5 steps to a 5 AP psychology 2019

5 steps to a 5 AP psychology 2019 5 steps to a 5 AP psychology 2019 5 steps to a 5 AP psychology 2019 5 steps to a 5 AP psychology 2019 5 steps to a 5 AP psychology 2019 5 steps to a 5 AP psychology 2019 5 steps to a 5 AP psychology 2019 5 steps to a 5 AP psychology 2019 5 steps to a 5 AP psychology 2019 5 steps to a 5 AP psychology 2019

Copyright © 2018 by McGraw-Hill Education All rights reserved Except as permitted under the United States Copyright Act of 1976, no part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written permission of the publisher ISBN: 978-1-26-012320-3 MHID: 1-26-012320-0 The material in this eBook also appears in the print version of this title: ISBN: 978-1-26-012319-7, MHID: 1-26-012319-7 eBook conversion by codeMantra Version 1.0 All trademarks are trademarks of their respective owners Rather than put a trademark symbol after every occurrence of a trademarked name, we use names in an editorial fashion only, and to the benefit of the trademark owner, with no intention of infringement of the trademark Where such designations appear in this book, they have been printed with initial caps McGraw-Hill Education eBooks are available at special quantity discounts to use as premiums and sales promotions 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to these terms Except as permitted under the Copyright Act of 1976 and the right to store and retrieve one copy of the work, you may not decompile, disassemble, reverse engineer, reproduce, modify, create derivative works based upon, transmit, distribute, disseminate, sell, publish or sublicense the work or any part of it without McGraw-Hill Education’s prior consent You may use the work for your own noncommercial and personal use; any other use of the work is strictly prohibited Your right to use the work may be terminated if you fail to comply with these terms THE WORK IS PROVIDED “AS IS.” McGRAW-HILL EDUCATION AND ITS LICENSORS MAKE NO GUARANTEES OR WARRANTIES AS TO THE ACCURACY, ADEQUACY OR COMPLETENESS OF OR RESULTS TO BE OBTAINED FROM USING THE WORK, INCLUDING ANY INFORMATION THAT CAN BE ACCESSED THROUGH THE WORK VIA HYPERLINK OR OTHERWISE, AND EXPRESSLY DISCLAIM ANY WARRANTY, EXPRESS OR IMPLIED, INCLUDING BUT NOT LIMITED TO IMPLIED WARRANTIES OF MERCHANTABILITY OR FITNESS FOR A PARTICULAR PURPOSE McGraw-Hill Education and its licensors not warrant or guarantee that the functions contained in the work will meet your requirements or that its operation will be uninterrupted or error free Neither McGraw-Hill Education nor its licensors shall be liable to you or anyone else for any inaccuracy, error or omission, regardless of cause, in the work or for any damages resulting therefrom McGraw-Hill Education has no responsibility for the content of any information accessed through the work Under no circumstances shall McGraw-Hill Education and/or its licensors be liable for any indirect, incidental, special, punitive, consequential or similar damages that result from the use of or inability to use the work, even if any of them has been advised of the possibility of such damages This limitation of liability shall apply to any claim or cause whatsoever whether such claim or cause arises in contract, tort or otherwise CONTENTS Preface About the Authors Introduction: The 5-Step Program STEP Set Up Your Study Plan What You Need to Know About the AP Psychology Exam Background Information Some Frequently Asked Questions About the AP Psychology Exam How to Plan Your Time Three Approaches to Preparing for AP Exams STEP Determine Your Test Readiness Take a Diagnostic Exam Diagnostic Exam in AP Psychology STEP Develop Strategies for Success How to Approach Each Question Type Section I: Multiple-Choice Questions Section II: The Free-Response Questions STEP Review the Knowledge You Need to Score High History and Approaches Roots of Psychology Schools of Psychology Principal Approaches to Psychology Domains of Psychology Research Methods Experimental Method Correlational Research Case Study Elementary Statistics Ethical Guidelines Biological Bases of Behavior Techniques to Learn About Structure and Function Organization of Your Nervous System Localization and Lateralization of the Brain’s Function Structure and Function of the Neuron The Endocrine System Genetics And Evolutionary Psychology Genetics and Behavior Sensation and Perception Thresholds Vision Hearing (Audition) Touch (Somatosensation) Body Senses Chemical Senses Perceptual Processes States of Consciousness Levels of Consciousness Sleep and Dreams Hypnosis Meditation Drugs 10 Learning Classical Conditioning Operant Conditioning Superstitious Behavior Cognitive Processes in Learning Biological Factors in Learning 11 Cognition Models of Memory Language Thinking 12 Motivation and Emotion Theories of Motivation Physiological Motives Social Motivation Theories of Emotion Stress and Coping Positive Psychology 13 Developmental Psychology Key Issues in Development Methods of Studying Development Physical Development Theories of Cognitive Development Theories of Moral Development Theories of Social and Emotional Development Gender Roles and Sex Differences 14 Personality Personality Theories and Approaches Assessment Techniques Self-Concept and Self-Esteem 15 Testing and Individual Differences Standardization and Norms Reliability and Validity Types of Tests Ethics and Standards in Testing Intelligence and Intelligence Testing Heredity/Environment and Intelligence Human Diversity 16 Abnormal Behavior Defining Abnormal Behavior Causes of Abnormal Behavior Types of Disorders 17 Treatment of Abnormal Behavior Mental Health Practitioners Brief History of Therapy Treatment Approaches Biological/Biomedical Treatments Modes of Therapy Community and Preventive Approaches 18 Social Psychology Group Dynamics Attribution Processes Interpersonal Perception Conformity, Compliance, Obedience Attitudes and Attitude Change Aggression/Antisocial Behavior STEP Build Your Test-Taking Confidence AP Psychology Practice Exam and Answers AP Psychology Practice Exam and Answers Glossary Bibliography Websites PREFACE Welcome to the new edition of this test preparation book for AP Psychology that includes information from DSM-5 If you don’t know what DSM-5 is, you will soon The book has been designed so that it is user friendly and employs the concepts psychologists know about learning and remembering to help you succeed Each chapter begins with an advance organizer to help you understand the material Smaller sections enable you to fit what you are learning into the framework of what you already know Features that previous users found most helpful, such as the definitions in the glossary at the end of the book, questions very similar to those actually on the AP exam, and Rapid Review at the end of each content chapter have been retained If psychology were mainly common sense, as many people think, you wouldn’t need this book You wouldn’t need to study either In fact, many concepts in psychology are counterintuitive, the opposite of what common sense leads us to think Actually, psychology is a real science with a substantial knowledge base If you are currently enrolled in an Advanced Placement Psychology course, you know how much more than listening to people’s problems and analyzing them is included in the study of psychology, and you know how many hundreds of pages you need to navigate in a hardcovered course textbook If you’re not enrolled in an AP course, you may need additional support to help you select material that is likely to be tested on the May exam In either situation, you’ll benefit from this book, which was created to help you study for the Advanced Placement Exam in Psychology® This book provides you with the information on which you need to focus for taking the Advanced Placement Exam in Psychology®, and gives you opportunities to practice answering AP-type questions The multiple-choice questions count for two-thirds of your test score, and the essays count for one-third While multiple-choice questions usually assess your understanding of one concept, essays test your understanding of numerous concepts and your ability to integrate information from more than one chapter Practice in answering both multiple-choice and essay questions will help you well on the AP exam Read all of the material and answer all of the questions in all of the content chapters of this book, if you have enough time Check your answers Follow the study tips to help you learn and remember material you need to know As the May exam approaches, take the two practice tests at the end of the book, and check your answers to see what you still need to learn Since studying will help you succeed, it’s time to get started! ABOUT THE AUTHORS Laura Lincoln Maitland received a BA in Biological Sciences from Douglass College, an MA in Psychology from Stony Brook University, an MS in Education from CUNY–Queens College, and a Professional Diploma from Long Island University Retired from the Bellmore-Merrick Central H.S District where she was lead science chairperson and taught Living Environment, AP Psychology, and Science Research for many years, she is currently an adjunct instructor at Hofstra University She is also an education consultant at Cold Spring Harbor Laboratories, Long Island BOCES, and a variety of other venues Laura has been a workshop presenter for the College Board, the New York State Biology-Chemistry Professional Development Network, Cold Spring Harbor Laboratory’s Dolan DNA Learning Center, the Bellmore-Merrick Central High School District, the New York City Board of Education, and the New York State Education Department One of the founders and early chairs of Teachers of Psychology in Secondary Schools, she chaired the committee that created National Standards for High School Psychology Curricula She also served on the AP Psychology Development Committee for the College Board/ETS She received the first American Psychological Association Presidential Citation presented to a high school teacher and the American Psychological Association Division Two Excellence in Teaching Award Rochelle Solomon-Battersby studied biology at Wilkes College and received a BS in Psychology from Hofstra University, an MS in Education from Hofstra University, and a Professional Diploma from Long Island University–C.W Post Having spent the majority of her teaching career at Jamaica High School in Queens, New York, she is recently retired from the Bellmore-Merrick Central High School District where she was lead science chairperson and district chairperson for science and taught AP Psychology and Introduction to Science Research for 13 years She has served as the STANYS Nassau County subject area representative for biology, president of the Long Island Science Educational Leadership Association, and has presented at a number of local, state, and national conferences on science and learning Much of Rochelle’s current focus is on studying mindfulness and its applications in the classroom Her plans are to pursue a degree in social work and continue to study psychology Prenatal development—period of development that begins with fertilization, or conception, and ends with birth Preoperational stage—Piaget’s second stage of cognitive development (2–7 years) during which the child represents and manipulates objects with symbols (language) and is egocentric Primacy effect(Law of Primacy)—the tendency to remember initial information; in the memorization of a list of words, the primacy effect is evidenced by better recall of the words early in the list Primary emotions—joy, fear, anger, sadness, surprise, and disgust which are inborn Primary motives—internal mechanism directing behavior dealing with sustaining processes biologically necessary for survival such as thirst, hunger, and sex Primary reinforcers—important automatic and unlearned (inborn) rewards like food and drink Primary sex characteristics—the reproductive organs (ovaries, uterus, and testes) and external genitals (vulva and penis) Priming—activating specific associations in memory either consciously or unconsciously Proactive interference—occurs when something you learned earlier disrupts recall of something you experience later Problem solving—the active efforts we undertake to discover what must be done to achieve a goal that isn’t readily attainable Procedural memory—memories of perceptual, motor, and cognitive skills Projection—Freudian defense mechanism that attributes our undesirable feelings to others Projective personality tests—present ambiguous stimuli such as inkblots (Rorschach) or pictures (TAT) with the assumption that test takers will project their unconscious thoughts or feelings onto the stimuli (according to psychoanalytic approach) Prosocial behavior—positive, helpful, and constructive behavior Prototype—a mental image or “best example” that incorporates all the features you associate with a particular category Psychiatrist—medical doctor and mental health professional who can prescribe medication or perform surgery Psychoactive drug—a chemical that can pass through the blood-brain barrier to alter perception, thinking, behavior, and mood Psychoanalysis—Freudian form of therapy involving free association, dream analysis, resistance, and transference aimed at providing the patient insight into his or her unconscious motivations and conflicts Psychoanalyst—a therapist who has taken specialized training in psychoanalysis generally after earning either an MD or a PhD Psychoanalytic/Psychodynamic approach—psychological perspective concerned with how unconscious instincts, conflicts, motives, and defenses influence behavior Psychological dependence—intense desire to achieve a drugged state in spite of adverse effects Psychology—the science of behavior and mental processes Psychometricians (measurement psychologists)—focus on methods for acquiring and analyzing psychological data; measure mental traits, abilities, and processes Psychopathology—a pattern of abnormality evidenced by emotions, behaviors, or thoughts inappropriate to the situation that lead to personal distress or the inability to achieve important goals Psychopharmacotherapy—the use of psychotropic drugs to treat mental disorders Psychophysics—study of the relationship between physical energy and psychological experiences Psychosis—reality distortion evidenced by highly disordered thought processes Psychosurgery—any surgical technique in which neural pathways in the brain are cut in order to change behavior, including lobotomy Psychoticism—Eysenck’s personality dimension that measures our level of tough-mindedness, how hostile, ruthless, and insensitive we are; as opposed to tender-mindedness, how friendly, empathetic, and cooperative we are Puberty—the early adolescent period marked by accelerated growth and onset of the ability to reproduce Punishment—an aversive consequence that follows a voluntary behavior thereby decreasing the probability the behavior will be repeated Pupil—small, adjustable opening in the iris of the eye that is smaller in bright light and larger in darkness Quasi-experiment—research method similar to a controlled experiment, but in which random assignment to groups is not possible It can provide strong evidence suggesting cause and effect relationships Random assignment—division of the sample into groups such that every individual has an equal chance of being put in any group or condition Random selection—choosing of members of a population such that every individual has an equal chance of being chosen Range—the difference between the largest score and the smallest score (quick and dirty) Rational emotive therapy (RET)—cognitive treatment developed by Ellis which is based on confronting irrational thoughts; change in irrational thinking will lead to a change in irrational behavior Rationalization—Freudian defense mechanism that provides socially acceptable reasons for our inappropriate behavior Reaction formation—Freudian defense mechanism involving acting in a manner exactly opposite to our true feelings Real self—according to Rogers, the positive and original organism we are before society imposes conditions of worth on us Reality principle—the manner in which the ego delays gratification and otherwise deals with the environment in a planned rational fashion (in Freudian theory) Recall—retrieval of previously learned information Recessive gene—the gene that is hidden or not expressed when the genes for a trait are different Reciprocal determinism—the characteristics of the person, the person’s behavior, and the environment all affect one another in two-way causal relationships (according to Bandura) Reciprocity—compliance technique used by groups; individuals feel obligated to go along with a request for a small donation if they have first accepted a small gift Recognition—identification of learned items when they are presented Reconstruction—retrieval of memories often distorted by adding, dropping, or changing details to fit a schema Reflex—the simplest form of behavior Reflex arc—the path over which the reflex travels that typically includes a receptor, sensory or afferent neuron, interneuron, motor or efferent neuron, and effector Regression—Freudian defense mechanism characterized by immature, pleasurable behavior of an earlier level of development Rehabilitation psychologists—help clients with mental retardation, developmental disabilities, and disabilities resulting from stroke or accidents adapt to their situations Rehearsal—the conscious repetition of information to either maintain information in STM or to encode it for storage into long-term memory Reinforcer—in operant conditioning, any event that strengthens the behavior it follows Relearning—a measure of retention of memory that assesses the time saved compared to learning the first time when learning information again Reliability—consistency or repeatability of results Repetitive transcranial magnetic stimulation(rTMS)—a treatment for depression involving repeated pulses through a magnetic coil positioned above the right eyebrow of the patient that does not result in memory loss Replication—repetition of the methods used in a previous experiment to see whether the same methods will yield the same results Representativeness heuristic—tendency to judge the likelihood of things according to how they relate to a prototype; in social psychology the pre-judgment of people in the same way Repression—most frequently used Freudian defense mechanism, characterized by unconscious forgetting; pushing threatening thoughts, feelings, and memories into the unconscious mind Resistance—blocking of anxiety-provoking feelings and experiences in the process of psychoanalysis Resistance stage—second stage of Selye’s general adaptation syndrome characterized by the use of “fight or flight” mechanisms to control, cope with, or flee from the stressful situation Resistant attachment—mixed reactions of infants to their mothers in the Strange Situation They may approach their mothers upon their return but, at the same time, continue to cry or even push their mothers away Reticular formation (a.k.a reticular activating system)—a network of neurons extending from the brainstem/hindbrain into the midbrain; essential to the regulation of sleep, wakefulness, arousal, and attention Retina—light-sensitive surface in the back of the eye containing rods and cones that transduce light energy Has layers of bipolar cells and ganglion cells that transmit visual information to the brain Retrieval—the process of getting information out of memory storage Retrieval cue—a stimulus that provides a trigger to get an item out of stored memory Retroactive inference—recently learned information disrupts our ability to remember older information Retrograde amnesia—involves memory loss for a segment of the past, usually around the time of an accident, such as a blow to the head Reversibility—characteristic of Piaget’s concrete operational stage, the logical negation of an operation, for example, if + = then - = Rods—photoreceptors that detect black, white, and gray and movement; are necessary for peripheral and dim-light vision when cones not respond Distributed throughout the retina of the eye, except in the fovea Roles—ascribed social positions in groups and defined behavior expectations Rooting reflex—the newborn’s tendency to move its head when stroked on the cheek, turn toward the stimulus as if searching for a nipple, and open its mouth Rorschach inkblot test—a projective test in which a person is shown a series of symmetrical inkblots and asked to describe what he or she thinks they represent Saltatory conduction—rapid conduction of impulses when the axon is myelinated since depolarizations jump from node (of Ranvier) to node Sample—the subgroup of the population that participates in the study Satiety—absence of hunger Savants, also known as people with savant syndrome—individuals otherwise considered mentally retarded who have a specific exceptional skill typically in calculating, music, or art Scapegoat theory—attributes prejudice to frustration; when own self-worth is in doubt or jeopardy, we find others to blame Schachter-Singer two-factor theory of emotions—an emotion is inferred from physiological arousal, and label of that emotion is based on our cognitive explanation for the arousal Schema—framework of basic ideas and preconceptions about people, objects, and events based on past experience in long-term memory; concepts or frameworks that organize and interpret information Schizophrenia—a serious schizophrenic spectrum disorder characterized by thought disturbances, hallucinations, anxiety, emotional withdrawal, and delusions School psychologists—assess and counsel students, consult with educators and parents, and perform behavioral intervention when necessary Script—a schema for an event Seasonal affective disorder—a mood disorder characterized by depression, lethargy, sleep disturbances, and craving for carbohydrates; generally occurs during the winter, when the amount of daylight is low, and is sometimes treated with exposure to bright lights Second order conditioning—learning procedure in which a well-learned conditioned stimulus is paired with a new neutral stimulus resulting in a similar conditioned response Secondary motive—internal mechanism directing learned behavior as being desired, such as power and wealth Secondary reinforcer—something seen as rewarding because it is associated with a primary reinforcer Secondary sex characteristics—the nonreproductive sexual characteristics including developed breasts in females; facial hair, Adam’s apple, and deepened voice in males; and pubic hair and underarm hair in both Selective attention—focusing of awareness on a specific stimulus (while excluding others) in sensory memory Self-actualization—the realization of our true intellectual and emotional potential (according to Maslow) Self archetype—according to Jung, our sense of wholeness or unity Self-awareness—consciousness of oneself as a person Self-concept—our overall view of our abilities, behavior, and personality or what we know about ourselves Self-efficacy—how competent and able we feel to accomplish tasks; an expectation of success Self-esteem—how worthy we think we are Self-fulfilling prophecy—a tendency to let our preconceived expectations of others influence how we treat them and thus evoke those very expectations Self-referent encoding—determining how new information relates to us personally Self-report methods—most common personality assessment technique, involves person answering a series of questions such as a personality questionnaire or supplying information about himself or herself Self-serving bias—our tendency to take personal credit for our achievements and blame failures on situational factors; to perceive ourselves favorably Semantic encoding—information processed for meaning into short-term memory and long-term memory Semantic memories—a type of long-term memory that includes general knowledge, objective facts, and vocabulary Semantic networks—model of long-term memory with more irregular and distorted systems than strict hierarchies, with multiple links from one concept to others Semantics—a set of rules we use to derive meaning from morphemes, words, and sentences Sensation—the process by which we detect physical energy from our environment and encode it as neural signals Sensorimotor stage—Piaget’s first stage (0–2 years) during which the infant experiences the world through senses and action patterns; progresses from reflexes to object permanence and symbolic thinking Sensory adaptation—a temporary decrease in sensitivity to a stimulus that occurs when stimulation is unchanging Sensory memory—primitive, brief type of memory that holds incoming information just long enough for further processing Sensory receptor—cell typically in sense organs that initiates action potentials which then travel along sensory/afferent neurons to the CNS Separation anxiety—a set of fearful responses, such as crying, arousal, and clinging to the caregiver, that infants exhibit when the caregiver attempts to leave the infant Serial position effect—the tendency to remember and recall information that comes at the beginning (primacy effect) and at the end of a list of words (recency effect) more easily than those in the middle Serotonin—a neurotransmitter associated with arousal, sleep, appetite, moods, and emotions Lack of serotonin is associated with depression Set point—a preset natural body weight, determined by the number of fat cells in our body Sex-linked traits—recessive genes located on the X chromosome with no corresponding gene on the Y chromosome result in expression of recessive trait more frequently in males Sexual orientation—the direction of an individual’s sexual interest Sexual response cycle—Masters and Johnson’s four stages of bodily response during sex: excitement, plateau, orgasm, and resolution Shadow—according to Jung represents our baser instinctual urges we attempt to keep hidden from others Shallow processing—encoding into memory superficial sensory information without making it relevant which seldom results in enduring memory Shaping—positively reinforcing closer and closer approximations of a desired behavior through operant conditioning Short-term memory—also called working memory, which can hold about seven unrelated items for about 20 to 30 seconds without rehearsal Simultaneous conditioning—in classical conditioning the CS and UCS are paired together at the same time; weaker conditioning technique than the ideal delayed conditioning Signal detection theory—maintains that minimum threshold varies with fatigue, attention, expectations, motivation, and emotional distress, as well as from one person to another Single-blind procedure—research design in which participants don’t know whether they are in the experimental or control group Situational attributions—inferences that a person’s behavior is caused by some temporary condition or situation the person is in Sleep—a complex combination of states of consciousness each with its own level of consciousness, awareness, responsiveness, and physiological arousal Sleepwalking—most frequently a childhood sleep disruption that occurs during stage sleep characterized by trips out of bed or carrying on of complex activities Social clock—idea that society has certain age expectations for when someone should marry and have kids and people feel compelled to meet these expectations or face a crisis Social cognition—refers to the way people gather, use, and interpret information about the social aspects of the world around them Social facilitation—improved performance of well- learned tasks in front of others Social group—two or more people sharing common goals and interests interact and influence behavior of the other(s) Social impairment—worsened performance of a newly learned or difficult task when performed in front of an audience Social interactivist perspective—babies are biologically equipped for learning language which may be activated or constrained by experience Social learning theory—Bandura’s idea that we can learn behavior from others by first observing it and then imitating it Social loafing—the tendency of individuals to put less effort into group projects than when they are individually accountable Social motives—learned needs that energize behavior; acquired as part of growing up in a particular society or culture Social psychologists—psychologists who focus on how a person’s mental life and behavior are shaped by interactions with other people Social psychology—the study of how groups influence the attitudes and behavior of the individual Social referencing—observing the behavior of others in social situations to obtain information or guidance Social skills training—cognitive behavioral therapy where the therapist can model the behavior for the client and then place the client in a simulated situation for practice Sociobiology—study of the biological basis of social behavior Sociocultural approach—psychological perspective concerned with how cultural differences affect behavior Somatic nervous system—subdivision of PNS that includes motor nerves that stimulate skeletal (voluntary) muscle Somatic symptom disorder(SSD)—characterized by physical symptoms including pain, and high anxiety in these individuals about having a disease Patients need to have complained about, taken medicine for, changed lifestyle because of, or seen a physician about the symptoms and experienced anxiety that has interfered with carrying on normal activities for months Somatosensation—the skin sensations: touch/ pressure, warmth, cold, and pain Somatotype theory—William Sheldon’s theory that body types determine personality Somnambulism—sleepwalking Sound localization—the process by which you determine the location of a sound Source trait—Cattell’s underlying 16 traits that guide your behavior Speed test—measures how fast you can answer questions in a specified time period Spinal cord—portion of the central nervous system below the medulla oblongata Split-half reliability—a method where the score on one half of the test questions is compared with the score on the other half of the questions to see if they are consistent Spontaneous recovery—the reappearance of a previously extinguished CR after a rest period Sports psychologists—psychologists who help athletes refine their focus on competition goals, increase motivation, and deal with anxiety or fear of failure Stability versus change—deals with the issue of whether or not personality traits present during infancy persist throughout the lifespan Stage sleep—sleep stage lasting a few minutes in which we gradually lose responsiveness to outside stimuli and experience drifting thoughts and images EEGs of stage sleep show theta waves which are lower in amplitude and frequency than alpha waves Stage sleep—sleep stage whose EEGs show high frequency bursts of brain activity called sleep spindles, and K complexes Stage sleep—deep sleep stage whose EEGs show some very high amplitude and very low frequency delta waves Stage sleep—deepest sleep stage whose EEGs show mostly very high amplitude and very low frequency delta waves Heart rate, respiration, temperature, and blood flow to the brain are reduced Growth hormone involved in maintaining physiological functions is secreted Standard deviation (SD)—a measure of the average difference between each score and the mean of the data set; the square root of the variance Standardization—two-part test development procedure that first establishes test norms by giving the test to a large representative sample of those for whom the test is designed, and then ensures that the test is both administered and scored uniformly for all test takers Standardized tests—set of tasks administered under standard conditions to assess an individual’s knowledge, skill, or personality characteristics Stanford-Binet intelligence test—Terman’s revision of Binet’s original individual IQ test State-dependent memory—tendency to recall information better if you are in the same internal state as when the information was encoded Statistical significance (p)—condition that exists when the probability that the observed findings are due to chance is less than in 20 (p