interference affects a student learning a new language, you cannot simply state that old memories interfere with new ones. You must specify that the student’s knowledge of Spanish (the old memory) is actively hindering their ability to recall new French vocabulary (the new memory). The "explain" task often requires a cause-and-effect demonstration, showing exactly how a mechanism produces a specific behavioral outcome.
Breaking Down Multi-Part Questions
AP Psychology free response questions are almost always divided into distinct parts, typically labeled with letters (e.g., Part A, Part B). Each part may contain multiple "bullets" or terms that must be addressed. A single question might ask you to discuss how three different perspectives—such as the biological perspective, the behavioral perspective, and the cognitive perspective—would explain a specific behavior. To maximize your score, you must treat these as independent scoring opportunities. The FRQ scoring rubric is additive, meaning readers look for reasons to award points rather than reasons to take them away. By breaking the question down, you ensure that you do not overlook a secondary task buried within a complex sentence, such as a request to both identify a variable and explain its significance to the study’s validity.
Connecting Concepts to the Provided Scenario
One of the most rigid requirements in the scoring process is the "scenario connection." Readers are instructed to deny points for "definitions alone." To earn the point, your response must integrate the name of the person or the specific situation mentioned in the prompt. This is often referred to as contextualization. If a scenario involves a character named "Jeb" struggling with social anxiety, your explanation of systematic desensitization must mention Jeb specifically. You might describe how Jeb would create a hierarchy of fears and then use relaxation techniques to move through them. Failing to mention Jeb by name or referring only to "the patient" can sometimes result in a missed point, as it fails to prove you can apply the concept to the specific evidence provided in the exam booklet.
The Step-by-Step FRQ Writing Process
The 5-Minute Planning Phase
Before writing a single full sentence, you should engage in a rigorous five-minute planning phase. During this time, read both questions and jot down a brief pre-writing outline. For each term or concept listed in the prompt, quickly write a one-word "trigger" or a brief definition in the margin. This prevents the "memory dump" phenomenon where a student, under time pressure, forgets the nuances of a term like retroactive interference and confuses it with its proactive counterpart. Planning also allows you to identify which question is more difficult. Many high-scoring students choose to answer the more challenging question first while their cognitive load is lower, ensuring they don't rush through complex research methods analysis at the end of the testing period.
Structuring Paragraphs for Each Prompt Part
Organization is key to helping the AP Reader find your points quickly. The most effective structure follows the TDA method: Term, Definition, and Application. Start a new paragraph for each bullet point or required term. Begin the paragraph by bolding or underlining the term you are addressing. Follow this with a formal definition that uses psychological terminology. Finally, provide the application by linking the definition to the scenario. For instance, if the term is self-efficacy, define it as an individual's belief in their capacity to execute behaviors necessary to produce specific performance attainments. Then, apply it by explaining how "Maria's high self-efficacy in math led her to persist through the difficult calculus problems." This clear structure reduces the risk of the reader missing your core argument amidst a "wall of text."
Time Management Across Two Questions
With 50 minutes to complete two questions, you should ideally allocate approximately 25 minutes per question. However, the Research Methods question (Question 1) often takes slightly longer than the Concept Application question (Question 2) because it requires interpreting data or critiquing an experimental design. Monitor your progress using the "halfway" mark. If you find yourself 30 minutes into the first question, wrap up your current thought and move to the second. It is better to have two mostly complete responses than one perfect response and one entirely blank section. Remember that the two questions are weighted equally; leaving one blank is a catastrophic error that makes it nearly impossible to earn a 5.
Analyzing High-Scoring vs. Low-Scoring Sample Responses
What Earns the Point: Specificity and Explanation
When reviewing past AP Psych free response prompts, the difference between a 3-point response and a 7-point response is almost always the level of specificity. A high-scoring response uses precise language. Instead of saying "the brain," a high-scoring student mentions the hippocampus or the prefrontal cortex. Instead of saying "the reward," they might specify a primary reinforcer like food or a secondary reinforcer like money. The explanation must also be "robust." This means the student explains the how. If the prompt asks about the sympathetic nervous system, the student doesn't just say it "activates the body"; they explain that it increases heart rate and dilates pupils to prepare the individual for a "fight or flight" response in the face of a perceived threat.
Common Mistakes That Lose Points
One of the most frequent errors is the "circular definition," where a student uses the term itself to define the concept. For example, defining "distributed practice" as "practicing in a distributed way" earns zero points. Another common pitfall is the use of "layman's terms" instead of psychological vocabulary. Referring to operant conditioning simply as "training" or observational learning as "copying" lacks the academic rigor expected at the college level. Additionally, students often lose points by contradicting themselves. If you define a Type II error correctly but then provide an example of a Type I error, the "corrupting" information can negate the correct definition, leading to a score of zero for that specific point.
The Role of Examples and Scenarios
Examples are the lifeblood of a successful FRQ, but they must be relevant and distinct. In the AP Psychology exam, you are often provided with a specific scenario, such as a study on sleep deprivation or a story about a person moving to a new city. Your examples must stay within the "universe" of that scenario. If the scenario is about a classroom, your examples should involve students, teachers, or learning materials. Introducing outside examples—like a professional athlete—when the prompt is about a toddler can confuse the logic of your application. The goal is to show the reader that you can take the abstract "tools" of psychology and use them to solve the specific "problems" presented in the exam prompt.
Mastering the Research Methods FRQ
Designing a Valid Experiment
Question 1 frequently asks students to evaluate or design a research study. To earn points here, you must demonstrate mastery of experimental design. This includes understanding the necessity of random assignment, which distinguishes a true experiment from a quasi-experiment or a correlational study. You must explain that random assignment minimizes confounding variables by ensuring that participant characteristics are spread evenly across the experimental and control groups. If the prompt asks for a flaw in a study, look for things like sampling bias or the placebo effect. A valid experiment must also have operational definitions for its variables, turning abstract concepts like "happiness" into measurable data, such as "the number of smiles recorded in a 10-minute period."
Identifying Independent and Dependent Variables
Identifying the independent variable (IV) and the dependent variable (DV) is a foundational requirement in research-based FRQs. The independent variable is the factor being manipulated by the researcher—the "cause." The dependent variable is the factor being measured—the "effect." When asked to identify these in a scenario, be specific. Don't just say "the drug" is the IV; say "the dosage of the medication (5mg vs. 10mg)." For the DV, don't just say "memory"; say "the number of words correctly recalled on a 20-word list." Understanding the relationship between these variables is essential for discussing statistical significance (p-value < .05), which indicates that the results are likely not due to chance.
Discussing Ethical Considerations
Ethics is a recurring theme in how to answer AP Psychology FRQ tasks involving research. You must be familiar with the APA Ethical Guidelines. This includes informed consent (participants must know what the study involves before agreeing), debriefing (explaining the true purpose of the study after it concludes, especially if deception was used), and protection from harm. If a prompt describes a controversial study, you might be asked to identify which ethical principle was violated. For instance, in a scenario mimicking the Milgram obedience study, you would discuss the potential for psychological distress and the necessity of the right to withdraw from the study at any time without penalty.
Applying Key Theories to FRQ Scenarios
Using Developmental Stage Theories
Developmental psychology questions often require you to apply theories from figures like Jean Piaget, Erik Erikson, or Lawrence Kohlberg. When applying Piaget’s stages, such as the sensorimotor or preoperational stage, you must identify the specific cognitive limitation or ability associated with that age. For example, if a child in a scenario cannot understand that liquid remains the same volume when poured into a different shaped glass, you must name the concept of conservation and explain that the child is likely in the preoperational stage. For Erikson’s stages, you must identify the specific "crisis" (e.g., Trust vs. Mistrust) and how the outcome of that crisis affects the individual's personality or behavior in the provided scenario.
Applying Learning Principles to Behavior
Learning is a high-frequency topic in AP Psychology free response questions. You must clearly distinguish between classical conditioning and operant conditioning. In classical conditioning, focus on the associations between stimuli: the unconditioned stimulus (UCS), the conditioned stimulus (CS), and the resulting responses. In operant conditioning, focus on the consequences of behavior: reinforcement (to increase behavior) and punishment (to decrease behavior). A common point of confusion is negative reinforcement. You must explain that negative reinforcement involves the removal of an aversive stimulus to increase a desired behavior—such as a car's annoying "dinging" sound stopping only once you buckle your seatbelt.
Linking Biological Factors to Behavior
Biological FRQs require a "bridge" between physiology and psychology. If a prompt mentions the amygdala, you must link it to the processing of emotions, particularly fear and aggression. If it mentions the neurotransmitter serotonin, you might link it to mood regulation or clinical depression. Scoring often requires you to explain the transmission process, such as how an action potential travels down the axon to trigger the release of neurotransmitters into the synapse. Avoid vague statements like "the brain makes him sad." Instead, use the specific structure or chemical: "A lack of available norepinephrine in the synapse may contribute to the character's lack of energy and alertness."
Practice Drills for FRQ Skill Building
Deconstructing Past Prompts Without Writing
One of the most efficient ways to study is to analyze past AP Psych free response prompts without writing full essays. Take a prompt from a previous year and simply "map" it. Identify every task verb and every psychological term. Next to each term, write a one-sentence application to the scenario. This drill builds the mental muscle of "seeing" the points before you start writing. Since the exam often recycles concepts—such as confirmation bias, the fundamental attribution error, or standard deviation—becoming familiar with how these terms have been tested in the past allows you to anticipate the requirements of future rubrics.
Timed Writing Sessions with Peer Review
Writing under the pressure of a clock is vastly different from writing a practice essay at home. Set a timer for 25 minutes and attempt a single FRQ from a released exam. Once finished, trade your response with a peer. Peer review is highly effective in AP Psychology because it forces you to act as the "Reader." When you have to look at someone else's work and decide, "Did they actually connect this to the scenario?" you become much more aware of those same requirements in your own writing. Use different colored highlighters to mark the definition in one color and the application in another; if a paragraph is missing one of those colors, it’s a clear sign a point was lost.
Using Rubrics for Self-Scoring and Feedback
After completing a practice FRQ, always consult the official College Board scoring guidelines. These documents are surprisingly specific, often listing "accepted" and "not accepted" phrases. For example, a rubric might state that for a point on groupthink, the student must mention the desire for harmony overriding realistic appraisal. If your answer just said "people agreeing," you can see exactly why you would have missed the point. Self-scoring with these rubrics helps you internalize the "standard of evidence" required. By repeatedly comparing your "raw" answers to the "gold standard" of the rubric, you refine your ability to write concise, point-heavy responses that meet the exact expectations of the AP Readers.