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Mixed skills
10 original practice questions · Untimed · Follow each question’s response instructions
1. A large experiment reports a statistically significant difference between two groups but gives no effect-size estimate or description of practical consequences. Which question most directly helps evaluate practical importance?
ap-psy-q-092. In a fictional group task, participants exert less effort when only one combined output is reported than when the same type of task records each person’s contribution separately. Which group-process concept most directly fits the reduced effort under shared output?
ap-psy-q-393. A fictional student rates a project’s potential harm the same as before. Its deadline and required work are unchanged. After learning that help and preparation time are available, the student judges that they can manage it. Which appraisal component is most directly changed?
ap-psy-q-434. A learner privately believes a group’s answer is wrong and can explain the correct calculation. The learner publicly agrees with the group solely to avoid rejection. Which influence is most directly supported?
ap-psy-q-385. Before a voluntary study, participants receive the task description, foreseeable risks, and a reminder that they may stop without penalty. Afterward, researchers explain a previously withheld hypothesis. Which pairing correctly identifies the two described safeguards?
ap-psy-q-056. A sleep recording shows rapid eye movements, relatively active brain patterns, and markedly reduced tone in many skeletal muscles. Which sleep category is most directly supported by this combination?
ap-psy-q-137. In a fictional case, a person has great difficulty remembering new daily events but improves at a repeated motor routine without recalling earlier practice sessions. Which interpretation best fits this contrast?
ap-psy-q-118. Two randomly assigned groups spend the same total time studying unfamiliar terms. One rereads definitions; the other repeatedly retrieves definitions before receiving corrective feedback. Which outcome would most directly test whether the retrieval practice improved durable access rather than immediate familiarity?
ap-psy-q-239. Two samples yield linear correlations of r = -0.78 and r = +0.32 between different pairs of measured variables. Which comparison follows from these coefficients alone?
ap-psy-q-0710. An educational game offers a bonus only for the first completed problem after each five-minute period has elapsed. Completing additional problems during that period does not make the bonus arrive earlier. Which schedule determines bonus availability?
ap-psy-q-35Answers & reasoning
1. How large is the difference, and is that magnitude meaningful in this context? · Choice A
Statistical significance and effect magnitude answer different questions. A significance statement does not specify how far apart the groups are in a useful measurement unit. Requesting an effect-size estimate and contextual interpretation addresses magnitude and practical meaning. Those details still would not guarantee an effect for every individual or resolve every concern about the design, measurement or generalizability.
ap-psy-q-092. Social loafing when individual contributions are less identifiable. · Choice D
The task compares individually identified contributions with pooled output. The observed reduction concerns each person’s effort under the pooled condition. That pattern fits social loafing and the relevance of individual identifiability. It does not imply that every group reduces effort or that group size alone determines the effect; the stated task and reporting conditions matter.
ap-psy-q-393. The judgment of available coping resources relative to the demand. · Choice D
The student continues to regard the task as demanding, but evaluates available support and preparation differently. That focuses on coping resources, a central part of secondary appraisal. The example describes an appraisal change rather than proving that the objective task disappeared or that stress will be eliminated for every person in the same situation.
ap-psy-q-434. Normative social influence. · Choice A
Use the stated motive and private belief together. The learner seeks acceptance while continuing to regard the group’s answer as wrong. That supports normative social influence rather than informational influence based on treating others as a source of accurate evidence. In many settings motives can mix, but the scenario explicitly identifies the motive that distinguishes these alternatives.
ap-psy-q-385. Informed consent before participation; debriefing afterward. · Choice A
The advance description and voluntary-withdrawal reminder support informed consent. Explaining withheld study information after participation is a debriefing function. These actions address particular safeguards; they do not by themselves prove that every ethical requirement has been met. Confidential handling of data and appropriate review remain distinct matters rather than interchangeable labels for consent.
ap-psy-q-056. REM sleep. · Choice C
Use the combined pattern rather than one isolated feature. Rapid eye movements together with markedly reduced skeletal muscle tone and active brain patterns supports REM sleep. This does not imply that every muscle is motionless or that dreaming occurs only in REM. Stage classification and circadian timing describe different aspects of sleep and should not be substituted for one another.
ap-psy-q-137. Explicit-event memory and practiced-skill learning can dissociate. · Choice B
The person shows poor conscious access to newly encountered events alongside improvement on a practiced skill. Those outcomes concern different memory functions. The dissociation is consistent with partly different supporting processes, rather than all learning being lost or event memory being fully recovered. The vignette does not locate every memory in a single structure or diagnose the cause of the difficulty.
ap-psy-q-118. Definition-hidden application responses one week later. · Choice B
The claimed outcome is access that lasts beyond the study session. A delayed task with definitions hidden is closer to that construct than a feeling of fluency. New prompts reduce dependence on remembering the exact practice display. With time and material otherwise controlled, the comparison can assess the planned retention outcome; this question does not claim a guaranteed advantage for every learner or topic.
ap-psy-q-239. The first relationship is stronger and negative; the second is weaker and positive. · Choice B
Compare absolute magnitudes: 0.78 is farther from zero than 0.32, so the first coefficient describes the stronger linear association. Then interpret the signs: negative means the variables tend to vary in opposite directions, while positive means they tend to vary together. Neither sign nor strength supplies causal identification or tells us that the two samples used equivalent measures.
ap-psy-q-0710. Fixed interval. · Choice D
The bonus requires a response, but its availability is gated by an elapsed period. More responses cannot shorten that period, so the relevant dimension is time rather than count. Because the interval is always five minutes, it is fixed. The first completed problem after the interval earns the bonus; merely waiting without responding is not described as sufficient.
ap-psy-q-35Original selected foundation practice. Educator review is pending. Not an official exam paper.