Distinguish Experimental and Non-Experimental Research: Which option correctly determines whether a study uses experimental or non-experimental methodology? Aligned to College Board AP Psychology CED, Course Framework V.1 SP 2.A - Science Practice 2 - Research Methods and Design: College Board AP Psychology CED, Course Framework V.1: SP 2.A.

Identify Experimental Methodology: Which feature best establishes that a study is an experiment, including manipulation of an independent variable and random assignment to groups? Aligned to College Board AP Psychology CED, Course Framework V.1 SP 2.A - Science Practice 2 - Research Methods and Design: College Board AP Psychology CED, Course Framework V.1: SP 2.A.

Identify a Case Study: Which research description is best classified as a case study? Aligned to College Board AP Psychology CED, Course Framework V.1 SP 2.A - Science Practice 2 - Research Methods and Design: College Board AP Psychology CED, Course Framework V.1: SP 2.A.

Identify Correlational Research: Which research description is best classified as a correlational study? Aligned to College Board AP Psychology CED, Course Framework V.1 SP 2.A - Science Practice 2 - Research Methods and Design: College Board AP Psychology CED, Course Framework V.1: SP 2.A.

Identify a Meta-Analysis: Which research description is best classified as a meta-analysis? Aligned to College Board AP Psychology CED, Course Framework V.1 SP 2.A - Science Practice 2 - Research Methods and Design: College Board AP Psychology CED, Course Framework V.1: SP 2.A.

Identify Naturalistic Observation: Which research description is best classified as naturalistic observation? Aligned to College Board AP Psychology CED, Course Framework V.1 SP 2.A - Science Practice 2 - Research Methods and Design: College Board AP Psychology CED, Course Framework V.1: SP 2.A.

Evaluate a Falsifiable Hypothesis in an Experiment: Which option correctly states the experimental hypothesis and determines whether it is falsifiable?. Aligned to College Board AP Psychology CED, Course Framework V.1 SP 2.B - Science Practice 2 - Research Methods and Design: College Board AP Psychology CED, Course Framework V.1: SP 2.B.

Evaluate Experimental Operational Definitions: Which operational definition best permits clear measurement and replication in an experimental scenario? Aligned to College Board AP Psychology CED, Course Framework V.1 SP 2.B - Science Practice 2 - Research Methods and Design: College Board AP Psychology CED, Course Framework V.1: SP 2.B.

Identify Independent, Dependent, and Confounding Variables: Which option correctly identifies the independent, dependent, and confounding variables in an experiment?. Aligned to College Board AP Psychology CED, Course Framework V.1 SP 2.B - Science Practice 2 - Research Methods and Design: College Board AP Psychology CED, Course Framework V.1: SP 2.B.

Distinguish Population and Sample: Which option correctly identifies the target population and the sample of participants in a study?. Aligned to College Board AP Psychology CED, Course Framework V.1 SP 2.B - Science Practice 2 - Research Methods and Design: College Board AP Psychology CED, Course Framework V.1: SP 2.B.

Evaluate Random and Convenience Sampling: Which option correctly determines whether a sample was selected randomly or by convenience and whether it represents the population? Aligned to College Board AP Psychology CED, Course Framework V.1 SP 2.B - Science Practice 2 - Research Methods and Design: College Board AP Psychology CED, Course Framework V.1: SP 2.B.

Identify Sampling Bias: Which feature of a sampling procedure is most likely to introduce sampling bias?. Aligned to College Board AP Psychology CED, Course Framework V.1 SP 2.B - Science Practice 2 - Research Methods and Design: College Board AP Psychology CED, Course Framework V.1: SP 2.B.

Evaluate Generalizability: Which conclusion about generalizing the results is best supported by the study’s sampling method?. Aligned to College Board AP Psychology CED, Course Framework V.1 SP 2.B - Science Practice 2 - Research Methods and Design: College Board AP Psychology CED, Course Framework V.1: SP 2.B.

Identify Experimental and Control Groups: Which option correctly identifies the experimental and control groups and the purpose of assignment to those groups? Aligned to College Board AP Psychology CED, Course Framework V.1 SP 2.B - Science Practice 2 - Research Methods and Design: College Board AP Psychology CED, Course Framework V.1: SP 2.B.

Evaluate Placebos and the Placebo Effect: Which option best explains how a placebo or placebo effect could influence an experiment's results? Aligned to College Board AP Psychology CED, Course Framework V.1 SP 2.B - Science Practice 2 - Research Methods and Design: College Board AP Psychology CED, Course Framework V.1: SP 2.B.

Evaluate Single- and Double-Blind Procedures: Which option best determines whether single-blind or double-blind procedures were used and what bias they were intended to reduce? Aligned to College Board AP Psychology CED, Course Framework V.1 SP 2.B - Science Practice 2 - Research Methods and Design: College Board AP Psychology CED, Course Framework V.1: SP 2.B.

Distinguish Qualitative and Quantitative Measures in Experiments: Which option correctly classifies an experimental measurement as qualitative or quantitative? Aligned to College Board AP Psychology CED, Course Framework V.1 SP 2.B - Science Practice 2 - Research Methods and Design: College Board AP Psychology CED, Course Framework V.1: SP 2.B.

Evaluate Participant Representation in Experiments: Which option best explains how appropriate participant representation affects the conduct and outcomes of experimental research?. Aligned to College Board AP Psychology CED, Course Framework V.1 SP 2.B - Science Practice 2 - Research Methods and Design: College Board AP Psychology CED, Course Framework V.1: SP 2.B.

Evaluate Peer Review and Replication in Experiments: Which option best explains how peer review and replication strengthen or revise conclusions from experimental research?. Aligned to College Board AP Psychology CED, Course Framework V.1 SP 2.B - Science Practice 2 - Research Methods and Design: College Board AP Psychology CED, Course Framework V.1: SP 2.B.

Evaluate a Falsifiable Hypothesis in Non-Experimental Research: Which option correctly states the hypothesis in a non-experimental study and determines whether it is falsifiable?. Aligned to College Board AP Psychology CED, Course Framework V.1 SP 2.C - Science Practice 2 - Research Methods and Design: College Board AP Psychology CED, Course Framework V.1: SP 2.C.

Evaluate Non-Experimental Operational Definitions: Which operational definition best permits clear measurement and replication in a non-experimental study? Aligned to College Board AP Psychology CED, Course Framework V.1 SP 2.C - Science Practice 2 - Research Methods and Design: College Board AP Psychology CED, Course Framework V.1: SP 2.C.

Identify Variables of Interest: Which option correctly identifies the variables of interest in a non-experimental research scenario?. Aligned to College Board AP Psychology CED, Course Framework V.1 SP 2.C - Science Practice 2 - Research Methods and Design: College Board AP Psychology CED, Course Framework V.1: SP 2.C.

Recognize Directionality Problems: Which option best explains why the direction of influence cannot be determined from a correlational result? Aligned to College Board AP Psychology CED, Course Framework V.1 SP 2.C - Science Practice 2 - Research Methods and Design: College Board AP Psychology CED, Course Framework V.1: SP 2.C.

Recognize Third-Variable Problems: Which unmeasured third variable could best explain the observed correlation?. Aligned to College Board AP Psychology CED, Course Framework V.1 SP 2.C - Science Practice 2 - Research Methods and Design: College Board AP Psychology CED, Course Framework V.1: SP 2.C.

Distinguish Correlation from Causation: Which conclusion properly recognizes that correlation does not establish causation? Aligned to College Board AP Psychology CED, Course Framework V.1 SP 2.C - Science Practice 2 - Research Methods and Design: College Board AP Psychology CED, Course Framework V.1: SP 2.C.

Distinguish Qualitative and Quantitative Non-Experimental Measures: Which option correctly classifies a non-experimental measurement, such as a structured interview or Likert scale, as qualitative or quantitative? Aligned to College Board AP Psychology CED, Course Framework V.1 SP 2.C - Science Practice 2 - Research Methods and Design: College Board AP Psychology CED, Course Framework V.1: SP 2.C.

Evaluate Survey Wording and Response Bias: Which survey item or procedure is most likely to create self-report bias or social desirability bias? Aligned to College Board AP Psychology CED, Course Framework V.1 SP 2.C - Science Practice 2 - Research Methods and Design: College Board AP Psychology CED, Course Framework V.1: SP 2.C.

Evaluate Participant Representation in Non-Experimental Research: Which option best explains how appropriate participant representation affects the conduct and outcomes of non-experimental research?. Aligned to College Board AP Psychology CED, Course Framework V.1 SP 2.C - Science Practice 2 - Research Methods and Design: College Board AP Psychology CED, Course Framework V.1: SP 2.C.

Evaluate Peer Review and Replication in Non-Experimental Research: Which option best explains how peer review and replication strengthen or revise conclusions from non-experimental research?. Aligned to College Board AP Psychology CED, Course Framework V.1 SP 2.C - Science Practice 2 - Research Methods and Design: College Board AP Psychology CED, Course Framework V.1: SP 2.C.

Evaluate Institutional Review: Which option best explains the importance of institutional review for research involving human or nonhuman animals? Aligned to College Board AP Psychology CED, Course Framework V.1 SP 2.D - Science Practice 2 - Research Methods and Design: College Board AP Psychology CED, Course Framework V.1: SP 2.D.

Evaluate Informed Consent and Assent: Which option correctly determines whether a study obtained appropriate informed consent and, when needed, informed assent? Aligned to College Board AP Psychology CED, Course Framework V.1 SP 2.D - Science Practice 2 - Research Methods and Design: College Board AP Psychology CED, Course Framework V.1: SP 2.D.

Evaluate Protection from Harm: Which procedure best demonstrates that researchers protected participants from physical or psychological harm? Aligned to College Board AP Psychology CED, Course Framework V.1 SP 2.D - Science Practice 2 - Research Methods and Design: College Board AP Psychology CED, Course Framework V.1: SP 2.D.

Evaluate Confidentiality and Anonymity: Which option correctly distinguishes confidentiality from anonymity and identifies whether participant information was protected? Aligned to College Board AP Psychology CED, Course Framework V.1 SP 2.D - Science Practice 2 - Research Methods and Design: College Board AP Psychology CED, Course Framework V.1: SP 2.D.

Evaluate Deception and Confederates: Which option correctly identifies the use of deception or research confederates and evaluates its ethical role? Aligned to College Board AP Psychology CED, Course Framework V.1 SP 2.D - Science Practice 2 - Research Methods and Design: College Board AP Psychology CED, Course Framework V.1: SP 2.D.

Evaluate Debriefing: Which procedure best demonstrates proper debriefing at the conclusion of a study?. Aligned to College Board AP Psychology CED, Course Framework V.1 SP 2.D - Science Practice 2 - Research Methods and Design: College Board AP Psychology CED, Course Framework V.1: SP 2.D.

Identify Variables in Data Representations: Which option correctly identifies the variables shown in a research description, table, graph, chart, figure, or diagram? Aligned to College Board AP Psychology CED, Course Framework V.1 SP 3.A - Science Practice 3 - Data Interpretation: College Board AP Psychology CED, Course Framework V.1: SP 3.A.

Identify Psychological Concepts in Data: Which psychological concept is best depicted by the presented table, graph, chart, figure, or diagram? Aligned to College Board AP Psychology CED, Course Framework V.1 SP 3.A - Science Practice 3 - Data Interpretation: College Board AP Psychology CED, Course Framework V.1: SP 3.A.

Calculate the Mean: Which value is the correct mean for the data set?. Aligned to College Board AP Psychology CED, Course Framework V.1 SP 3.B - Science Practice 3 - Data Interpretation: College Board AP Psychology CED, Course Framework V.1: SP 3.B.

Calculate the Median: Which value is the correct median for the data set? Aligned to College Board AP Psychology CED, Course Framework V.1 SP 3.B - Science Practice 3 - Data Interpretation: College Board AP Psychology CED, Course Framework V.1: SP 3.B.

Identify the Mode: Which value is the mode of the data set?. Aligned to College Board AP Psychology CED, Course Framework V.1 SP 3.B - Science Practice 3 - Data Interpretation: College Board AP Psychology CED, Course Framework V.1: SP 3.B.

Calculate the Range: Which value is the correct range for the data set? Aligned to College Board AP Psychology CED, Course Framework V.1 SP 3.B - Science Practice 3 - Data Interpretation: Calculate and interpret measures of central tendency, variation, and percentile rank in a given data set.

Interpret a Normal Curve: Which option correctly interprets the percentages and score locations on a normal distribution? Aligned to College Board AP Psychology CED, Course Framework V.1 SP 3.B - Science Practice 3 - Data Interpretation: College Board AP Psychology CED, Course Framework V.1: SP 3.B.

Interpret Skewed Distributions: Which option correctly identifies the direction of skew and compares the mean, median, and mode? Aligned to College Board AP Psychology CED, Course Framework V.1 SP 3.B - Science Practice 3 - Data Interpretation: College Board AP Psychology CED, Course Framework V.1: SP 3.B.

Interpret a Bimodal Distribution: Which conclusion is best supported by a bimodal distribution? Aligned to College Board AP Psychology CED, Course Framework V.1 SP 3.B - Science Practice 3 - Data Interpretation: College Board AP Psychology CED, Course Framework V.1: SP 3.B.

Interpret Standard Deviation: Which option best interprets the standard deviation and the variability of scores in a data set?. Aligned to College Board AP Psychology CED, Course Framework V.1 SP 3.B - Science Practice 3 - Data Interpretation: College Board AP Psychology CED, Course Framework V.1: SP 3.B.

Interpret Percentile Rank: Which option correctly interprets an individual’s percentile rank in a distribution?. Aligned to College Board AP Psychology CED, Course Framework V.1 SP 3.B - Science Practice 3 - Data Interpretation: College Board AP Psychology CED, Course Framework V.1: SP 3.B.

Recognize Regression Toward the Mean: Which outcome best illustrates regression toward the mean as additional data are collected? Aligned to College Board AP Psychology CED, Course Framework V.1 SP 3.B - Science Practice 3 - Data Interpretation: College Board AP Psychology CED, Course Framework V.1: SP 3.B.

Describe Trends and Relationships: Which option best describes the trend or relationship between variables shown in the data?. Aligned to College Board AP Psychology CED, Course Framework V.1 SP 3.C - Science Practice 3 - Data Interpretation: College Board AP Psychology CED, Course Framework V.1: SP 3.C.

Interpret a Correlation Coefficient: Which option correctly interprets the direction and strength of a correlation coefficient or scatterplot? Aligned to College Board AP Psychology CED, Course Framework V.1 SP 3.C - Science Practice 3 - Data Interpretation: College Board AP Psychology CED, Course Framework V.1: SP 3.C.

Interpret Effect Size: Which option best interprets an effect size as the strength of a relationship or the size of a difference between conditions?. Aligned to College Board AP Psychology CED, Course Framework V.1 SP 3.C - Science Practice 3 - Data Interpretation: College Board AP Psychology CED, Course Framework V.1: SP 3.C.

Classify Small, Medium, and Large Effects: Which classification correctly matches an effect-size statistic with the CED's general small, medium, or large ranges? Aligned to College Board AP Psychology CED, Course Framework V.1 SP 3.C - Science Practice 3 - Data Interpretation: College Board AP Psychology CED, Course Framework V.1: SP 3.C.

Interpret Statistical Significance: Which conclusion correctly explains that statistical significance indicates results are unlikely to be due to chance? Aligned to College Board AP Psychology CED, Course Framework V.1 SP 3.C - Science Practice 3 - Data Interpretation: College Board AP Psychology CED, Course Framework V.1: SP 3.C.

Recognize a Defensible Psychological Claim: Which proposed claim is defensible, focused, and supported by psychological science? Aligned to College Board AP Psychology CED, Course Framework V.1 SP 4.A - Science Practice 4 - Argumentation (MCQ-Ready Recognition): College Board AP Psychology CED, Course Framework V.1: SP 4.A.

Identify Evidence-Based Reasoning: Which reasoning best supports, refutes, or modifies the provided claim, policy, or norm using scientifically derived evidence? Aligned to College Board AP Psychology CED, Course Framework V.1 SP 4.B - Science Practice 4 - Argumentation (MCQ-Ready Recognition): College Board AP Psychology CED, Course Framework V.1: SP 4.B.

Explain Nuance with Scientific Evidence: Which option best uses scientific evidence to explain an important qualification, limitation, or nuance in a psychological claim?. Aligned to College Board AP Psychology CED, Course Framework V.1 SP 4.B - Science Practice 4 - Argumentation (MCQ-Ready Recognition): College Board AP Psychology CED, Course Framework V.1: SP 4.B.

Evaluate the Effectiveness of a Claim, Policy, or Norm: Which option best uses scientifically derived evidence to explain why a claim, policy, or norm is or is not effective? Aligned to College Board AP Psychology CED, Course Framework V.1 SP 4.B - Science Practice 4 - Argumentation (MCQ-Ready Recognition): College Board AP Psychology CED, Course Framework V.1: SP 4.B.

Heredity-Environment Interaction: Which option best explains, distinguishes, or applies this CED content: heredity and environmental factors interact to shape behavior and mental processes?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 1; Topic 1.1; LO 1.1.A; EK 1.1.A.1; SP 1.A, 2.A - Topic 1.1 - Interaction of Heredity and Environment: College Board AP Psychology CED, Course Framework V.1: Unit 1; Topic 1.1; LO 1.1.A; EK 1.1.A.1; SP 1.A, 2.A.

Heredity (Nature): Which option best explains, distinguishes, or applies this CED content: heredity, or “nature,” refers to genetic or predisposed characteristics that influence physical, behavioral, and mental traits and processes?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 1; Topic 1.1; LO 1.1.A; EK 1.1.A.1.i; SP 1.A, 2.A - Topic 1.1 - Interaction of Heredity and Environment: College Board AP Psychology CED, Course Framework V.1: Unit 1; Topic 1.1; LO 1.1.A; EK 1.1.A.1.i; SP 1.A, 2.A.

Environmental Influence (Nurture): Which option best explains, distinguishes, or applies this CED content: environmental factors, or “nurture,” refers to the external factors that one experiences, such as family interactions or education?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 1; Topic 1.1; LO 1.1.A; EK 1.1.A.1.ii; SP 1.A, 2.A - Topic 1.1 - Interaction of Heredity and Environment: College Board AP Psychology CED, Course Framework V.1: Unit 1; Topic 1.1; LO 1.1.A; EK 1.1.A.1.ii; SP 1.A, 2.A.

Evolutionary Perspective and Eugenics: Which option best explains, distinguishes, or applies this CED content: the evolutionary perspective explores how natural selection affects the expression of behavior and mental processes to increase survival and reproductive success; Some theorists have sought to apply principles of the evolutionary perspective in ways that discriminate against others (eugenics)?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 1; Topic 1.1; LO 1.1.A; EK 1.1.A.2; SP 1.A, 2.A - Topic 1.1 - Interaction of Heredity and Environment: College Board AP Psychology CED, Course Framework V.1: Unit 1; Topic 1.1; LO 1.1.A; EK 1.1.A.2; SP 1.A, 2.A.

Twin, Family, and Adoption Studies: Which option best interprets or applies this research finding: research on the effects of genes on individual behavior and mental processes is often conducted using twin studies, family studies, and adoption studies?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 1; Topic 1.1; LO 1.1.A; EK 1.1.A.3; SP 1.A, 2.A - Topic 1.1 - Interaction of Heredity and Environment: College Board AP Psychology CED, Course Framework V.1: Unit 1; Topic 1.1; LO 1.1.A; EK 1.1.A.3; SP 1.A, 2.A.

Central Nervous System: Which option best explains, distinguishes, or applies this CED content: the central nervous system includes the brain and the spinal cord and interacts with all processes in the body?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 1; Topic 1.2; LO 1.2.A; EK 1.2.A.1; SP 1.A, 3.A - Topic 1.2 - Overview of the Nervous System: College Board AP Psychology CED, Course Framework V.1: Unit 1; Topic 1.2; LO 1.2.A; EK 1.2.A.1; SP 1.A, 3.A.

Peripheral Nervous System: Which option best explains, distinguishes, or applies this CED content: the peripheral nervous system relays messages from the central nervous system to the rest of the body and includes the autonomic and somatic nervous systems? Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 1; Topic 1.2; LO 1.2.A; EK 1.2.A.2; SP 1.A, 3.A - Topic 1.2 - Overview of the Nervous System: College Board AP Psychology CED, Course Framework V.1: Unit 1; Topic 1.2; LO 1.2.A; EK 1.2.A.2; SP 1.A, 3.A.

Autonomic Nervous System: Which option best explains, distinguishes, or applies this CED content: the autonomic nervous system governs processes that are involuntary and includes the parasympathetic and sympathetic nervous systems?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 1; Topic 1.2; LO 1.2.A; EK 1.2.A.2.i; SP 1.A, 3.A - Topic 1.2 - Overview of the Nervous System: College Board AP Psychology CED, Course Framework V.1: Unit 1; Topic 1.2; LO 1.2.A; EK 1.2.A.2.i; SP 1.A, 3.A.

Somatic Nervous System: Which option best explains, distinguishes, or applies this CED content: the somatic nervous system governs processes that are voluntary?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 1; Topic 1.2; LO 1.2.A; EK 1.2.A.2.ii; SP 1.A, 3.A - Topic 1.2 - Overview of the Nervous System: College Board AP Psychology CED, Course Framework V.1: Unit 1; Topic 1.2; LO 1.2.A; EK 1.2.A.2.ii; SP 1.A, 3.A.

Neurons and Glial Cells: Which option best explains, distinguishes, or applies this CED content: two common types of neural cells in the brain are neurons (neural cells that transmit information) and glial cells (cells that provide structure, insulation, communication, and waste transport); These types of cells form the basis of the nervous system and are the building blocks of all behavior and mental processes?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 1; Topic 1.3; LO 1.3.A; EK 1.3.A.1; SP 1.A, 2.A, 3.A - Topic 1.3 - The Neuron and Neural Firing: College Board AP Psychology CED, Course Framework V.1: Unit 1; Topic 1.3; LO 1.3.A; EK 1.3.A.1; SP 1.A, 2.A, 3.A.

Reflex Arc and Neuron Types: Which option best explains, distinguishes, or applies this CED content: in the spinal cord, the reflex arc demonstrates how neurons within the central and peripheral nervous systems work together to respond to stimuli; Three types of neurons work together in the spinal cord to create a reflex arc: sensory neurons, motor neurons, and interneurons?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 1; Topic 1.3; LO 1.3.A; EK 1.3.A.2; SP 1.A, 2.A, 3.A - Topic 1.3 - The Neuron and Neural Firing: College Board AP Psychology CED, Course Framework V.1: Unit 1; Topic 1.3; LO 1.3.A; EK 1.3.A.2; SP 1.A, 2.A, 3.A.

Neural Transmission Process: Which option best explains, distinguishes, or applies this CED content: the process of neural transmission most commonly occurs in an orderly, systematic way and involves the all-or-none principle, depolarization, refractory period, resting potential, reuptake, and threshold; Disruptions to this process could lead to disorders such as multiple sclerosis or myasthenia gravis. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 1; Topic 1.3; LO 1.3.B; EK 1.3.B.1; SP 1.A, 2.A, 3.A - Topic 1.3 - The Neuron and Neural Firing: College Board AP Psychology CED, Course Framework V.1: Unit 1; Topic 1.3; LO 1.3.B; EK 1.3.B.1; SP 1.A, 2.A, 3.A.

Neurotransmitters: Functions and Effects: Which option best explains, distinguishes, or applies this CED content: each neurotransmitter has specific functions related to behavior and mental processes, which may depend on the neurotransmitter location in the nervous system; neurotransmitters generally communicate either excitatory messages, making an action potential more likely, or inhibitory messages, making an action potential less likely; neurotransmitters related to behavior and mental processes for study in AP Psychology are limited to dopamine, serotonin, norepinephrine, glutamate, GABA, endorphins, substance P, and acetylcholine. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 1; Topic 1.3; LO 1.3.B; EK 1.3.B.2; SP 1.A, 2.A, 3.A - Topic 1.3 - The Neuron and Neural Firing: College Board AP Psychology CED, Course Framework V.1: Unit 1; Topic 1.3; LO 1.3.B; EK 1.3.B.2; SP 1.A, 2.A, 3.A.

Hormones Related to Behavior: Which option best explains, distinguishes, or applies this CED content: outside of the nervous system, hormones perform actions similar to neurotransmitters; Hormones related to behavior and mental processes for study in AP Psychology are limited to adrenaline, leptin, ghrelin, melatonin, and oxytocin. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 1; Topic 1.3; LO 1.3.B; EK 1.3.B.3; SP 1.A, 2.A, 3.A - Topic 1.3 - The Neuron and Neural Firing: College Board AP Psychology CED, Course Framework V.1: Unit 1; Topic 1.3; LO 1.3.B; EK 1.3.B.3; SP 1.A, 2.A, 3.A.

Agonists, Antagonists, and Reuptake Inhibitors: Which option best explains, distinguishes, or applies this CED content: psychoactive drugs can influence neurotransmitter function in various ways throughout the neural communication process; some act as agonists which encourage neural firing; some act as antagonists which discourage neural firing; some act as reuptake inhibitors which block the reabsorption of neurotransmitters back into the cell. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 1; Topic 1.3; LO 1.3.C; EK 1.3.C.1; SP 1.A, 2.A, 3.A - Topic 1.3 - The Neuron and Neural Firing: College Board AP Psychology CED, Course Framework V.1: Unit 1; Topic 1.3; LO 1.3.C; EK 1.3.C.1; SP 1.A, 2.A, 3.A.

Psychoactive Drug Effects: Which option best explains, distinguishes, or applies this CED content: psychoactive drugs have psychological and physiological effects?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 1; Topic 1.3; LO 1.3.C; EK 1.3.C.2; SP 1.A, 2.A, 3.A - Topic 1.3 - The Neuron and Neural Firing: College Board AP Psychology CED, Course Framework V.1: Unit 1; Topic 1.3; LO 1.3.C; EK 1.3.C.2; SP 1.A, 2.A, 3.A.

Stimulants: Which option best explains, distinguishes, or applies this CED content: stimulants, such as caffeine and cocaine, typically cause increased neural activity?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 1; Topic 1.3; LO 1.3.C; EK 1.3.C.2.i; SP 1.A, 2.A, 3.A - Topic 1.3 - The Neuron and Neural Firing: College Board AP Psychology CED, Course Framework V.1: Unit 1; Topic 1.3; LO 1.3.C; EK 1.3.C.2.i; SP 1.A, 2.A, 3.A.

Depressants: Which option best explains, distinguishes, or applies this CED content: depressants, such as alcohol, typically cause decreased neural activity?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 1; Topic 1.3; LO 1.3.C; EK 1.3.C.2.ii; SP 1.A, 2.A, 3.A - Topic 1.3 - The Neuron and Neural Firing: College Board AP Psychology CED, Course Framework V.1: Unit 1; Topic 1.3; LO 1.3.C; EK 1.3.C.2.ii; SP 1.A, 2.A, 3.A.

Hallucinogens: Which option best explains, distinguishes, or applies this CED content: hallucinogens, such as marijuana, typically cause distortions in perception and/or cognition?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 1; Topic 1.3; LO 1.3.C; EK 1.3.C.2.iii; SP 1.A, 2.A, 3.A - Topic 1.3 - The Neuron and Neural Firing: College Board AP Psychology CED, Course Framework V.1: Unit 1; Topic 1.3; LO 1.3.C; EK 1.3.C.2.iii; SP 1.A, 2.A, 3.A.

Opioids: Which option best explains, distinguishes, or applies this CED content: opioids, such as heroin, typically act as pain relievers?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 1; Topic 1.3; LO 1.3.C; EK 1.3.C.2.iv; SP 1.A, 2.A, 3.A - Topic 1.3 - The Neuron and Neural Firing: College Board AP Psychology CED, Course Framework V.1: Unit 1; Topic 1.3; LO 1.3.C; EK 1.3.C.2.iv; SP 1.A, 2.A, 3.A.

Tolerance, Addiction, and Withdrawal: Which option best explains, distinguishes, or applies this CED content: psychoactive drug use can lead to tolerance and/or addiction; Addiction can create significant withdrawal symptoms if the psychoactive drugs are no longer consumed?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 1; Topic 1.3; LO 1.3.C; EK 1.3.C.3; SP 1.A, 2.A, 3.A - Topic 1.3 - The Neuron and Neural Firing: College Board AP Psychology CED, Course Framework V.1: Unit 1; Topic 1.3; LO 1.3.C; EK 1.3.C.3; SP 1.A, 2.A, 3.A.

Brain Stem and Medulla: Which option best explains, distinguishes, or applies this CED content: the brain stem (including the medulla) generally controls basic functioning such as breathing and heart rate?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 1; Topic 1.4; LO 1.4.A; EK 1.4.A.1; SP 1.A, 2.C, 2.D, 3.A - Topic 1.4 - The Brain: College Board AP Psychology CED, Course Framework V.1: Unit 1; Topic 1.4; LO 1.4.A; EK 1.4.A.1; SP 1.A, 2.C, 2.D, 3.A.

Reticular Activating System and Reward Center: Which option best explains, distinguishes, or applies this CED content: the reticular activating system and the brain’s reward center generally control alertness, some voluntary movement, eye movement, and some types of learning, cognition, and emotion? Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 1; Topic 1.4; LO 1.4.A; EK 1.4.A.2; SP 1.A, 2.C, 2.D, 3.A - Topic 1.4 - The Brain: College Board AP Psychology CED, Course Framework V.1: Unit 1; Topic 1.4; LO 1.4.A; EK 1.4.A.2; SP 1.A, 2.C, 2.D, 3.A.

Cerebellum Functions: Which option best explains, distinguishes, or applies this CED content: the cerebellum generally controls coordination of muscle movement, balance, and some forms of procedural learning? Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 1; Topic 1.4; LO 1.4.A; EK 1.4.A.3; SP 1.A, 2.C, 2.D, 3.A - Topic 1.4 - The Brain: College Board AP Psychology CED, Course Framework V.1: Unit 1; Topic 1.4; LO 1.4.A; EK 1.4.A.3; SP 1.A, 2.C, 2.D, 3.A.

Cerebral Cortex and Major Structures: Which option best explains, distinguishes, or applies this CED content: the cerebral cortex is divided into two hemispheres and includes the limbic system (thalamus, hypothalamus, pituitary gland, hippocampus, amygdala), corpus callosum, and the lobes of the cortex?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 1; Topic 1.4; LO 1.4.A; EK 1.4.A.4; SP 1.A, 2.C, 2.D, 3.A - Topic 1.4 - The Brain: College Board AP Psychology CED, Course Framework V.1: Unit 1; Topic 1.4; LO 1.4.A; EK 1.4.A.4; SP 1.A, 2.C, 2.D, 3.A.

Occipital Lobes: Which option best explains, distinguishes, or applies this CED content: the occipital lobes generally control visual information processing and are located in the rear of the brain? Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 1; Topic 1.4; LO 1.4.A; EK 1.4.A.4.i; SP 1.A, 2.C, 2.D, 3.A - Topic 1.4 - The Brain: College Board AP Psychology CED, Course Framework V.1: Unit 1; Topic 1.4; LO 1.4.A; EK 1.4.A.4.i; SP 1.A, 2.C, 2.D, 3.A.

Temporal Lobes: Which option best explains, distinguishes, or applies this CED content: the temporal lobes generally control auditory and linguistic processing and are located on the sides of the brain?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 1; Topic 1.4; LO 1.4.A; EK 1.4.A.4.ii; SP 1.A, 2.C, 2.D, 3.A - Topic 1.4 - The Brain: College Board AP Psychology CED, Course Framework V.1: Unit 1; Topic 1.4; LO 1.4.A; EK 1.4.A.4.ii; SP 1.A, 2.C, 2.D, 3.A.

Parietal Lobes and Somatosensory Cortex: Which option best explains, distinguishes, or applies this CED content: the parietal lobes generally control association areas, which process and organize information, and the somatosensory cortex, which processes touch sensitivity; These lobes are located near the back crown of the brain. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 1; Topic 1.4; LO 1.4.A; EK 1.4.A.4.iii; SP 1.A, 2.C, 2.D, 3.A - Topic 1.4 - The Brain: College Board AP Psychology CED, Course Framework V.1: Unit 1; Topic 1.4; LO 1.4.A; EK 1.4.A.4.iii; SP 1.A, 2.C, 2.D, 3.A.

Frontal Lobes, Prefrontal Cortex, and Motor Cortex: Which option best explains, distinguishes, or applies this CED content: the frontal lobes, located just behind the forehead, generally control linguistic processing, higher-order thinking, and executive functioning, especially in the prefrontal cortex; The motor cortex is located at the rear of the frontal lobes and controls most types of skeletal movement? Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 1; Topic 1.4; LO 1.4.A; EK 1.4.A.4.iv; SP 1.A, 2.C, 2.D, 3.A - Topic 1.4 - The Brain: College Board AP Psychology CED, Course Framework V.1: Unit 1; Topic 1.4; LO 1.4.A; EK 1.4.A.4.iv; SP 1.A, 2.C, 2.D, 3.A.

Split-Brain Research and Hemispheric Specialization: Which option best explains, distinguishes, or applies this CED content: split brain research, achieved by severing the corpus callosum (often a treatment for severe epilepsy), reveals that the right and left hemispheres of the brain may specialize in different activities and functions. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 1; Topic 1.4; LO 1.4.A; EK 1.4.A.5; SP 1.A, 2.C, 2.D, 3.A - Topic 1.4 - The Brain: College Board AP Psychology CED, Course Framework V.1: Unit 1; Topic 1.4; LO 1.4.A; EK 1.4.A.5; SP 1.A, 2.C, 2.D, 3.A.

Broca’s Area, Wernicke’s Area, and Aphasia: Which option best explains, distinguishes, or applies this CED content: areas of the brain that affect language are typically located in the left hemisphere and include Broca’s area (responsible for speech production) and Wernicke’s area (responsible for speech comprehension); Damage to these parts of the brain can lead to aphasia. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 1; Topic 1.4; LO 1.4.A; EK 1.4.A.5.i; SP 1.A, 2.C, 2.D, 3.A - Topic 1.4 - The Brain: College Board AP Psychology CED, Course Framework V.1: Unit 1; Topic 1.4; LO 1.4.A; EK 1.4.A.5.i; SP 1.A, 2.C, 2.D, 3.A.

Contralateral Processing in Split-Brain Research: Which option best interprets or applies this research finding: researchers test for cortex specialization with split-brain patients by showing information in each visual field, taking advantage of the brain’s contralateral hemispheric organization? Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 1; Topic 1.4; LO 1.4.A; EK 1.4.A.5.ii; SP 1.A, 2.C, 2.D, 3.A - Topic 1.4 - The Brain: College Board AP Psychology CED, Course Framework V.1: Unit 1; Topic 1.4; LO 1.4.A; EK 1.4.A.5.ii; SP 1.A, 2.C, 2.D, 3.A.

Brain Plasticity: Which option best explains, distinguishes, or applies this CED content: brain plasticity is the ability of the brain to rewire itself or modify or create new connections throughout development and generally allows for the function of a damaged part of the brain to be assumed by a different part of the brain?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 1; Topic 1.4; LO 1.4.A; EK 1.4.A.6; SP 1.A, 2.C, 2.D, 3.A - Topic 1.4 - The Brain: College Board AP Psychology CED, Course Framework V.1: Unit 1; Topic 1.4; LO 1.4.A; EK 1.4.A.6; SP 1.A, 2.C, 2.D, 3.A.

Brain Research Methods: Which option best interprets or applies this research finding: research on the brain is done using scans (including EEG and fMRI), case studies, and surgical procedures (such as lesioning) to promote understanding of how the different structures of the brain work and how the brain functions together as a whole? Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 1; Topic 1.4; LO 1.4.A; EK 1.4.A.7; SP 1.A, 2.C, 2.D, 3.A - Topic 1.4 - The Brain: College Board AP Psychology CED, Course Framework V.1: Unit 1; Topic 1.4; LO 1.4.A; EK 1.4.A.7; SP 1.A, 2.C, 2.D, 3.A.

Consciousness, Sleep, and Wakefulness: Which option best explains, distinguishes, or applies this CED content: consciousness has varying levels of awareness of thoughts, feelings, behavior, and events in individuals' internal and external worlds; Sleep and wakefulness are two types of consciousness. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 1; Topic 1.5; LO 1.5.A; EK 1.5.A.1; SP 1.B, 2.C, 2.D, 4.A - Topic 1.5 - Sleep: College Board AP Psychology CED, Course Framework V.1: Unit 1; Topic 1.5; LO 1.5.A; EK 1.5.A.1; SP 1.B, 2.C, 2.D, 4.A.

Circadian Rhythm, Jet Lag, and Shift Work: Which option best explains, distinguishes, or applies this CED content: the sleep/wake cycle is a circadian rhythm, which in humans is about a 24-hour cycle; Jet lag and shift work are disruptions of the circadian rhythm? Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 1; Topic 1.5; LO 1.5.A; EK 1.5.A.2; SP 1.B, 2.C, 2.D, 4.A - Topic 1.5 - Sleep: College Board AP Psychology CED, Course Framework V.1: Unit 1; Topic 1.5; LO 1.5.A; EK 1.5.A.2; SP 1.B, 2.C, 2.D, 4.A.

Sleep Stages and EEG Patterns: Which option best explains, distinguishes, or applies this CED content: the stages of sleep are identified by their specific EEG patterns?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 1; Topic 1.5; LO 1.5.A; EK 1.5.A.3; SP 1.B, 2.C, 2.D, 4.A - Topic 1.5 - Sleep: College Board AP Psychology CED, Course Framework V.1: Unit 1; Topic 1.5; LO 1.5.A; EK 1.5.A.3; SP 1.B, 2.C, 2.D, 4.A.

NREM Sleep and Hypnagogic Sensations: Which option best explains, distinguishes, or applies this CED content: NREM sleep occurs in Stages 1 through 3 and decreases in duration throughout the cycle; Hypnagogic sensations occur as one enters initial Stage 1 sleep?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 1; Topic 1.5; LO 1.5.A; EK 1.5.A.3.i; SP 1.B, 2.C, 2.D, 4.A - Topic 1.5 - Sleep: College Board AP Psychology CED, Course Framework V.1: Unit 1; Topic 1.5; LO 1.5.A; EK 1.5.A.3.i; SP 1.B, 2.C, 2.D, 4.A.

REM Sleep, Dreaming, and REM Rebound: Which option best explains, distinguishes, or applies this CED content: REM sleep is considered paradoxical because it produces waves similar to wakefulness, but the body is at its most relaxed; Dreaming typically occurs in REM sleep; The frequency of REM sleep typically increases as the cycle progresses; When deprived of REM sleep, REM rebound can occur. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 1; Topic 1.5; LO 1.5.A; EK 1.5.A.3.ii; SP 1.B, 2.C, 2.D, 4.A - Topic 1.5 - Sleep: College Board AP Psychology CED, Course Framework V.1: Unit 1; Topic 1.5; LO 1.5.A; EK 1.5.A.3.ii; SP 1.B, 2.C, 2.D, 4.A.

Activation-Synthesis and Consolidation Dream Theories: Which option best explains, distinguishes, or applies this CED content: theories regarding the structure and function of dreams include activation-synthesis and consolidation theory?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 1; Topic 1.5; LO 1.5.A; EK 1.5.A.4; SP 1.B, 2.C, 2.D, 4.A - Topic 1.5 - Sleep: College Board AP Psychology CED, Course Framework V.1: Unit 1; Topic 1.5; LO 1.5.A; EK 1.5.A.4; SP 1.B, 2.C, 2.D, 4.A.

Why Sleep Occurs: Which option best explains, distinguishes, or applies this CED content: memory consolidation and restoration are current theories about why sleep occurs; These theories suggest that sleep is useful for organizing and consolidating memories or restoring depleted resources used throughout a given day?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 1; Topic 1.5; LO 1.5.A; EK 1.5.A.5; SP 1.B, 2.C, 2.D, 4.A - Topic 1.5 - Sleep: College Board AP Psychology CED, Course Framework V.1: Unit 1; Topic 1.5; LO 1.5.A; EK 1.5.A.5; SP 1.B, 2.C, 2.D, 4.A.

Sleep Disorders and Waking Effects: Which option best explains, distinguishes, or applies this CED content: many disorders interrupt healthy sleep, and their effects on waking behavior and health vary; Sleep disruptions can affect physical and cognitive performance during wakefulness; Treating sleep disorders and following regular schedules for sleeping can improve waking performance and overall well-being; Disorders commonly studied in introductory psychology include insomnia, narcolepsy, REM sleep behavior disorder, sleep apnea, and somnambulism?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 1; Topic 1.5; LO 1.5.A; EK 1.5.A.6; SP 1.B, 2.C, 2.D, 4.A - Topic 1.5 - Sleep: College Board AP Psychology CED, Course Framework V.1: Unit 1; Topic 1.5; LO 1.5.A; EK 1.5.A.6; SP 1.B, 2.C, 2.D, 4.A.

Sensation, Transduction, and Absolute Threshold: Which option best explains, distinguishes, or applies this CED content: sensation is the process of detecting information from the environment that meets a certain threshold and transducing stimuli into neurochemical messages for processing (perception) in the brain; The absolute threshold occurs when a stimulus can be detected at least 50% of the time. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 1; Topic 1.6; LO 1.6.A; EK 1.6.A.1; SP 1.A, 2.B, 3.B, 3.C - Topic 1.6 - Sensation: College Board AP Psychology CED, Course Framework V.1: Unit 1; Topic 1.6; LO 1.6.A; EK 1.6.A.1; SP 1.A, 2.B, 3.B, 3.C.

Just-Noticeable Difference, Sensory Adaptation, and Weber’s Law: Explain and apply how changes in stimuli and diminished sensitivity are accounted for by the just-noticeable difference and sensory adaptation, and how Weber’s law predicts the proportional difference required for detection. Aligned to College Board AP Psychology CED, Course Framework V.1, Unit 1, Topic 1.6, LO 1.6.A, EK 1.6.A.2, and SP 1.A, 2.B, 3.B, 3.C.

Sensory Interaction and Synesthesia: Explain, distinguish, and apply the ideas that sensory systems work together through sensory interaction and that synesthesia occurs when one sensory system is experienced through another. Aligned to College Board AP Psychology CED, Course Framework V.1, Unit 1, Topic 1.6, LO 1.6.A, EK 1.6.A.3, and skills 1.A, 2.B, 3.B, and 3.C.

Retina, Blind Spot, and Visual Completion: The retina is the photosensitive surface at the back of the eye, where retinal cells capture visual information and transduce it into neural signals for brain processing. The normal blind spot occurs where the optic nerve exits the eye, leaving an incomplete retinal image, while perceptual processes use surrounding context and overlapping input to produce a relatively complete visual experience. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 1; Topic 1.6; LO 1.6.B; EK 1.6.B.1; SP 1.A, 2.B, 3.B, 3.C - Topic 1.6 - Sensation.

Lens Accommodation and Vision Problems: Which option best explains, distinguishes, or applies this CED content: visual stimuli are focused onto the retina by the lens via a process called accommodation; When this process is altered, nearsightedness or farsightedness can result? Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 1; Topic 1.6; LO 1.6.B; EK 1.6.B.2; SP 1.A, 2.B, 3.B, 3.C - Topic 1.6 - Sensation: College Board AP Psychology CED, Course Framework V.1: Unit 1; Topic 1.6; LO 1.6.B; EK 1.6.B.2; SP 1.A, 2.B, 3.B, 3.C.

Rods and Light-Dark Adaptation: Which option best explains, distinguishes, or applies this CED content: cells that lie in the periphery of the eye and detect shapes and movement, but not color, are called rods; These cells are mainly activated in low-light environments; These cells play a role in light and dark adaptation?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 1; Topic 1.6; LO 1.6.B; EK 1.6.B.3; SP 1.A, 2.B, 3.B, 3.C - Topic 1.6 - Sensation: College Board AP Psychology CED, Course Framework V.1: Unit 1; Topic 1.6; LO 1.6.B; EK 1.6.B.3; SP 1.A, 2.B, 3.B, 3.C.

Theories of Color Vision: Which option best explains, distinguishes, or applies this CED content: color vision is explained by both the trichromatic theory and the opponent-process theory? Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 1; Topic 1.6; LO 1.6.B; EK 1.6.B.4; SP 1.A, 2.B, 3.B, 3.C - Topic 1.6 - Sensation: College Board AP Psychology CED, Course Framework V.1: Unit 1; Topic 1.6; LO 1.6.B; EK 1.6.B.4; SP 1.A, 2.B, 3.B, 3.C.

Cones and Trichromatic Color Processing: Explain, distinguish, and apply how cones—photoreceptors concentrated in the fovea—process color and fine detail, with short-, medium-, and long-wavelength-sensitive cones associated with blue, green, and red responses. Aligned to College Board AP Psychology CED, Course Framework V.1, Unit 1; Topic 1.6; LO 1.6.B; EK 1.6.B.4.i; SP 1.A, 2.B, 3.B, 3.C — Topic 1.6 - Sensation.

Opponent-Process Cells and Afterimages: Explain, distinguish, and apply how afterimages result when certain retinal ganglion cells are activated while others are not, using the red-green, blue-yellow, and black-white opponent pairs. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 1; Topic 1.6; LO 1.6.B; EK 1.6.B.4.ii; SP 1.A, 2.B, 3.B, 3.C - Topic 1.6 - Sensation: College Board AP Psychology CED, Course Framework V.1: Unit 1; Topic 1.6; LO 1.6.B; EK 1.6.B.4.ii; SP 1.A, 2.B, 3.B, 3.C.

Color Vision Deficiency: Explain, distinguish, and apply how color vision deficiency can involve damage or irregularities to one or more cones or red-green or blue-yellow ganglion-cell pathways, including dichromatism and monochromatism. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 1; Topic 1.6; LO 1.6.B; EK 1.6.B.4.iii; SP 1.A, 2.B, 3.B, 3.C - Topic 1.6 - Sensation.

Prosopagnosia and Blindsight: Explain, distinguish, and apply how damage to brain regions responsible for vision, mainly the occipital lobes, can produce prosopagnosia (face blindness) or blindsight. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 1; Topic 1.6; LO 1.6.B; EK 1.6.B.5; SP 1.A, 2.B, 3.B, 3.C - Topic 1.6 - Sensation: College Board AP Psychology CED, Course Framework V.1: Unit 1; Topic 1.6; LO 1.6.B; EK 1.6.B.5; SP 1.A, 2.B, 3.B, 3.C.

Wavelength, Pitch, Amplitude, and Loudness: Explain, distinguish, and apply how sound waves differ in wavelength and amplitude, with wavelength corresponding to pitch and amplitude corresponding to loudness. Aligned to College Board AP Psychology CED, Course Framework V.1, Unit 1, Topic 1.6, LO 1.6.C, EK 1.6.C.1, and suggested skills 1.A, 2.B, 3.B, and 3.C.

Pitch Perception Theories: Explain, distinguish, and apply how place theory, volley theory, and frequency theory account for pitch perception. Aligned to College Board AP Psychology CED, Course Framework V.1, Unit 1, Topic 1.6, LO 1.6.C, EK 1.6.C.2, and science practices 1.A, 2.B, 3.B, and 3.C.

Sound Localization: Which option best explains, distinguishes, or applies this CED content: sound localization describes how we identify where sounds in our environment are coming from? Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 1; Topic 1.6; LO 1.6.C; EK 1.6.C.3; SP 1.A, 2.B, 3.B, 3.C - Topic 1.6 - Sensation: College Board AP Psychology CED, Course Framework V.1: Unit 1; Topic 1.6; LO 1.6.C; EK 1.6.C.3; SP 1.A, 2.B, 3.B, 3.C.

Conduction and Sensorineural Hearing Loss: Which option best explains, distinguishes, or applies this CED content: hearing difficulties can result from aging and various kinds of damage to auditory structures; Types of hearing loss include conduction deafness and sensorineural deafness?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 1; Topic 1.6; LO 1.6.C; EK 1.6.C.4; SP 1.A, 2.B, 3.B, 3.C - Topic 1.6 - Sensation: College Board AP Psychology CED, Course Framework V.1: Unit 1; Topic 1.6; LO 1.6.C; EK 1.6.C.4; SP 1.A, 2.B, 3.B, 3.C.

Olfaction and Pheromones: Explain and apply how structures in the nose and brain process or transduce olfactory stimuli, why smell is not processed first in the thalamus, and how pheromones act as chemical messages for the olfactory system. Aligned to College Board AP Psychology CED, Course Framework V.1: Unit 1; Topic 1.6; LO 1.6.D; EK 1.6.D.1; SP 1.A, 2.B, 3.B, 3.C - Topic 1.6 - Sensation.

Gustation and Basic Tastes: Which option best explains, distinguishes, or applies this CED content: gustation is the sense of taste, and types of tastes include sweet, sour, salty, bitter, umami, and oleogustus? Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 1; Topic 1.6; LO 1.6.D; EK 1.6.D.2; SP 1.A, 2.B, 3.B, 3.C - Topic 1.6 - Sensation: College Board AP Psychology CED, Course Framework V.1: Unit 1; Topic 1.6; LO 1.6.D; EK 1.6.D.2; SP 1.A, 2.B, 3.B, 3.C.

Taste Receptors and Taster Sensitivity: Which option best explains, distinguishes, or applies this CED content: structures in the tongue, mouth, and brain process and/or transduce basic tastes; The number of taste receptors on the tongue is related to how sensitive people are to tastes, classifying them as supertasters, medium tasters, or nontasters? Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 1; Topic 1.6; LO 1.6.D; EK 1.6.D.3; SP 1.A, 2.B, 3.B, 3.C - Topic 1.6 - Sensation: College Board AP Psychology CED, Course Framework V.1: Unit 1; Topic 1.6; LO 1.6.D; EK 1.6.D.3; SP 1.A, 2.B, 3.B, 3.C.

Interaction of Smell and Taste: Explain, distinguish, and apply how the chemical senses interact to create taste and flavor, and why loss of smell mutes or removes parts of the taste experience. Aligned to College Board AP Psychology CED, Course Framework V.1 — Unit 1; Topic 1.6; LO 1.6.D; EK 1.6.D.4; SP 1.A, 2.B, 3.B, 3.C — Topic 1.6 - Sensation.

Touch Transduction and Temperature Sensation: Explain, distinguish, and apply how structures in the skin and brain transduce and process touch stimuli, including how simultaneous warm- and cold-receptor activation can produce a hot sensation. Aligned to College Board AP Psychology CED, Course Framework V.1 — Unit 1; Topic 1.6; LO 1.6.E; EK 1.6.E.1; SP 1.A, 2.B, 3.B, 3.C — Topic 1.6 - Sensation.

Pain, Gate Control, and Phantom Limb Sensation: Which option best explains, distinguishes, or applies this CED content: pain is processed both in the body and in the brain; Gate control theory is one attempt to describe the complexities of pain; Phantom limb sensation occurs when people who have lost limbs report sensation or pain where the limb used to be?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 1; Topic 1.6; LO 1.6.F; EK 1.6.F.1; SP 1.A, 2.B, 3.B, 3.C - Topic 1.6 - Sensation: College Board AP Psychology CED, Course Framework V.1: Unit 1; Topic 1.6; LO 1.6.F; EK 1.6.F.1; SP 1.A, 2.B, 3.B, 3.C.

Vestibular Sense: Which option best explains, distinguishes, or applies this CED content: the vestibular sense controls balance and is primarily detected by the semicircular canals and structures in the brain? Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 1; Topic 1.6; LO 1.6.G; EK 1.6.G.1; SP 1.A, 2.B, 3.B, 3.C - Topic 1.6 - Sensation: College Board AP Psychology CED, Course Framework V.1: Unit 1; Topic 1.6; LO 1.6.G; EK 1.6.G.1; SP 1.A, 2.B, 3.B, 3.C.

Kinesthesis: Which option best explains, distinguishes, or applies this CED content: kinesthesis is the sense of one’s body movement; Kinesthesis allows the body to move in coordinated ways without having to look at the various parts of the body as it moves? Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 1; Topic 1.6; LO 1.6.G; EK 1.6.G.2; SP 1.A, 2.B, 3.B, 3.C - Topic 1.6 - Sensation: College Board AP Psychology CED, Course Framework V.1: Unit 1; Topic 1.6; LO 1.6.G; EK 1.6.G.2; SP 1.A, 2.B, 3.B, 3.C.

Bottom-Up and Top-Down Processing: Which option best explains, distinguishes, or applies this CED content: perception is influenced by whether one primarily relies on external sensory information (bottom-up processing) or internal prior expectations (top-down processing)? Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 2; Topic 2.1; LO 2.1.A; EK 2.1.A.1; SP 1.B, 3.A - Topic 2.1 - Perception: College Board AP Psychology CED, Course Framework V.1: Unit 2; Topic 2.1; LO 2.1.A; EK 2.1.A.1; SP 1.B, 3.A.

Schemas and Perceptual Sets: Explain, distinguish, and apply how schemas and perceptual sets act as internal factors that filter perceptions of the world. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 2; Topic 2.1; LO 2.1.A; EK 2.1.A.2; SP 1.B, 3.A - Topic 2.1 - Perception: College Board AP Psychology CED, Course Framework V.1: Unit 2; Topic 2.1; LO 2.1.A; EK 2.1.A.2; SP 1.B, 3.A.

Context, Experience, Culture, and Perception: Which option best explains, distinguishes, or applies this CED content: contexts, experiences, and cultural experiences and expectations are external factors that filter perceptions of the world? Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 2; Topic 2.1; LO 2.1.A; EK 2.1.A.3; SP 1.B, 3.A - Topic 2.1 - Perception: College Board AP Psychology CED, Course Framework V.1: Unit 2; Topic 2.1; LO 2.1.A; EK 2.1.A.3; SP 1.B, 3.A.

Gestalt Principles of Perceptual Organization: Which option best explains, distinguishes, or applies this CED content: perceptual principles proposed by Gestalt psychology (closure, figure and ground, proximity, and similarity) help explain how humans organize their perceptual world? Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 2; Topic 2.1; LO 2.1.A; EK 2.1.A.4; SP 1.B, 3.A - Topic 2.1 - Perception: College Board AP Psychology CED, Course Framework V.1: Unit 2; Topic 2.1; LO 2.1.A; EK 2.1.A.4; SP 1.B, 3.A.

Attention as Sensation-Perception Interaction: Which option best explains, distinguishes, or applies this CED content: attention is an interaction of sensation and perception that is affected by internal and external processes? Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 2; Topic 2.1; LO 2.1.A; EK 2.1.A.5; SP 1.B, 3.A - Topic 2.1 - Perception: College Board AP Psychology CED, Course Framework V.1: Unit 2; Topic 2.1; LO 2.1.A; EK 2.1.A.5; SP 1.B, 3.A.

Selective Attention and the Cocktail Party Effect: Which option best explains, distinguishes, or applies this CED content: some experiences of attention can be selective, such as with the cocktail party effect, where people attend to mentions of their names or specific topics in loud or distracting environments? Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 2; Topic 2.1; LO 2.1.A; EK 2.1.A.5.i; SP 1.B, 3.A - Topic 2.1 - Perception: College Board AP Psychology CED, Course Framework V.1: Unit 2; Topic 2.1; LO 2.1.A; EK 2.1.A.5.i; SP 1.B, 3.A.

Inattentional Blindness and Change Blindness: Explain, distinguish, and apply how inattention can make visible aspects of the environment go unnoticed and how environmental changes may go unperceived. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 2; Topic 2.1; LO 2.1.A; EK 2.1.A.5.ii; SP 1.B, 3.A - Topic 2.1 - Perception: College Board AP Psychology CED, Course Framework V.1: Unit 2; Topic 2.1; LO 2.1.A; EK 2.1.A.5.ii; SP 1.B, 3.A.

Binocular Depth Cues: Retinal Disparity and Convergence: Explain, distinguish, and apply how retinal disparity (the difference between the images projecting onto the retina) and convergence (the merging of the retinal images by the brain) utilize images from each eye to provide perception of depth. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 2; Topic 2.1; LO 2.1.B; EK 2.1.B.1; SP 1.B, 3.A - Topic 2.1 - Perception: College Board AP Psychology CED, Course Framework V.1: Unit 2; Topic 2.1; LO 2.1.B; EK 2.1.B.1; SP 1.B, 3.A.

Monocular Depth Cues: Explain, distinguish, and apply how relative clarity, relative size, texture gradient, linear perspective, and interposition create the illusion of depth on flat or two-dimensional surfaces. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 2; Topic 2.1; LO 2.1.B; EK 2.1.B.2; SP 1.B, 3.A - Topic 2.1 - Perception: College Board AP Psychology CED, Course Framework V.1: Unit 2; Topic 2.1; LO 2.1.B; EK 2.1.B.2; SP 1.B, 3.A.

Perceptual Constancy: Visual perceptual constancies maintain the perception of an object even when the images of the object in the visual field change. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 2; Topic 2.1; LO 2.1.B; EK 2.1.B.3; SP 1.B, 3.A - Topic 2.1 - Perception: College Board AP Psychology CED, Course Framework V.1: Unit 2; Topic 2.1; LO 2.1.B; EK 2.1.B.3; SP 1.B, 3.A.

Apparent Movement: Explain, distinguish, and apply how motion can be visually perceived even when objects are not actually moving. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 2; Topic 2.1; LO 2.1.B; EK 2.1.B.4; SP 1.B, 3.A - Topic 2.1 - Perception: College Board AP Psychology CED, Course Framework V.1: Unit 2; Topic 2.1; LO 2.1.B; EK 2.1.B.4; SP 1.B, 3.A.

Concepts and Prototypes: Explain, distinguish, and apply the CED content that concepts form the basis of thought and prototypes are the ideal examples for concepts. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 2; Topic 2.2; LO 2.2.A; EK 2.2.A.1; SP 1.B, 2.A - Topic 2.2 - Thinking, Problem-Solving, Judgments, and Decision-Making: College Board AP Psychology CED, Course Framework V.1: Unit 2; Topic 2.2; LO 2.2.A; EK 2.2.A.1; SP 1.B, 2.A.

Assimilation and Accommodation of Schemas: People form and modify schemas, or frameworks for thinking, through assimilation, which incorporates new information without changing the existing schema, and accommodation, which changes the schema to incorporate new information. Aligned to College Board AP Psychology CED, Course Framework V.1, Unit 2; Topic 2.2; LO 2.2.A; EK 2.2.A.2; SP 1.B, 2.A - Topic 2.2 - Thinking, Problem-Solving, Judgments, and Decision-Making.

Algorithms: Explain, distinguish, and apply the idea that algorithms address problems by attempting all possible solutions until the correct one is found. Aligned to College Board AP Psychology CED, Course Framework V.1, Unit 2; Topic 2.2; LO 2.2.A; EK 2.2.A.3; SP 1.B, 2.A — Topic 2.2 - Thinking, Problem-Solving, Judgments, and Decision-Making.

Representativeness and Availability Heuristics: Explain, distinguish, and apply how mental shortcuts can produce judgment errors when people rely on prior expectations or stereotypes (representativeness) or on the first or most vivid example recalled (availability). Aligned to College Board AP Psychology CED, Course Framework V.1, Unit 2; Topic 2.2; LO 2.2.A; EK 2.2.A.4; SP 1.B, 2.A - Topic 2.2 - Thinking, Problem-Solving, Judgments, and Decision-Making.

Mental Set, Priming, and Framing: Which option best explains, distinguishes, or applies this CED content: decision making can be influenced by prior experiences that were successful (mental set) or circumstances surrounding a decision (priming and framing)? Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 2; Topic 2.2; LO 2.2.A; EK 2.2.A.5; SP 1.B, 2.A - Topic 2.2 - Thinking, Problem-Solving, Judgments, and Decision-Making: College Board AP Psychology CED, Course Framework V.1: Unit 2; Topic 2.2; LO 2.2.A; EK 2.2.A.5; SP 1.B, 2.A.

Gambler’s Fallacy and Sunk-Cost Fallacy: Explain, distinguish, and apply how these cognitive processes can hinder good decisions. Aligned to College Board AP Psychology CED, Course Framework V.1, Unit 2; Topic 2.2; LO 2.2.A; EK 2.2.A.6; SP 1.B, 2.A — Topic 2.2 - Thinking, Problem-Solving, Judgments, and Decision-Making.

Executive Functions: Which option best explains, distinguishes, or applies this CED content: executive functions are cognitive processes that allow individuals to generate, organize, plan, and carry out goal-directed behaviors and experience critical thinking? Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 2; Topic 2.2; LO 2.2.A; EK 2.2.A.7; SP 1.B, 2.A - Topic 2.2 - Thinking, Problem-Solving, Judgments, and Decision-Making: College Board AP Psychology CED, Course Framework V.1: Unit 2; Topic 2.2; LO 2.2.A; EK 2.2.A.7; SP 1.B, 2.A.

Creativity, Divergent Thinking, and Functional Fixedness: Explain, distinguish, and apply that creativity includes generating novel ideas and engaging in divergent rather than convergent thinking, and that functional fixedness can hinder creative thinking. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 2; Topic 2.2; LO 2.2.A; EK 2.2.A.8; SP 1.B, 2.A - Topic 2.2 - Thinking, Problem-Solving, Judgments, and Decision-Making: College Board AP Psychology CED, Course Framework V.1: Unit 2; Topic 2.2; LO 2.2.A; EK 2.2.A.8; SP 1.B, 2.A.

Memory Types and Brain Processing: Explain, distinguish, and apply how memories for learned knowledge, events, experiences, skills, and intended actions differ in brain processing, storage, and retrieval. Aligned to College Board AP Psychology CED, Course Framework V.1, Unit 2; Topic 2.3; LO 2.3.A; EK 2.3.A.1; SP 1.A, 2.A — Topic 2.3 - Introduction to Memory.

Explicit, Episodic, and Semantic Memory: Which option best explains, distinguishes, or applies this CED content: explicit memory is a type of memory that is more easily described or explained to others; Types of explicit memory include episodic and semantic?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 2; Topic 2.3; LO 2.3.A; EK 2.3.A.1.i; SP 1.A, 2.A - Topic 2.3 - Introduction to Memory: College Board AP Psychology CED, Course Framework V.1: Unit 2; Topic 2.3; LO 2.3.A; EK 2.3.A.1.i; SP 1.A, 2.A.

Implicit and Procedural Memory: Which option best explains, distinguishes, or applies this CED content: implicit memory is more challenging to describe or explain to others; procedural memory is a type of implicit memory for procedures and processes? Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 2; Topic 2.3; LO 2.3.A; EK 2.3.A.1.ii; SP 1.A, 2.A - Topic 2.3 - Introduction to Memory: College Board AP Psychology CED, Course Framework V.1: Unit 2; Topic 2.3; LO 2.3.A; EK 2.3.A.1.ii; SP 1.A, 2.A.

Prospective Memory: Which option best explains, distinguishes, or applies this CED content: prospective memory is a type of memory related to future actions? Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 2; Topic 2.3; LO 2.3.A; EK 2.3.A.1.iii; SP 1.A, 2.A - Topic 2.3 - Introduction to Memory: College Board AP Psychology CED, Course Framework V.1: Unit 2; Topic 2.3; LO 2.3.A; EK 2.3.A.1.iii; SP 1.A, 2.A.

Long-Term Potentiation: Which option best explains, distinguishes, or applies this CED content: long-term potentiation, a process by which synaptic connections between neurons become stronger with frequent activation, is a biological process for memory? Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 2; Topic 2.3; LO 2.3.A; EK 2.3.A.2; SP 1.A, 2.A - Topic 2.3 - Introduction to Memory: College Board AP Psychology CED, Course Framework V.1: Unit 2; Topic 2.3; LO 2.3.A; EK 2.3.A.2; SP 1.A, 2.A.

Working Memory Model: Which option best explains, distinguishes, or applies this CED content: the working memory model examines how our primary memory system—working memory— engages in a dynamic interaction with several components, namely the central executive, phonological loop, and visuospatial sketchpad, to process information into long-term memory?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 2; Topic 2.3; LO 2.3.A; EK 2.3.A.3; SP 1.A, 2.A - Topic 2.3 - Introduction to Memory: College Board AP Psychology CED, Course Framework V.1: Unit 2; Topic 2.3; LO 2.3.A; EK 2.3.A.3; SP 1.A, 2.A.

Multi-Store Model: Which option best explains, distinguishes, or applies this CED content: the multi-store model proposes three interacting systems (sensory memory [including iconic and echoic memory], short-term memory, and long-term memory) that information must pass through to be remembered; This model focuses on the impact of automatic and effortful processing on memory encoding, storage, and retrieval?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 2; Topic 2.3; LO 2.3.A; EK 2.3.A.4; SP 1.A, 2.A - Topic 2.3 - Introduction to Memory: College Board AP Psychology CED, Course Framework V.1: Unit 2; Topic 2.3; LO 2.3.A; EK 2.3.A.4; SP 1.A, 2.A.

Levels of Processing Model: Which option best explains, distinguishes, or applies this CED content: the levels of processing model proposes that memory is encoded on three levels from shallowest to deepest: structural, phonemic, and semantic?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 2; Topic 2.3; LO 2.3.A; EK 2.3.A.5; SP 1.A, 2.A - Topic 2.3 - Introduction to Memory: College Board AP Psychology CED, Course Framework V.1: Unit 2; Topic 2.3; LO 2.3.A; EK 2.3.A.5; SP 1.A, 2.A.

Encoding Strategies and Memory Outcomes: Which option best explains, distinguishes, or applies this CED content: encoding involves processes and strategies to get information into memory; How information is encoded can determine how effectively information is stored and retrieved?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 2; Topic 2.4; LO 2.4.A; EK 2.4.A.1; SP 1.A, 2.B, 3.B - Topic 2.4 - Encoding Memories: College Board AP Psychology CED, Course Framework V.1: Unit 2; Topic 2.4; LO 2.4.A; EK 2.4.A.1; SP 1.A, 2.B, 3.B.

Mnemonic Devices and Method of Loci: Which option best explains, distinguishes, or applies this CED content: mnemonic devices, such as method of loci, are processes that aid in encoding information into working and long-term memory?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 2; Topic 2.4; LO 2.4.A; EK 2.4.A.2; SP 1.A, 2.B, 3.B - Topic 2.4 - Encoding Memories: College Board AP Psychology CED, Course Framework V.1: Unit 2; Topic 2.4; LO 2.4.A; EK 2.4.A.2; SP 1.A, 2.B, 3.B.

Chunking, Categories, and Hierarchies: Which option best explains, distinguishes, or applies this CED content: encoding can be improved by the process of grouping information together into meaningful chunks (“chunking”), categories, or hierarchies?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 2; Topic 2.4; LO 2.4.A; EK 2.4.A.3; SP 1.A, 2.B, 3.B - Topic 2.4 - Encoding Memories: College Board AP Psychology CED, Course Framework V.1: Unit 2; Topic 2.4; LO 2.4.A; EK 2.4.A.3; SP 1.A, 2.B, 3.B.

Spacing Effect: Massed versus Distributed Practice: Which option best explains, distinguishes, or applies this CED content: the spacing effect is a process that can cause significant differences in encoding and memory consolidation depending on whether the information is encoded all at once (massed practice) or distributed over time (distributed practice)? Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 2; Topic 2.4; LO 2.4.A; EK 2.4.A.4; SP 1.A, 2.B, 3.B - Topic 2.4 - Encoding Memories: College Board AP Psychology CED, Course Framework V.1: Unit 2; Topic 2.4; LO 2.4.A; EK 2.4.A.4; SP 1.A, 2.B, 3.B.

Serial Position, Primacy, and Recency Effects: Which option best explains, distinguishes, or applies this CED content: encoding processes can be affected by the order of how the information is presented, called the serial position effect; The serial position effect predicts that information presented at the beginning of a list (primacy effect) or the end of a list (recency effect) will be more memorable than information presented in the middle of a list. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 2; Topic 2.4; LO 2.4.A; EK 2.4.A.5; SP 1.A, 2.B, 3.B - Topic 2.4 - Encoding Memories: College Board AP Psychology CED, Course Framework V.1: Unit 2; Topic 2.4; LO 2.4.A; EK 2.4.A.5; SP 1.A, 2.B, 3.B.

Memory Stores: Duration, Capacity, and Content: Which option best explains, distinguishes, or applies this CED content: sensory memory, short-term memory, working memory, and long-term memory are processes that differ in storage duration, capacity, and content?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 2; Topic 2.5; LO 2.5.A; EK 2.5.A.1; SP 1.A, 2.C - Topic 2.5 - Storing Memories: College Board AP Psychology CED, Course Framework V.1: Unit 2; Topic 2.5; LO 2.5.A; EK 2.5.A.1; SP 1.A, 2.C.

Maintenance and Elaborative Rehearsal: Which option best explains, distinguishes, or applies this CED content: storage may be prolonged by rehearsing information over time (maintenance rehearsal); Rehearsing information over time in ways that promote meaning (elaborative rehearsal) helps with memory retention?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 2; Topic 2.5; LO 2.5.A; EK 2.5.A.2; SP 1.A, 2.C - Topic 2.5 - Storing Memories: College Board AP Psychology CED, Course Framework V.1: Unit 2; Topic 2.5; LO 2.5.A; EK 2.5.A.2; SP 1.A, 2.C.

Highly Superior Autobiographical Memory: Which option best explains, distinguishes, or applies this CED content: some people demonstrate highly superior autobiographical memory which may indicate that there are biological processes for superior memory storage; Autobiographical memory may also explain why memories connected to our own lives or selves are more memorable? Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 2; Topic 2.5; LO 2.5.A; EK 2.5.A.3; SP 1.A, 2.C - Topic 2.5 - Storing Memories: College Board AP Psychology CED, Course Framework V.1: Unit 2; Topic 2.5; LO 2.5.A; EK 2.5.A.3; SP 1.A, 2.C.

Amnesia, Alzheimer’s Disease, and Infantile Amnesia: Which option best explains, distinguishes, or applies this CED content: storage processes may be negatively affected by physical impairment and developmental limitations, such as amnesia (retrograde and anterograde), Alzheimer’s disease, and infantile amnesia?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 2; Topic 2.5; LO 2.5.A; EK 2.5.A.4; SP 1.A, 2.C - Topic 2.5 - Storing Memories: College Board AP Psychology CED, Course Framework V.1: Unit 2; Topic 2.5; LO 2.5.A; EK 2.5.A.4; SP 1.A, 2.C.

Recall and Recognition: Which option best explains, distinguishes, or applies this CED content: the process of memory retrieval occurs through recall (remembering without cues) or recognition (which relies on retrieval cues)?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 2; Topic 2.6; LO 2.6.A; EK 2.6.A.1; SP 1.B, 3.A, 3.C - Topic 2.6 - Retrieving Memories: College Board AP Psychology CED, Course Framework V.1: Unit 2; Topic 2.6; LO 2.6.A; EK 2.6.A.1; SP 1.B, 3.A, 3.C.

Context-, Mood-, and State-Dependent Memory: Which option best explains, distinguishes, or applies this CED content: the process of memory retrieval can be enhanced when people are in the same environmental space (context-dependent memory), mood (mood-congruent memory), or physical state (state-dependent memory) as they were when they encoded the information to be retrieved?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 2; Topic 2.6; LO 2.6.A; EK 2.6.A.2; SP 1.B, 3.A, 3.C - Topic 2.6 - Retrieving Memories: College Board AP Psychology CED, Course Framework V.1: Unit 2; Topic 2.6; LO 2.6.A; EK 2.6.A.2; SP 1.B, 3.A, 3.C.

Testing Effect and Metacognition: Which option best explains, distinguishes, or applies this CED content: successful retrieval is more likely when using retrieval practice processes, including testing effect and metacognition? Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 2; Topic 2.6; LO 2.6.A; EK 2.6.A.3; SP 1.B, 3.A, 3.C - Topic 2.6 - Retrieving Memories: College Board AP Psychology CED, Course Framework V.1: Unit 2; Topic 2.6; LO 2.6.A; EK 2.6.A.3; SP 1.B, 3.A, 3.C.

Forgetting Curve: Which option best explains, distinguishes, or applies this CED content: the forgetting curve shows that time is a significant factor in forgetting; Forgetting occurs rapidly after initial learning and levels off over time?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 2; Topic 2.7; LO 2.7.A; EK 2.7.A.1; SP 1.A, 2.B, 4.A - Topic 2.7 - Forgetting and Other Memory Challenges: College Board AP Psychology CED, Course Framework V.1: Unit 2; Topic 2.7; LO 2.7.A; EK 2.7.A.1; SP 1.A, 2.B, 4.A.

Encoding Failure, Interference, and Retrieval Failure: Which option best explains, distinguishes, or applies this CED content: many memories are difficult to retrieve due to encoding failure, interference (proactive or retroactive), or inadequate retrieval (i.e., tip-of-the-tongue phenomenon)?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 2; Topic 2.7; LO 2.7.A; EK 2.7.A.2; SP 1.A, 2.B, 4.A - Topic 2.7 - Forgetting and Other Memory Challenges: College Board AP Psychology CED, Course Framework V.1: Unit 2; Topic 2.7; LO 2.7.A; EK 2.7.A.2; SP 1.A, 2.B, 4.A.

Repression: Which option best explains, distinguishes, or applies this CED content: psychodynamic theorists believe that information or memories can be forgotten to defend the ego from distress (repression)? Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 2; Topic 2.7; LO 2.7.A; EK 2.7.A.3; SP 1.A, 2.B, 4.A - Topic 2.7 - Forgetting and Other Memory Challenges: College Board AP Psychology CED, Course Framework V.1: Unit 2; Topic 2.7; LO 2.7.A; EK 2.7.A.3; SP 1.A, 2.B, 4.A.

Misinformation, Source Amnesia, and Constructive Memory: Which option best explains, distinguishes, or applies this CED content: the accuracy of memories may be affected by the misinformation effect, source amnesia, or constructive memory (via memory consolidation and imagination inflation)?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 2; Topic 2.7; LO 2.7.A; EK 2.7.A.4; SP 1.A, 2.B, 4.A - Topic 2.7 - Forgetting and Other Memory Challenges: College Board AP Psychology CED, Course Framework V.1: Unit 2; Topic 2.7; LO 2.7.A; EK 2.7.A.4; SP 1.A, 2.B, 4.A.

General Intelligence versus Multiple Abilities: Which option best explains, distinguishes, or applies this CED content: throughout history, consensus about how to define and measure intelligence continues to be elusive and can be subject to bias; Researchers debate whether intelligence is a general ability called g or is comprised of multiple abilities. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 2; Topic 2.8; LO 2.8.A; EK 2.8.A.1; SP 1.B, 2.D, 4.B - Topic 2.8 - Intelligence and Achievement: College Board AP Psychology CED, Course Framework V.1: Unit 2; Topic 2.8; LO 2.8.A; EK 2.8.A.1; SP 1.B, 2.D, 4.B.

Historical and Modern IQ: Which option best explains, distinguishes, or applies this CED content: early formal intelligence tests yielded an intelligence quotient (IQ), which divided mental age by chronological age; In modern times, IQ scores are often used to identify students for educational services?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 2; Topic 2.8; LO 2.8.B; EK 2.8.B.1; SP 1.B, 2.D, 4.B - Topic 2.8 - Intelligence and Achievement: College Board AP Psychology CED, Course Framework V.1: Unit 2; Topic 2.8; LO 2.8.B; EK 2.8.B.1; SP 1.B, 2.D, 4.B.

Psychometric Principles: Which option best explains or applies psychometric principles in an assessment scenario? Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 2; Topic 2.8; LO 2.8.B; EK 2.8.B.2; SP 1.B, 2.D, 4.B - Topic 2.8 - Intelligence and Achievement: College Board AP Psychology CED, Course Framework V.1: Unit 2; Topic 2.8; LO 2.8.B; EK 2.8.B.2; SP 1.B, 2.D, 4.B.

Test Standardization: Which option best explains or applies test standardization in an assessment scenario?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 2; Topic 2.8; LO 2.8.B; EK 2.8.B.2.i; SP 1.B, 2.D, 4.B - Topic 2.8 - Intelligence and Achievement: College Board AP Psychology CED, Course Framework V.1: Unit 2; Topic 2.8; LO 2.8.B; EK 2.8.B.2.i; SP 1.B, 2.D, 4.B.

Construct and Predictive Validity: Which option best explains or applies construct and predictive validity in an assessment scenario?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 2; Topic 2.8; LO 2.8.B; EK 2.8.B.2.ii; SP 1.B, 2.D, 4.B - Topic 2.8 - Intelligence and Achievement: College Board AP Psychology CED, Course Framework V.1: Unit 2; Topic 2.8; LO 2.8.B; EK 2.8.B.2.ii; SP 1.B, 2.D, 4.B.

Test-Retest and Split-Half Reliability: Which option best explains or applies test-retest and split-half reliability in an assessment scenario?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 2; Topic 2.8; LO 2.8.B; EK 2.8.B.2.iii; SP 1.B, 2.D, 4.B - Topic 2.8 - Intelligence and Achievement: College Board AP Psychology CED, Course Framework V.1: Unit 2; Topic 2.8; LO 2.8.B; EK 2.8.B.2.iii; SP 1.B, 2.D, 4.B.

Socioculturally Responsive Intelligence Assessment: Which option best interprets or applies this research finding: researchers strive to develop assessments of intelligence that are socio-culturally responsive to reduce stereotype threat and potential inequity that may occur due to stereotype lift?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 2; Topic 2.8; LO 2.8.B; EK 2.8.B.3; SP 1.B, 2.D, 4.B - Topic 2.8 - Intelligence and Achievement: College Board AP Psychology CED, Course Framework V.1: Unit 2; Topic 2.8; LO 2.8.B; EK 2.8.B.3; SP 1.B, 2.D, 4.B.

Flynn Effect: Which option best explains, distinguishes, or applies this CED content: IQ scores across much of the world have generally increased over time (Flynn Effect) due to societal factors, such as higher socioeconomic status and access to better health care and better nutrition? Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 2; Topic 2.8; LO 2.8.C; EK 2.8.C.1; SP 1.B, 2.D, 4.B - Topic 2.8 - Intelligence and Achievement: College Board AP Psychology CED, Course Framework V.1: Unit 2; Topic 2.8; LO 2.8.C; EK 2.8.C.1; SP 1.B, 2.D, 4.B.

Within-Group Variation and Sociocultural Bias: Which option best explains, distinguishes, or applies this CED content: IQ scores tend to vary more within a group than between groups; personal and sociocultural biases can impact the interpretation of individual IQ scores and the score's relationship with other outcomes; poverty, discrimination, and educational inequities can negatively influence intelligence scores of individuals and societal groups around the world. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 2; Topic 2.8; LO 2.8.C; EK 2.8.C.2; SP 1.B, 2.D, 4.B - Topic 2.8 - Intelligence and Achievement: College Board AP Psychology CED, Course Framework V.1: Unit 2; Topic 2.8; LO 2.8.C; EK 2.8.C.2; SP 1.B, 2.D, 4.B.

Historical Misuse of Intelligence Tests: Which option best explains, distinguishes, or applies this CED content: scores from intelligence tests have been used to limit access to jobs, military ranks, educational institutions, and immigration to the U.S.? Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 2; Topic 2.8; LO 2.8.C; EK 2.8.C.3; SP 1.B, 2.D, 4.B - Topic 2.8 - Intelligence and Achievement: College Board AP Psychology CED, Course Framework V.1: Unit 2; Topic 2.8; LO 2.8.C; EK 2.8.C.3; SP 1.B, 2.D, 4.B.

Achievement and Aptitude Tests: Which option best explains, distinguishes, or applies this CED content: some academic tests attempt to measure what someone knows (achievement tests) or predict how someone will perform in the future (aptitude tests). Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 2; Topic 2.8; LO 2.8.D; EK 2.8.D.1; SP 1.B, 2.D, 4.B - Topic 2.8 - Intelligence and Achievement: College Board AP Psychology CED, Course Framework V.1: Unit 2; Topic 2.8; LO 2.8.D; EK 2.8.D.1; SP 1.B, 2.D, 4.B.

Fixed and Growth Mindsets: Which option best explains, distinguishes, or applies this CED content: people's beliefs about whether intelligence is fixed from birth (fixed mindset) or malleable due to experience (growth mindset) can affect academic achievement? Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 2; Topic 2.8; LO 2.8.D; EK 2.8.D.2; SP 1.B, 2.D, 4.B - Topic 2.8 - Intelligence and Achievement: College Board AP Psychology CED, Course Framework V.1: Unit 2; Topic 2.8; LO 2.8.D; EK 2.8.D.2; SP 1.B, 2.D, 4.B.

Core Themes in Lifespan Development: Which option best explains, distinguishes, or applies this CED content: developmental psychology is concerned with both chronological order of development and/or thematic issues in development across the lifespan; Thematic issues of interest to developmental psychologists include stability and change, nature and nurture, and continuous and discontinuous stages of development?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 3; Topic 3.1; LO 3.1.A; EK 3.1.A.1; SP 1.A, 2.A - Topic 3.1 - Themes and Methods in Developmental Psychology: College Board AP Psychology CED, Course Framework V.1: Unit 3; Topic 3.1; LO 3.1.A; EK 3.1.A.1; SP 1.A, 2.A.

Cross-Sectional and Longitudinal Research: Which option best explains or applies cross-sectional and longitudinal research in a psychological scenario? Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 3; Topic 3.1; LO 3.1.B; SP 1.A, 2.A - Topic 3.1 - Themes and Methods in Developmental Psychology: College Board AP Psychology CED, Course Framework V.1: Unit 3; Topic 3.1; LO 3.1.B; SP 1.A, 2.A.

Prenatal Influences and Teratogens: Which option best explains, distinguishes, or applies this CED content: teratogens, maternal illness, genetic mutations, hormonal, and environmental factors can influence the major physical and psychological milestones that occur during prenatal development? Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 3; Topic 3.2; LO 3.2.A; EK 3.2.A.1; SP 1.A, 3.C, 4.A - Topic 3.2 - Physical Development Across the Lifespan: College Board AP Psychology CED, Course Framework V.1: Unit 3; Topic 3.2; LO 3.2.A; EK 3.2.A.1; SP 1.A, 3.C, 4.A.

Infant and Childhood Physical Development: Which option best explains, distinguishes, or applies this CED content: physical development in infancy and childhood happens in generally the same order, but the timing of the development can vary; The development of fine and gross motor coordination is among the major physical and psychological milestones that define infancy and childhood; These physical skills develop as children mature, allowing children to develop critical skills needed to become more independent?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 3; Topic 3.2; LO 3.2.B; EK 3.2.B.1; SP 1.A, 3.C, 4.A - Topic 3.2 - Physical Development Across the Lifespan: College Board AP Psychology CED, Course Framework V.1: Unit 3; Topic 3.2; LO 3.2.B; EK 3.2.B.1; SP 1.A, 3.C, 4.A.

Infant Reflexes and Developmental Milestones: Which option best explains, distinguishes, or applies this CED content: infants possess reflexes, like the rooting reflex, that indicate on-track physical and psychological milestone development?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 3; Topic 3.2; LO 3.2.B; EK 3.2.B.2; SP 1.A, 3.C, 4.A - Topic 3.2 - Physical Development Across the Lifespan: College Board AP Psychology CED, Course Framework V.1: Unit 3; Topic 3.2; LO 3.2.B; EK 3.2.B.2; SP 1.A, 3.C, 4.A.

Visual Cliff and Infant Depth Perception: Which option best interprets or applies this research finding: research using the visual cliff apparatus demonstrates an early ability in infants to perceive depth and an innovative way to assess infant responses?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 3; Topic 3.2; LO 3.2.B; EK 3.2.B.3; SP 1.A, 3.C, 4.A - Topic 3.2 - Physical Development Across the Lifespan: College Board AP Psychology CED, Course Framework V.1: Unit 3; Topic 3.2; LO 3.2.B; EK 3.2.B.3; SP 1.A, 3.C, 4.A.

Critical Periods, Sensitive Periods, and Imprinting: Which option best interprets or applies this research finding: research suggests that critical or sensitive periods in infancy and childhood have strong developmental effects, especially for skills such as language; Some non-human animals will imprint on the first object they encounter as a means of survival?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 3; Topic 3.2; LO 3.2.B; EK 3.2.B.4; SP 1.A, 3.C, 4.A - Topic 3.2 - Physical Development Across the Lifespan: College Board AP Psychology CED, Course Framework V.1: Unit 3; Topic 3.2; LO 3.2.B; EK 3.2.B.4; SP 1.A, 3.C, 4.A.

Adolescent Growth, Puberty, and Sex Characteristics: Which option best explains, distinguishes, or applies this CED content: the main physical and psychological milestones that occur in adolescence are the adolescent growth spurt and puberty, in which reproductive ability develops; Adolescents develop primary and secondary sex characteristics during this time, such as menarche and spermarche. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 3; Topic 3.2; LO 3.2.C; EK 3.2.C.1; SP 1.A, 3.C, 4.A - Topic 3.2 - Physical Development Across the Lifespan: College Board AP Psychology CED, Course Framework V.1: Unit 3; Topic 3.2; LO 3.2.C; EK 3.2.C.1; SP 1.A, 3.C, 4.A.

Physical Aging Across Adulthood: Which option best explains, distinguishes, or applies this CED content: adulthood spans most of the lifespan and is characterized by a general leveling off and then a varying decline in reproductive ability (i.e., menopause), mobility, flexibility, reaction time, and visual and auditory sensory acuity? Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 3; Topic 3.2; LO 3.2.D; EK 3.2.D.1; SP 1.A, 3.C, 4.A - Topic 3.2 - Physical Development Across the Lifespan: College Board AP Psychology CED, Course Framework V.1: Unit 3; Topic 3.2; LO 3.2.D; EK 3.2.D.1; SP 1.A, 3.C, 4.A.

Sex, Gender, and Socialization: Which option best explains or applies sex, gender, and socialization in a psychological scenario? Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 3; Topic 3.3; LO 3.3.A; SP 2.C - Topic 3.3 - Gender and Sexual Orientation: College Board AP Psychology CED, Course Framework V.1: Unit 3; Topic 3.3; LO 3.3.A; SP 2.C.

Piaget: Schemas, Assimilation, and Accommodation: Which option best explains, distinguishes, or applies this CED content: according to Piaget, children develop schemas via continuous and discontinuous processes such as assimilation and accommodation?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 3; Topic 3.4; LO 3.4.A; EK 3.4.A.1; SP 1.B, 2.C, 4.B - Topic 3.4 - Cognitive Development Across the Lifespan: College Board AP Psychology CED, Course Framework V.1: Unit 3; Topic 3.4; LO 3.4.A; EK 3.4.A.1; SP 1.B, 2.C, 4.B.

Sensorimotor Stage and Object Permanence: Which option best explains, distinguishes, or applies this CED content: the sensorimotor stage occurs from infancy through toddlerhood; Object permanence develops during this stage?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 3; Topic 3.4; LO 3.4.A; EK 3.4.A.1.i; SP 1.B, 2.C, 4.B - Topic 3.4 - Cognitive Development Across the Lifespan: College Board AP Psychology CED, Course Framework V.1: Unit 3; Topic 3.4; LO 3.4.A; EK 3.4.A.1.i; SP 1.B, 2.C, 4.B.

Preoperational Stage and Theory of Mind: Which option best explains, distinguishes, or applies this CED content: the preoperational stage occurs from toddlerhood through early childhood; children become proficient in using mental symbols and engage in pretend play; the preoperational stage is identified more by cognitive tasks children cannot perform such as conservation and reversibility, or by those they exhibit, such as animism and egocentrism; children begin to develop a theory of mind during this stage. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 3; Topic 3.4; LO 3.4.A; EK 3.4.A.1.ii; SP 1.B, 2.C, 4.B - Topic 3.4 - Cognitive Development Across the Lifespan: College Board AP Psychology CED, Course Framework V.1: Unit 3; Topic 3.4; LO 3.4.A; EK 3.4.A.1.ii; SP 1.B, 2.C, 4.B.

Concrete Operational Stage: Which option best explains, distinguishes, or applies this CED content: the concrete operational stage occurs from early through late childhood; Children in this stage can generally correct the cognitive errors made in the preoperational stage and understand the world in logical, realistic, and straightforward ways, but struggle to think systematically?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 3; Topic 3.4; LO 3.4.A; EK 3.4.A.1.iii; SP 1.B, 2.C, 4.B - Topic 3.4 - Cognitive Development Across the Lifespan: College Board AP Psychology CED, Course Framework V.1: Unit 3; Topic 3.4; LO 3.4.A; EK 3.4.A.1.iii; SP 1.B, 2.C, 4.B.

Formal Operational Stage: Which option best explains, distinguishes, or applies this CED content: the formal operational stage occurs from late childhood through adulthood; people in this stage gain the ability to think abstractly and hypothetically; Piaget proposed that not all people achieve formal operational thinking. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 3; Topic 3.4; LO 3.4.A; EK 3.4.A.1.iv; SP 1.B, 2.C, 4.B - Topic 3.4 - Cognitive Development Across the Lifespan: College Board AP Psychology CED, Course Framework V.1: Unit 3; Topic 3.4; LO 3.4.A; EK 3.4.A.1.iv; SP 1.B, 2.C, 4.B.

Vygotsky: Scaffolding and the Zone of Proximal Development: Which option best explains, distinguishes, or applies this CED content: according to Vygotsky, children are social learners who learn through interacting with and scaffolding by other people within sociocultural contexts; Ideally, learning occurs while the person is in their zone of proximal development. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 3; Topic 3.4; LO 3.4.A; EK 3.4.A.2; SP 1.B, 2.C, 4.B - Topic 3.4 - Cognitive Development Across the Lifespan: College Board AP Psychology CED, Course Framework V.1: Unit 3; Topic 3.4; LO 3.4.A; EK 3.4.A.2; SP 1.B, 2.C, 4.B.

Fluid and Crystallized Intelligence in Adulthood: Which option best explains, distinguishes, or applies this CED content: adults experience changes in cognitive capabilities as they progress through the lifespan; Crystallized intelligence remains relatively stable through adulthood while fluid intelligence tends to wane as people age; Cognitive disorders that affect adults include dementia. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 3; Topic 3.4; LO 3.4.A; EK 3.4.A.3; SP 1.B, 2.C, 4.B - Topic 3.4 - Cognitive Development Across the Lifespan: College Board AP Psychology CED, Course Framework V.1: Unit 3; Topic 3.4; LO 3.4.A; EK 3.4.A.3; SP 1.B, 2.C, 4.B.

Components and Rules of Language: Which option best explains, distinguishes, or applies this CED content: language is a shared (mutually agreed upon) system of arbitrary symbols (often expressed as and combined into phonemes, morphemes, and semantics) that are rule-governed (via grammar and syntax) and generative to produce an infinity of ideas? Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 3; Topic 3.5; LO 3.5.A; EK 3.5.A.1; SP 1.B, 2.D - Topic 3.5 - Communication and Language Development: College Board AP Psychology CED, Course Framework V.1: Unit 3; Topic 3.5; LO 3.5.A; EK 3.5.A.1; SP 1.B, 2.D.

Language Development Stages and Overgeneralization: Which option best explains, distinguishes, or applies this CED content: in language development across all cultures, people use nonverbal manual gestures (e.g., pointing) to communicate and develop formal language through specific stages (cooing, babbling, one-word stage, and telegraphic speech); People learning a language often make errors such as overgeneralization of language rules as they learn?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 3; Topic 3.5; LO 3.5.B; EK 3.5.B.1; SP 1.B, 2.D - Topic 3.5 - Communication and Language Development: College Board AP Psychology CED, Course Framework V.1: Unit 3; Topic 3.5; LO 3.5.B; EK 3.5.B.1; SP 1.B, 2.D.

Ecological Systems Theory: Which option best explains, distinguishes, or applies this CED content: the ecological systems theory explores how the social environment influences development; The five systems in this theory are as follows: Microsystem (groups that have direct contact with the individual); Mesosystem (the relationships between groups in the microsystem); Exosystem (indirect factors in an individual's life); Macrosystem (cultural events that affect the individuals and others around them); Chronosystem (the individual's current stage of life). Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 3; Topic 3.6; LO 3.6.A; EK 3.6.A.1; SP 1.A, 2.A, 2.B - Topic 3.6 - Social-Emotional Development Across the Lifespan: College Board AP Psychology CED, Course Framework V.1: Unit 3; Topic 3.6; LO 3.6.A; EK 3.6.A.1; SP 1.A, 2.A, 2.B.

Parenting Styles and Cultural Context: Which option best interprets or applies this research finding: research has identified different parenting styles of caregivers, including authoritarian, authoritative, and permissive; Cultural differences exist in the ways these parenting styles affect outcomes in caregivers and children?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 3; Topic 3.6; LO 3.6.A; EK 3.6.A.2; SP 1.A, 2.A, 2.B - Topic 3.6 - Social-Emotional Development Across the Lifespan: College Board AP Psychology CED, Course Framework V.1: Unit 3; Topic 3.6; LO 3.6.A; EK 3.6.A.2; SP 1.A, 2.A, 2.B.

Attachment Styles, Temperament, and Culture: Which option best interprets or applies this research finding: research has identified different attachment styles demonstrated by infants and children, which vary by culture; The types of attachment infants and children display include secure and insecure (avoidant, anxious, and disorganized); Temperament is related to how children attach to caregivers. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 3; Topic 3.6; LO 3.6.A; EK 3.6.A.3; SP 1.A, 2.A, 2.B - Topic 3.6 - Social-Emotional Development Across the Lifespan: College Board AP Psychology CED, Course Framework V.1: Unit 3; Topic 3.6; LO 3.6.A; EK 3.6.A.3; SP 1.A, 2.A, 2.B.

Separation Anxiety: Which option best explains, distinguishes, or applies this CED content: separation anxiety occurs when children express heightened anxiety or fear when away from a caregiver or in the presence of a stranger? Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 3; Topic 3.6; LO 3.6.A; EK 3.6.A.3.i; SP 1.A, 2.A, 2.B - Topic 3.6 - Social-Emotional Development Across the Lifespan: College Board AP Psychology CED, Course Framework V.1: Unit 3; Topic 3.6; LO 3.6.A; EK 3.6.A.3.i; SP 1.A, 2.A, 2.B.

Contact Comfort in Attachment Research: Which option best explains, distinguishes, or applies this CED content: studies with monkeys demonstrate the importance of comfort over food in attachment?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 3; Topic 3.6; LO 3.6.A; EK 3.6.A.3.ii; SP 1.A, 2.A, 2.B - Topic 3.6 - Social-Emotional Development Across the Lifespan: College Board AP Psychology CED, Course Framework V.1: Unit 3; Topic 3.6; LO 3.6.A; EK 3.6.A.3.ii; SP 1.A, 2.A, 2.B.

Peer Relationship Development: Which option best explains, distinguishes, or applies this CED content: developmental psychologists study how peer relationships develop over time? Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 3; Topic 3.6; LO 3.6.A; EK 3.6.A.4; SP 1.A, 2.A, 2.B - Topic 3.6 - Social-Emotional Development Across the Lifespan: College Board AP Psychology CED, Course Framework V.1: Unit 3; Topic 3.6; LO 3.6.A; EK 3.6.A.4; SP 1.A, 2.A, 2.B.

Parallel and Pretend Play: Which option best explains, distinguishes, or applies this CED content: children engage with peers via play (parallel and pretend)?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 3; Topic 3.6; LO 3.6.A; EK 3.6.A.4.i; SP 1.A, 2.A, 2.B - Topic 3.6 - Social-Emotional Development Across the Lifespan: College Board AP Psychology CED, Course Framework V.1: Unit 3; Topic 3.6; LO 3.6.A; EK 3.6.A.4.i; SP 1.A, 2.A, 2.B.

Adolescent Peers, Imaginary Audience, and Personal Fable: Which option best explains, distinguishes, or applies this CED content: adolescents gradually rely more on peer relationships as they age; As adolescents interact with peers, they demonstrate a type of egocentrism that is often demonstrated via the imaginary audience and the personal fable?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 3; Topic 3.6; LO 3.6.A; EK 3.6.A.4.ii; SP 1.A, 2.A, 2.B - Topic 3.6 - Social-Emotional Development Across the Lifespan: College Board AP Psychology CED, Course Framework V.1: Unit 3; Topic 3.6; LO 3.6.A; EK 3.6.A.4.ii; SP 1.A, 2.A, 2.B.

Adult Social Development: Which option best explains, distinguishes, or applies this CED content: developmental psychologists study how adults develop socially over time?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 3; Topic 3.6; LO 3.6.A; EK 3.6.A.5; SP 1.A, 2.A, 2.B - Topic 3.6 - Social-Emotional Development Across the Lifespan: College Board AP Psychology CED, Course Framework V.1: Unit 3; Topic 3.6; LO 3.6.A; EK 3.6.A.5; SP 1.A, 2.A, 2.B.

Social Clock and Emerging Adulthood: Which option best explains, distinguishes, or applies this CED content: culture plays a role in determining when adulthood begins and when major life events occur (social clock); Some cultures allow for a time of emerging adulthood as a transition from adolescence to adulthood?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 3; Topic 3.6; LO 3.6.A; EK 3.6.A.5.i; SP 1.A, 2.A, 2.B - Topic 3.6 - Social-Emotional Development Across the Lifespan: College Board AP Psychology CED, Course Framework V.1: Unit 3; Topic 3.6; LO 3.6.A; EK 3.6.A.5.i; SP 1.A, 2.A, 2.B.

Adult Relationships and Attachment Continuity: Which option best explains, distinguishes, or applies this CED content: relationships with other adults result in adults forming families or family-like relationships that should provide mutual support and care; Childhood attachment styles can affect how adults form attachments to other adults?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 3; Topic 3.6; LO 3.6.A; EK 3.6.A.5.ii; SP 1.A, 2.A, 2.B - Topic 3.6 - Social-Emotional Development Across the Lifespan: College Board AP Psychology CED, Course Framework V.1: Unit 3; Topic 3.6; LO 3.6.A; EK 3.6.A.5.ii; SP 1.A, 2.A, 2.B.

Psychosocial Stages Across the Lifespan: Which option best explains, distinguishes, or applies this CED content: the stage theory of psychosocial development, which was a reconceptualization of the psychosexual theory, proposes that people must resolve psychosocial conflicts at each stage of the lifespan; The stages are as follows: Trust and mistrust; Autonomy and shame and doubt; Initiative and guilt; Industry and inferiority; Identity and role confusion; Intimacy and isolation; Generativity and stagnation; Integrity and despair. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 3; Topic 3.6; LO 3.6.A; EK 3.6.A.6; SP 1.A, 2.A, 2.B - Topic 3.6 - Social-Emotional Development Across the Lifespan: College Board AP Psychology CED, Course Framework V.1: Unit 3; Topic 3.6; LO 3.6.A; EK 3.6.A.6; SP 1.A, 2.A, 2.B.

Adverse Childhood Experiences and Relationships: Which option best explains, distinguishes, or applies this CED content: the experience of adverse childhood experiences (ACEs) has effects on relationships people form throughout the lifespan; Sociocultural differences exist in what is considered an ACE and how ACEs affect outcomes people may experience? Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 3; Topic 3.6; LO 3.6.A; EK 3.6.A.7; SP 1.A, 2.A, 2.B - Topic 3.6 - Social-Emotional Development Across the Lifespan: College Board AP Psychology CED, Course Framework V.1: Unit 3; Topic 3.6; LO 3.6.A; EK 3.6.A.7; SP 1.A, 2.A, 2.B.

Identity Statuses and Possible Selves: Which option best explains, distinguishes, or applies this CED content: adolescents develop a sense of identity for who they will be as an adult through the processes of achievement, diffusion, foreclosure, and moratorium; Identity development also includes processes for developing identities such as racial/ethnic identity, gender identity, sexual orientation, religious identity, occupational identity, and familial identity, often through considering possible selves?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 3; Topic 3.6; LO 3.6.A; EK 3.6.A.8; SP 1.A, 2.A, 2.B - Topic 3.6 - Social-Emotional Development Across the Lifespan: College Board AP Psychology CED, Course Framework V.1: Unit 3; Topic 3.6; LO 3.6.A; EK 3.6.A.8; SP 1.A, 2.A, 2.B.

Behavioral Perspective and Conditioning: Which option best explains, distinguishes, or applies this CED content: the behavioral perspective evolved from theories about learning via conditioning; Behaviorists have traditionally focused on observable behavior to the exclusion of mental processes?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 3; Topic 3.7; LO 3.7.A; EK 3.7.A.1; SP 1.A, 2.D, 3.A - Topic 3.7 - Classical Conditioning: College Board AP Psychology CED, Course Framework V.1: Unit 3; Topic 3.7; LO 3.7.A; EK 3.7.A.1; SP 1.A, 2.D, 3.A.

Classical Conditioning and Acquisition: Which option best explains, distinguishes, or applies this CED content: classical conditioning focuses on the association of one stimulus with another stimulus to elicit a response; Learning the association (also known as acquisition) involves a series of steps that demonstrate principles of associative learning?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 3; Topic 3.7; LO 3.7.A; EK 3.7.A.2; SP 1.A, 2.D, 3.A - Topic 3.7 - Classical Conditioning: College Board AP Psychology CED, Course Framework V.1: Unit 3; Topic 3.7; LO 3.7.A; EK 3.7.A.2; SP 1.A, 2.D, 3.A.

UCS, UCR, CS, and CR: Which option best explains, distinguishes, or applies this CED content: the unconditioned stimulus (UCS) elicits an unconditioned response (UCR); This response becomes the conditioned response (CR) when it is performed in response to the conditioned stimulus (CS)?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 3; Topic 3.7; LO 3.7.A; EK 3.7.A.2.i; SP 1.A, 2.D, 3.A - Topic 3.7 - Classical Conditioning: College Board AP Psychology CED, Course Framework V.1: Unit 3; Topic 3.7; LO 3.7.A; EK 3.7.A.2.i; SP 1.A, 2.D, 3.A.

Stimulus Timing in Acquisition: Which option best explains, distinguishes, or applies this CED content: the order of presentation of the CS with the UCS is important to successful acquisition?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 3; Topic 3.7; LO 3.7.A; EK 3.7.A.2.ii; SP 1.A, 2.D, 3.A - Topic 3.7 - Classical Conditioning: College Board AP Psychology CED, Course Framework V.1: Unit 3; Topic 3.7; LO 3.7.A; EK 3.7.A.2.ii; SP 1.A, 2.D, 3.A.

Extinction and Spontaneous Recovery: Which option best explains, distinguishes, or applies this CED content: a CR can become extinct when the CS is no longer paired with the UCS; A formerly extinct CR can be spontaneously recovered when the CS is again presented after extinction? Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 3; Topic 3.7; LO 3.7.A; EK 3.7.A.2.iii; SP 1.A, 2.D, 3.A - Topic 3.7 - Classical Conditioning: College Board AP Psychology CED, Course Framework V.1: Unit 3; Topic 3.7; LO 3.7.A; EK 3.7.A.2.iii; SP 1.A, 2.D, 3.A.

Stimulus Generalization and Discrimination: Which option best explains, distinguishes, or applies this CED content: stimulus discrimination and generalization have been demonstrated in studies of classical conditioning?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 3; Topic 3.7; LO 3.7.A; EK 3.7.A.2.iv; SP 1.A, 2.D, 3.A - Topic 3.7 - Classical Conditioning: College Board AP Psychology CED, Course Framework V.1: Unit 3; Topic 3.7; LO 3.7.A; EK 3.7.A.2.iv; SP 1.A, 2.D, 3.A.

Higher-Order Conditioning: Which option best explains, distinguishes, or applies this CED content: a CS can be used as a UCS in higher-order conditioning?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 3; Topic 3.7; LO 3.7.A; EK 3.7.A.2.v; SP 1.A, 2.D, 3.A - Topic 3.7 - Classical Conditioning: College Board AP Psychology CED, Course Framework V.1: Unit 3; Topic 3.7; LO 3.7.A; EK 3.7.A.2.v; SP 1.A, 2.D, 3.A.

Conditioned Emotional Responses and Counterconditioning: Interpret or apply research showing that emotional responses can be classically conditioned and that counterconditioning can support therapeutic interventions. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 3; Topic 3.7; LO 3.7.A; EK 3.7.A.3; SP 1.A, 2.D, 3.A - Topic 3.7 - Classical Conditioning: College Board AP Psychology CED, Course Framework V.1: Unit 3; Topic 3.7; LO 3.7.A; EK 3.7.A.3; SP 1.A, 2.D, 3.A.

Taste Aversion, One-Trial Learning, and Biological Preparedness: Which option best interprets or applies this research finding: research on taste aversions, which are acquired through classical conditioning, demonstrates one-trial conditioning and biological preparedness; One-trial learning occurs when the association is acquired through one pairing of the stimulus and response and is not strengthened by further pairings; Biological preparedness refers to how animals are biologically predisposed to learning certain stimulus-response pairings more quickly than others. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 3; Topic 3.7; LO 3.7.A; EK 3.7.A.4; SP 1.A, 2.D, 3.A - Topic 3.7 - Classical Conditioning: College Board AP Psychology CED, Course Framework V.1: Unit 3; Topic 3.7; LO 3.7.A; EK 3.7.A.4; SP 1.A, 2.D, 3.A.

Habituation: Which option best explains, distinguishes, or applies this CED content: habituation occurs when organisms grow accustomed to and exhibit a diminished response to a repeated or enduring stimulus? Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 3; Topic 3.7; LO 3.7.A; EK 3.7.A.5; SP 1.A, 2.D, 3.A - Topic 3.7 - Classical Conditioning: College Board AP Psychology CED, Course Framework V.1: Unit 3; Topic 3.7; LO 3.7.A; EK 3.7.A.5; SP 1.A, 2.D, 3.A.

Operant Conditioning and the Law of Effect: Which option best explains, distinguishes, or applies this CED content: operant conditioning focuses on associating consequences (reinforcement and punishment) with behaviors; The Law of Effect states that behaviors with reinforcing consequences are more likely to be repeated while behaviors with punishing consequences are not as likely to be repeated?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 3; Topic 3.8; LO 3.8.A; EK 3.8.A.1; SP 1.A, 3.A, 3.B, 4.A - Topic 3.8 - Operant Conditioning: College Board AP Psychology CED, Course Framework V.1: Unit 3; Topic 3.8; LO 3.8.A; EK 3.8.A.1; SP 1.A, 3.A, 3.B, 4.A.

Positive and Negative Reinforcement and Punishment: Which option best explains, distinguishes, or applies this CED content: reinforcement and punishment can be positive or negative; Reinforcers can be primary or secondary; Reinforcement discrimination and generalization have been demonstrated in studies of operant conditioning?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 3; Topic 3.8; LO 3.8.A; EK 3.8.A.2; SP 1.A, 3.A, 3.B, 4.A - Topic 3.8 - Operant Conditioning: College Board AP Psychology CED, Course Framework V.1: Unit 3; Topic 3.8; LO 3.8.A; EK 3.8.A.2; SP 1.A, 3.A, 3.B, 4.A.

Shaping, Successive Approximations, and Instinctive Drift: Which option best explains, distinguishes, or applies this CED content: reinforcement can be used to shape behavior gradually through rewarding successive approximations of the desired behavior; research with animals shows that only certain behaviors can be shaped through reinforcement, known as instinctive drift. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 3; Topic 3.8; LO 3.8.A; EK 3.8.A.3; SP 1.A, 3.A, 3.B, 4.A - Topic 3.8 - Operant Conditioning: College Board AP Psychology CED, Course Framework V.1: Unit 3; Topic 3.8; LO 3.8.A; EK 3.8.A.3; SP 1.A, 3.A, 3.B, 4.A.

Superstitious Behavior and Learned Helplessness: Which option best explains, distinguishes, or applies this CED content: superstitious behavior occurs when consequences reinforce unrelated behaviors; Learned helplessness occurs when organisms learn that they have no control over their experience of aversive consequences in a given situation?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 3; Topic 3.8; LO 3.8.A; EK 3.8.A.4; SP 1.A, 3.A, 3.B, 4.A - Topic 3.8 - Operant Conditioning: College Board AP Psychology CED, Course Framework V.1: Unit 3; Topic 3.8; LO 3.8.A; EK 3.8.A.4; SP 1.A, 3.A, 3.B, 4.A.

Reinforcement Schedules and Response Patterns: Which option best explains, distinguishes, or applies this CED content: the schedule with which reinforcement is delivered can determine the strength of the association between the consequence and the response; The two main types of reinforcement schedules are continuous and partial; Each type of reinforcement behavior can be graphed, resulting in a distinctive pattern on the graph, for example, fixed-interval schedule produces a scalloped graph. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 3; Topic 3.8; LO 3.8.A; EK 3.8.A.5; SP 1.A, 3.A, 3.B, 4.A - Topic 3.8 - Operant Conditioning: College Board AP Psychology CED, Course Framework V.1: Unit 3; Topic 3.8; LO 3.8.A; EK 3.8.A.5; SP 1.A, 3.A, 3.B, 4.A.

Continuous Reinforcement: Which option best explains, distinguishes, or applies this CED content: continuous reinforcement schedules deliver reinforcement for each and every correct behavior?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 3; Topic 3.8; LO 3.8.A; EK 3.8.A.5.i; SP 1.A, 3.A, 3.B, 4.A - Topic 3.8 - Operant Conditioning: College Board AP Psychology CED, Course Framework V.1: Unit 3; Topic 3.8; LO 3.8.A; EK 3.8.A.5.i; SP 1.A, 3.A, 3.B, 4.A.

Fixed and Variable Interval and Ratio Schedules: Which option best explains, distinguishes, or applies this CED content: the partial reinforcement schedules focus on whether reinforcement is delivered on a time-based schedule (fixed-interval or variable-interval) or for the number of behaviors performed (fixed-ratio or variable-ratio)?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 3; Topic 3.8; LO 3.8.A; EK 3.8.A.5.ii; SP 1.A, 3.A, 3.B, 4.A - Topic 3.8 - Operant Conditioning: College Board AP Psychology CED, Course Framework V.1: Unit 3; Topic 3.8; LO 3.8.A; EK 3.8.A.5.ii; SP 1.A, 3.A, 3.B, 4.A.

Social Learning Theory: Which option best explains, distinguishes, or applies this CED content: social learning theory proposes that learning can occur by observation and does not have to involve personal experience with a consequence (vicarious conditioning); learning can occur by copying the behavior of models; the more similar a model is, the more likely the behavior is to be learned. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 3; Topic 3.9; LO 3.9.A; EK 3.9.A.1; SP 1.A, 4.B - Topic 3.9 - Social, Cognitive, and Neurological Factors in Learning: College Board AP Psychology CED, Course Framework V.1: Unit 3; Topic 3.9; LO 3.9.A; EK 3.9.A.1; SP 1.A, 4.B.

Insight Learning: Which option best explains, distinguishes, or applies this CED content: insight learning occurs when the solution to a problem occurs without any association, consequence, or model being present?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 3; Topic 3.9; LO 3.9.B; EK 3.9.B.1; SP 1.A, 4.B - Topic 3.9 - Social, Cognitive, and Neurological Factors in Learning: College Board AP Psychology CED, Course Framework V.1: Unit 3; Topic 3.9; LO 3.9.B; EK 3.9.B.1; SP 1.A, 4.B.

Latent Learning: Which option best explains, distinguishes, or applies this CED content: latent learning occurs when information is learned without reinforcement but is not immediately evident; Latent learning is often demonstrated by cognitive maps. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 3; Topic 3.9; LO 3.9.B; EK 3.9.B.2; SP 1.A, 4.B - Topic 3.9 - Social, Cognitive, and Neurological Factors in Learning: College Board AP Psychology CED, Course Framework V.1: Unit 3; Topic 3.9; LO 3.9.B; EK 3.9.B.2; SP 1.A, 4.B.

Dispositional and Situational Attributions: Which option best explains, distinguishes, or applies this CED content: attributions are how people explain behavior and mental processes of themselves and others; dispositional attributions relate to internal qualities of others, such as intelligence or personality, while situational attributions relate to external circumstances that are experienced. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 4; Topic 4.1; LO 4.1.A; EK 4.1.A.1; SP 1.B, 2.B, 2.C, 4.A - Topic 4.1 - Attribution Theory and Person Perception: College Board AP Psychology CED, Course Framework V.1: Unit 4; Topic 4.1; LO 4.1.A; EK 4.1.A.1; SP 1.B, 2.B, 2.C, 4.A.

Optimistic and Pessimistic Explanatory Styles: Which option best explains, distinguishes, or applies this CED content: people demonstrate a predictable pattern of attributions called explanatory style; Explanatory style is how people explain good and bad events in their lives and in the lives of others; Explanatory style can be optimistic or pessimistic. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 4; Topic 4.1; LO 4.1.A; EK 4.1.A.2; SP 1.B, 2.B, 2.C, 4.A - Topic 4.1 - Attribution Theory and Person Perception: College Board AP Psychology CED, Course Framework V.1: Unit 4; Topic 4.1; LO 4.1.A; EK 4.1.A.2; SP 1.B, 2.B, 2.C, 4.A.

Attribution Biases: Which option best explains, distinguishes, or applies this CED content: people are subject to biases in their attributions; Those biases include actor/observer bias, fundamental attribution error, and self-serving bias, all of which can affect behavior and mental processes? Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 4; Topic 4.1; LO 4.1.A; EK 4.1.A.3; SP 1.B, 2.B, 2.C, 4.A - Topic 4.1 - Attribution Theory and Person Perception: College Board AP Psychology CED, Course Framework V.1: Unit 4; Topic 4.1; LO 4.1.A; EK 4.1.A.3; SP 1.B, 2.B, 2.C, 4.A.

Internal and External Locus of Control: Which option best explains or applies internal and external locus of control in a psychological scenario?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 4; Topic 4.1; LO 4.1.B; SP 1.B, 2.B, 2.C, 4.A - Topic 4.1 - Attribution Theory and Person Perception: College Board AP Psychology CED, Course Framework V.1: Unit 4; Topic 4.1; LO 4.1.B; SP 1.B, 2.B, 2.C, 4.A.

Mere Exposure Effect: Which option best explains, distinguishes, or applies this CED content: people's perception of how much they like something can be influenced by the mere exposure effect; The mere exposure effect occurs when people are exposed to a stimulus repeatedly over time, which causes them to like the stimulus more?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 4; Topic 4.1; LO 4.1.C; EK 4.1.C.1; SP 1.B, 2.B, 2.C, 4.A - Topic 4.1 - Attribution Theory and Person Perception: College Board AP Psychology CED, Course Framework V.1: Unit 4; Topic 4.1; LO 4.1.C; EK 4.1.C.1; SP 1.B, 2.B, 2.C, 4.A.

Self-Fulfilling Prophecy: Which option best explains, distinguishes, or applies this CED content: people can behave in ways that elicit behaviors from others that confirm their beliefs or perceptions about themselves or others (self-fulfilling prophecy)?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 4; Topic 4.1; LO 4.1.C; EK 4.1.C.2; SP 1.B, 2.B, 2.C, 4.A - Topic 4.1 - Attribution Theory and Person Perception: College Board AP Psychology CED, Course Framework V.1: Unit 4; Topic 4.1; LO 4.1.C; EK 4.1.C.2; SP 1.B, 2.B, 2.C, 4.A.

Social Comparison and Relative Deprivation: Which option best explains, distinguishes, or applies this CED content: social comparison is a type of person perception that occurs when people evaluate themselves based on comparisons to other members of society or social circles; Social comparison can be upward or downward; People often judge their own sense of deprivation relative to others (relative deprivation)?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 4; Topic 4.1; LO 4.1.C; EK 4.1.C.3; SP 1.B, 2.B, 2.C, 4.A - Topic 4.1 - Attribution Theory and Person Perception: College Board AP Psychology CED, Course Framework V.1: Unit 4; Topic 4.1; LO 4.1.C; EK 4.1.C.3; SP 1.B, 2.B, 2.C, 4.A.

Stereotypes, Prejudice, and Discrimination: Which option best explains, distinguishes, or applies this CED content: a stereotype is a generalized concept about a group; stereotypes can help reduce cognitive load when making decisions or judgments; stereotypes can be the cause and/or result of biased perceptions and experiences and are frequently the basis of prejudiced attitudes and discriminatory behaviors. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 4; Topic 4.2; LO 4.2.A; EK 4.2.A.1; SP 1.B, 3.A, 3.B, 4.B - Topic 4.2 - Attitude Formation and Attitude Change: College Board AP Psychology CED, Course Framework V.1: Unit 4; Topic 4.2; LO 4.2.A; EK 4.2.A.1; SP 1.B, 3.A, 3.B, 4.B.

Implicit Attitudes and Group Biases: Which option best explains, distinguishes, or applies this CED content: implicit attitudes are those that individuals hold but may be unaware of or may not acknowledge; research has focused on how implicit attitudes reflect negative evaluations of others, as demonstrated by the just-world phenomenon, out-group homogeneity bias, in-group bias, or ethnocentrism. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 4; Topic 4.2; LO 4.2.A; EK 4.2.A.2; SP 1.B, 3.A, 3.B, 4.B - Topic 4.2 - Attitude Formation and Attitude Change: College Board AP Psychology CED, Course Framework V.1: Unit 4; Topic 4.2; LO 4.2.A; EK 4.2.A.2; SP 1.B, 3.A, 3.B, 4.B.

Belief Perseverance and Confirmation Bias: Which option best explains, distinguishes, or applies this CED content: belief perseverance occurs when a belief persists even if evidence suggests it is not accurate; People experiencing belief perseverance may engage in confirmation bias, thereby clinging to an attitude or belief regardless of the evidence for or against it?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 4; Topic 4.2; LO 4.2.B; EK 4.2.B.1; SP 1.B, 3.A, 3.B, 4.B - Topic 4.2 - Attitude Formation and Attitude Change: College Board AP Psychology CED, Course Framework V.1: Unit 4; Topic 4.2; LO 4.2.B; EK 4.2.B.1; SP 1.B, 3.A, 3.B, 4.B.

Cognitive Dissonance: Which option best explains, distinguishes, or applies this CED content: cognitive dissonance refers to the mental discomfort that occurs when actions or attitudes are in conflict; People are motivated to reduce the discomfort by changing either actions or attitudes to be more in line with each other?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 4; Topic 4.2; LO 4.2.B; EK 4.2.B.2; SP 1.B, 3.A, 3.B, 4.B - Topic 4.2 - Attitude Formation and Attitude Change: College Board AP Psychology CED, Course Framework V.1: Unit 4; Topic 4.2; LO 4.2.B; EK 4.2.B.2; SP 1.B, 3.A, 3.B, 4.B.

Social Norms and Roles: Which option best explains, distinguishes, or applies this CED content: social norms define expectations and roles a society may have for its members in individual and social situations?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 4; Topic 4.3; LO 4.3.A; EK 4.3.A.1; SP 1.B, 2.D, 3.B, 4.A - Topic 4.3 - Psychology of Social Situations: College Board AP Psychology CED, Course Framework V.1: Unit 4; Topic 4.3; LO 4.3.A; EK 4.3.A.1; SP 1.B, 2.D, 3.B, 4.A.

Normative and Informational Social Influence: Which option best explains, distinguishes, or applies this CED content: social influence theory proposes that social pressure to behave or think in certain ways can be normative or informational? Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 4; Topic 4.3; LO 4.3.A; EK 4.3.A.2; SP 1.B, 2.D, 3.B, 4.A - Topic 4.3 - Psychology of Social Situations: College Board AP Psychology CED, Course Framework V.1: Unit 4; Topic 4.3; LO 4.3.A; EK 4.3.A.2; SP 1.B, 2.D, 3.B, 4.A.

Persuasion: Which option best explains, distinguishes, or applies this CED content: persuasion refers to the techniques applied to convince the self or others of particular ideas, actions, or beliefs?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 4; Topic 4.3; LO 4.3.A; EK 4.3.A.3; SP 1.B, 2.D, 3.B, 4.A - Topic 4.3 - Psychology of Social Situations: College Board AP Psychology CED, Course Framework V.1: Unit 4; Topic 4.3; LO 4.3.A; EK 4.3.A.3; SP 1.B, 2.D, 3.B, 4.A.

Central and Peripheral Routes to Persuasion: Which option best explains, distinguishes, or applies this CED content: persuasion can depend on the route to persuasion; The elaboration likelihood model outlines two main routes to persuasion: central and peripheral; The halo effect is an example of a peripheral route to persuasion?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 4; Topic 4.3; LO 4.3.A; EK 4.3.A.3.i; SP 1.B, 2.D, 3.B, 4.A - Topic 4.3 - Psychology of Social Situations: College Board AP Psychology CED, Course Framework V.1: Unit 4; Topic 4.3; LO 4.3.A; EK 4.3.A.3.i; SP 1.B, 2.D, 3.B, 4.A.

Foot-in-the-Door and Door-in-the-Face Techniques: Which option best explains, distinguishes, or applies this CED content: persuasion can depend on how information is presented, as demonstrated by the foot-in-the-door and the door-in-the-face techniques? Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 4; Topic 4.3; LO 4.3.A; EK 4.3.A.3.ii; SP 1.B, 2.D, 3.B, 4.A - Topic 4.3 - Psychology of Social Situations: College Board AP Psychology CED, Course Framework V.1: Unit 4; Topic 4.3; LO 4.3.A; EK 4.3.A.3.ii; SP 1.B, 2.D, 3.B, 4.A.

Conditions Affecting Conformity: Which option best interprets or applies this research finding: research on conformity clarifies the conditions that strengthen the likelihood of people adhering to unspoken rules, norms, or expectations?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 4; Topic 4.3; LO 4.3.A; EK 4.3.A.4; SP 1.B, 2.D, 3.B, 4.A - Topic 4.3 - Psychology of Social Situations: College Board AP Psychology CED, Course Framework V.1: Unit 4; Topic 4.3; LO 4.3.A; EK 4.3.A.4; SP 1.B, 2.D, 3.B, 4.A.

Conditions Affecting Obedience: Which option best interprets or applies this research finding: research on obedience clarifies the conditions that strengthen the likelihood of people complying with the directives of an authority figure?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 4; Topic 4.3; LO 4.3.A; EK 4.3.A.5; SP 1.B, 2.D, 3.B, 4.A - Topic 4.3 - Psychology of Social Situations: College Board AP Psychology CED, Course Framework V.1: Unit 4; Topic 4.3; LO 4.3.A; EK 4.3.A.5; SP 1.B, 2.D, 3.B, 4.A.

Individualism, Collectivism, and Multiculturalism: Which option best explains, distinguishes, or applies this CED content: cultural phenomena such as individualism, collectivism, and multiculturalism can influence how one perceives and behaves towards oneself and others?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 4; Topic 4.3; LO 4.3.B; EK 4.3.B.1; SP 1.B, 2.D, 3.B, 4.A - Topic 4.3 - Psychology of Social Situations: College Board AP Psychology CED, Course Framework V.1: Unit 4; Topic 4.3; LO 4.3.B; EK 4.3.B.1; SP 1.B, 2.D, 3.B, 4.A.

Group Polarization, Groupthink, Social Loafing, and Deindividuation: Which option best explains, distinguishes, or applies this CED content: being a member of a group can influence how one behaves or experiences mental processes via group polarization, groupthink, diffusion of responsibility, social loafing, and deindividuation?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 4; Topic 4.3; LO 4.3.B; EK 4.3.B.2; SP 1.B, 2.D, 3.B, 4.A - Topic 4.3 - Psychology of Social Situations: College Board AP Psychology CED, Course Framework V.1: Unit 4; Topic 4.3; LO 4.3.B; EK 4.3.B.2; SP 1.B, 2.D, 3.B, 4.A.

Social Facilitation: Which option best explains, distinguishes, or applies this CED content: performing a mental or physical behavior in front of a group can lead to social facilitation?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 4; Topic 4.3; LO 4.3.B; EK 4.3.B.3; SP 1.B, 2.D, 3.B, 4.A - Topic 4.3 - Psychology of Social Situations: College Board AP Psychology CED, Course Framework V.1: Unit 4; Topic 4.3; LO 4.3.B; EK 4.3.B.3; SP 1.B, 2.D, 3.B, 4.A.

False Consensus Effect: Which option best explains, distinguishes, or applies this CED content: people often overestimate the levels to which others agree with them, known as the false consensus effect? Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 4; Topic 4.3; LO 4.3.B; EK 4.3.B.4; SP 1.B, 2.D, 3.B, 4.A - Topic 4.3 - Psychology of Social Situations: College Board AP Psychology CED, Course Framework V.1: Unit 4; Topic 4.3; LO 4.3.B; EK 4.3.B.4; SP 1.B, 2.D, 3.B, 4.A.

Superordinate Goals and Social Traps: Which option best explains, distinguishes, or applies this CED content: superordinate goals serve to unite disparate groups under a common goal and help reduce negative affect and stereotyping among groups; Social traps occur when individuals do not unite and act in their own self-interest to the detriment of the group?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 4; Topic 4.3; LO 4.3.B; EK 4.3.B.5; SP 1.B, 2.D, 3.B, 4.A - Topic 4.3 - Psychology of Social Situations: College Board AP Psychology CED, Course Framework V.1: Unit 4; Topic 4.3; LO 4.3.B; EK 4.3.B.5; SP 1.B, 2.D, 3.B, 4.A.

Industrial-Organizational Psychology and Burnout: Which option best explains, distinguishes, or applies this CED content: industrial-organizational (I/O) psychologists study how people perform in the workplace; I/O psychologists study best practices in management of work, relationships among people working together or for a common company or program, and how people feel about work (burnout)? Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 4; Topic 4.3; LO 4.3.B; EK 4.3.B.6; SP 1.B, 2.D, 3.B, 4.A - Topic 4.3 - Psychology of Social Situations: College Board AP Psychology CED, Course Framework V.1: Unit 4; Topic 4.3; LO 4.3.B; EK 4.3.B.6; SP 1.B, 2.D, 3.B, 4.A.

Altruism and Prosocial Norms: Which option best explains, distinguishes, or applies this CED content: altruism refers to selfless behavior, but some researchers suggest that people act in prosocial ways due to incurring social debt; The social reciprocity norm and the social responsibility norm explain this type of behavior?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 4; Topic 4.3; LO 4.3.C; EK 4.3.C.1; SP 1.B, 2.D, 3.B, 4.A - Topic 4.3 - Psychology of Social Situations: College Board AP Psychology CED, Course Framework V.1: Unit 4; Topic 4.3; LO 4.3.C; EK 4.3.C.1; SP 1.B, 2.D, 3.B, 4.A.

Bystander Effect: Which option best explains, distinguishes, or applies this CED content: the bystander effect demonstrates that situational and attentional variables predict whether someone is likely to help another person? Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 4; Topic 4.3; LO 4.3.C; EK 4.3.C.2; SP 1.B, 2.D, 3.B, 4.A - Topic 4.3 - Psychology of Social Situations: College Board AP Psychology CED, Course Framework V.1: Unit 4; Topic 4.3; LO 4.3.C; EK 4.3.C.2; SP 1.B, 2.D, 3.B, 4.A.

Psychodynamic Theory of Personality: Which option best explains, distinguishes, or applies this CED content: according to the psychodynamic theory of personality, unconscious processes drive personality? Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 4; Topic 4.4; LO 4.4.A; EK 4.4.A.1; SP 1.A, 2.C - Topic 4.4 - Psychodynamic and Humanistic Theories of Personality: College Board AP Psychology CED, Course Framework V.1: Unit 4; Topic 4.4; LO 4.4.A; EK 4.4.A.1; SP 1.A, 2.C.

Ego Defense Mechanisms: Which option best explains, distinguishes, or applies this CED content: ego defense mechanisms (denial, displacement, projection, rationalization, reaction formation, regression, repression, and sublimation) serve to protect the ego unconsciously from threats? Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 4; Topic 4.4; LO 4.4.A; EK 4.4.A.2; SP 1.A, 2.C - Topic 4.4 - Psychodynamic and Humanistic Theories of Personality: College Board AP Psychology CED, Course Framework V.1: Unit 4; Topic 4.4; LO 4.4.A; EK 4.4.A.2; SP 1.A, 2.C.

Projective Tests: Which option best explains, distinguishes, or applies this CED content: psychodynamic personality psychologists assess personality using projective tests that are designed to probe the preconscious and unconscious mind?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 4; Topic 4.4; LO 4.4.A; EK 4.4.A.3; SP 1.A, 2.C - Topic 4.4 - Psychodynamic and Humanistic Theories of Personality: College Board AP Psychology CED, Course Framework V.1: Unit 4; Topic 4.4; LO 4.4.A; EK 4.4.A.3; SP 1.A, 2.C.

Humanistic Theory of Personality: Which option best explains, distinguishes, or applies this CED content: according to humanistic psychology, personality focuses on unconditional regard and the self-actualizing tendency as primary motivating factors? Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 4; Topic 4.4; LO 4.4.B; EK 4.4.B.1; SP 1.A, 2.C - Topic 4.4 - Psychodynamic and Humanistic Theories of Personality: College Board AP Psychology CED, Course Framework V.1: Unit 4; Topic 4.4; LO 4.4.B; EK 4.4.B.1; SP 1.A, 2.C.

Reciprocal Determinism and Self-Concept: Which option best explains, distinguishes, or applies this CED content: according to social-cognitive theory, reciprocal determinism shapes personality; Reciprocal determinism explores self-concept (how one views themselves and in relation to others) and how self-efficacy and self-esteem both contribute to self-concept. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 4; Topic 4.5; LO 4.5.A; EK 4.5.A.1; SP 1.A, 2.A, 3.C - Topic 4.5 - Social-Cognitive and Trait Theories of Personality: College Board AP Psychology CED, Course Framework V.1: Unit 4; Topic 4.5; LO 4.5.A; EK 4.5.A.1; SP 1.A, 2.A, 3.C.

Trait Theory of Personality: Which option best explains, distinguishes, or applies this CED content: trait theories of personality conclude that personality involves a set of enduring characteristics that lead to typical responses to stimuli?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 4; Topic 4.5; LO 4.5.B; EK 4.5.B.1; SP 1.A, 2.A, 3.C - Topic 4.5 - Social-Cognitive and Trait Theories of Personality: College Board AP Psychology CED, Course Framework V.1: Unit 4; Topic 4.5; LO 4.5.B; EK 4.5.B.1; SP 1.A, 2.A, 3.C.

Big Five Traits and Factor Analysis: Which option best explains, distinguishes, or applies this CED content: the Big Five theory of personality proposes that traits of agreeableness, openness to experience, extraversion, conscientiousness, and emotional stability make up one’s personality; These traits are measured by specialized personality inventories that use factor analysis to organize item responses?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 4; Topic 4.5; LO 4.5.B; EK 4.5.B.2; SP 1.A, 2.A, 3.C - Topic 4.5 - Social-Cognitive and Trait Theories of Personality: College Board AP Psychology CED, Course Framework V.1: Unit 4; Topic 4.5; LO 4.5.B; EK 4.5.B.2; SP 1.A, 2.A, 3.C.

Drive-Reduction, Arousal, Homeostasis, and the Yerkes-Dodson Law: Which option best explains, distinguishes, or applies this CED content: some theories about motivation focus on behavior and mental processes that seek to address physical needs and desires such as drive-reduction theory and arousal theory; Drive-reduction theory addresses how certain behaviors help maintain homeostasis while arousal theory addresses how people seek an optimal level of arousal when they behave (as demonstrated by the Yerkes-Dodson Law)? Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 4; Topic 4.6; LO 4.6.A; EK 4.6.A.1; SP 1.A, 2.B, 2.C - Topic 4.6 - Motivation: College Board AP Psychology CED, Course Framework V.1: Unit 4; Topic 4.6; LO 4.6.A; EK 4.6.A.1; SP 1.A, 2.B, 2.C.

Intrinsic and Extrinsic Motivation and Incentive Theory: Which option best explains, distinguishes, or applies this CED content: self-determination theory proposes that people are motivated by intrinsic (internal) or extrinsic (external) motivations; Incentive theory explores the role of rewards (an extrinsic motivation) in motivating behavior?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 4; Topic 4.6; LO 4.6.A; EK 4.6.A.2; SP 1.A, 2.B, 2.C - Topic 4.6 - Motivation: College Board AP Psychology CED, Course Framework V.1: Unit 4; Topic 4.6; LO 4.6.A; EK 4.6.A.2; SP 1.A, 2.B, 2.C.

Instinct Theory and Nonhuman Animals: Which option best explains, distinguishes, or applies this CED content: many non-human animals are motivated by instincts (innate, typically fixed patterns of behavior in animals in response to certain stimuli); Humans do not seem to demonstrate instinctual behavior or mental processes?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 4; Topic 4.6; LO 4.6.A; EK 4.6.A.3; SP 1.A, 2.B, 2.C - Topic 4.6 - Motivation: College Board AP Psychology CED, Course Framework V.1: Unit 4; Topic 4.6; LO 4.6.A; EK 4.6.A.3; SP 1.A, 2.B, 2.C.

Approach-Avoidance Motivational Conflicts: Which option best explains, distinguishes, or applies this CED content: Lewin's motivational conflicts theory proposes that choices create conflicts one must resolve as the basis of motivation; the type of conflicts faced include approach-approach, approach-avoidance, and avoidance-avoidance. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 4; Topic 4.6; LO 4.6.A; EK 4.6.A.4; SP 1.A, 2.B, 2.C - Topic 4.6 - Motivation: College Board AP Psychology CED, Course Framework V.1: Unit 4; Topic 4.6; LO 4.6.A; EK 4.6.A.4; SP 1.A, 2.B, 2.C.

Sensation-Seeking Theory: Which option best explains, distinguishes, or applies this CED content: sensation-seeking theory proposes that one’s level of need for varied or novel experiences is the basis of motivation; The types of sensation seeking are experience seeking, thrill or adventure seeking, disinhibition, and boredom susceptibility. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 4; Topic 4.6; LO 4.6.A; EK 4.6.A.5; SP 1.A, 2.B, 2.C - Topic 4.6 - Motivation: College Board AP Psychology CED, Course Framework V.1: Unit 4; Topic 4.6; LO 4.6.A; EK 4.6.A.5; SP 1.A, 2.B, 2.C.

Biological and Psychological Influences on Eating: Which option best explains, distinguishes, or applies this CED content: eating is a complex motivated behavior that demonstrates how physical and mental processes interact?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 4; Topic 4.6; LO 4.6.B; EK 4.6.B.1; SP 1.A, 2.B, 2.C - Topic 4.6 - Motivation: College Board AP Psychology CED, Course Framework V.1: Unit 4; Topic 4.6; LO 4.6.B; EK 4.6.B.1; SP 1.A, 2.B, 2.C.

Ghrelin, Leptin, Hunger, and Satiety: Which option best explains, distinguishes, or applies this CED content: hormones, such as ghrelin and leptin (regulated by the hypothalamus via the pituitary gland), regulate feelings of hunger and satiety?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 4; Topic 4.6; LO 4.6.B; EK 4.6.B.1.i; SP 1.A, 2.B, 2.C - Topic 4.6 - Motivation: College Board AP Psychology CED, Course Framework V.1: Unit 4; Topic 4.6; LO 4.6.B; EK 4.6.B.1.i; SP 1.A, 2.B, 2.C.

External Influences on Eating: Which option best explains, distinguishes, or applies this CED content: external factors like the presence of food, time of day, or social gatherings around meals also influence the behavior of eating? Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 4; Topic 4.6; LO 4.6.B; EK 4.6.B.1.ii; SP 1.A, 2.B, 2.C - Topic 4.6 - Motivation: College Board AP Psychology CED, Course Framework V.1: Unit 4; Topic 4.6; LO 4.6.B; EK 4.6.B.1.ii; SP 1.A, 2.B, 2.C.

Physiological and Cognitive Components of Emotion: Which option best explains, distinguishes, or applies this CED content: emotion, or affect, is a complex psychological process that is distinguished from reasoning or knowledge; Emotions reflect internal and external factors affecting an individual; Early 20th century psychological theories of emotion parsed the distinction between the physiological and cognitive experiences of emotion; Some theories proposed that the physiological and cognitive experiences occurred in succession while others proposed that they occurred simultaneously; Other theories emphasize that the cognitive label is required to experience an emotion; The facial-feedback hypothesis suggests that the experience of emotion is influenced by facial expressions, which supports theories that propose the physiological experience of emotion precedes the cognitive appraisal, and research testing this hypothesis has produced mixed results?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 4; Topic 4.7; LO 4.7.A; EK 4.7.A.1; SP 1.A, 2.D, 3.A, 4.B - Topic 4.7 - Emotion: College Board AP Psychology CED, Course Framework V.1: Unit 4; Topic 4.7; LO 4.7.A; EK 4.7.A.1; SP 1.A, 2.D, 3.A, 4.B.

Broaden-and-Build Theory of Emotion: Which option best explains, distinguishes, or applies this CED content: the broaden-and-build theory of emotion proposes that positive emotional experiences tend to broaden awareness and encourage new actions and thoughts; Negative emotions tend to reduce awareness and narrow thinking and action. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 4; Topic 4.7; LO 4.7.A; EK 4.7.A.2; SP 1.A, 2.D, 3.A, 4.B - Topic 4.7 - Emotion: College Board AP Psychology CED, Course Framework V.1: Unit 4; Topic 4.7; LO 4.7.A; EK 4.7.A.2; SP 1.A, 2.D, 3.A, 4.B.

Universality of Emotional Expression: Which option best interprets or applies this research finding: research has explored whether the expression of emotions is universally common; Some emotions that may be commonly experienced across cultures include anger, disgust, sadness, happiness, surprise, and fear; Research on the universality of emotions shows mixed results?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 4; Topic 4.7; LO 4.7.B; EK 4.7.B.1; SP 1.A, 2.D, 3.A, 4.B - Topic 4.7 - Emotion: College Board AP Psychology CED, Course Framework V.1: Unit 4; Topic 4.7; LO 4.7.B; EK 4.7.B.1; SP 1.A, 2.D, 3.A, 4.B.

Cultural Display Rules and Emotion Elicitors: Which option best explains, distinguishes, or applies this CED content: display rules and elicitors for emotional expression can differ among cultures; Display rules and elicitors may regulate how people from different genders, ages, or socioeconomic classes within a culture can display and interpret emotions?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 4; Topic 4.7; LO 4.7.B; EK 4.7.B.2; SP 1.A, 2.D, 3.A, 4.B - Topic 4.7 - Emotion: College Board AP Psychology CED, Course Framework V.1: Unit 4; Topic 4.7; LO 4.7.B; EK 4.7.B.2; SP 1.A, 2.D, 3.A, 4.B.

Health Psychology and Wellness: Which option best explains or applies health psychology and wellness in a psychological scenario?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 5; Topic 5.1; LO 5.1.A; SP 1.B, 3.A, 3.B - Topic 5.1 - Introduction to Health Psychology: College Board AP Psychology CED, Course Framework V.1: Unit 5; Topic 5.1; LO 5.1.A; SP 1.B, 3.A, 3.B.

Stress and Physical Health: Which option best explains, distinguishes, or applies this CED content: stress is a factor in heightened susceptibility to disorders and disease; Stress has been linked to physiological issues such as hypertension, headaches, and immune suppression?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 5; Topic 5.1; LO 5.1.B; EK 5.1.B.1; SP 1.B, 3.A, 3.B - Topic 5.1 - Introduction to Health Psychology: College Board AP Psychology CED, Course Framework V.1: Unit 5; Topic 5.1; LO 5.1.B; EK 5.1.B.1; SP 1.B, 3.A, 3.B.

Eustress, Distress, Daily Hassles, Trauma, and ACEs: Which option best explains, distinguishes, or applies this CED content: stressors can be viewed as motivating (eustress) or debilitating (distress); Stressors can be experienced as traumatic or as daily hassles that can build up over time; Adverse childhood experiences (ACEs) are sources of stress that can affect a person throughout the lifespan?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 5; Topic 5.1; LO 5.1.B; EK 5.1.B.2; SP 1.B, 3.A, 3.B - Topic 5.1 - Introduction to Health Psychology: College Board AP Psychology CED, Course Framework V.1: Unit 5; Topic 5.1; LO 5.1.B; EK 5.1.B.2; SP 1.B, 3.A, 3.B.

General Adaptation Syndrome: Which option best explains, distinguishes, or applies this CED content: the general adaptation syndrome (GAS) describes the process of experiencing stress; Initially, alarm reaction occurs when the stress is encountered (via a fight-flight-freeze response); Then, a resistance phase occurs as the stress is confronted; Finally, an exhaustion phase occurs when the stress subsides, or resources are spent; The greatest susceptibility to illness occurs during the exhaustion phase. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 5; Topic 5.1; LO 5.1.C; EK 5.1.C.1; SP 1.B, 3.A, 3.B - Topic 5.1 - Introduction to Health Psychology: College Board AP Psychology CED, Course Framework V.1: Unit 5; Topic 5.1; LO 5.1.C; EK 5.1.C.1; SP 1.B, 3.A, 3.B.

Tend-and-Befriend Theory: Which option best explains, distinguishes, or applies this CED content: the tend-and-befriend theory proposes that some people react to stress by tending to their own needs and/or the needs of others and seeking connection with others; This phenomenon seems to occur mostly in women. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 5; Topic 5.1; LO 5.1.C; EK 5.1.C.2; SP 1.B, 3.A, 3.B - Topic 5.1 - Introduction to Health Psychology: College Board AP Psychology CED, Course Framework V.1: Unit 5; Topic 5.1; LO 5.1.C; EK 5.1.C.2; SP 1.B, 3.A, 3.B.

Problem-Focused Coping: Which option best explains, distinguishes, or applies this CED content: problem-focused coping involves seeing stress as a problem to be solved and working solutions until a solution is found? Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 5; Topic 5.1; LO 5.1.D; EK 5.1.D.1; SP 1.B, 3.A, 3.B - Topic 5.1 - Introduction to Health Psychology: College Board AP Psychology CED, Course Framework V.1: Unit 5; Topic 5.1; LO 5.1.D; EK 5.1.D.1; SP 1.B, 3.A, 3.B.

Emotion-Focused Coping: Which option best explains, distinguishes, or applies this CED content: emotion-focused coping involves managing emotional reactions to stress as a means of coping; Strategies that are emotion-focused may include deep breathing, meditation, or taking medication aimed at reducing stressful emotional responses? Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 5; Topic 5.1; LO 5.1.D; EK 5.1.D.2; SP 1.B, 3.A, 3.B - Topic 5.1 - Introduction to Health Psychology: College Board AP Psychology CED, Course Framework V.1: Unit 5; Topic 5.1; LO 5.1.D; EK 5.1.D.2; SP 1.B, 3.A, 3.B.

Positive Psychology, Resilience, and Well-Being: Which option best explains, distinguishes, or applies this CED content: positive psychology seeks to identify factors that lead to well-being, resilience, positive emotions, and psychological health?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 5; Topic 5.2; LO 5.2.A; EK 5.2.A.1; SP 1.B, 2.C, 4.A - Topic 5.2 - Positive Psychology: College Board AP Psychology CED, Course Framework V.1: Unit 5; Topic 5.2; LO 5.2.A; EK 5.2.A.1; SP 1.B, 2.C, 4.A.

Gratitude and Subjective Well-Being: Which option best explains, distinguishes, or applies this CED content: expressing gratitude, a positive subjective experience, increases subjective well-being?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 5; Topic 5.2; LO 5.2.B; EK 5.2.B.1; SP 1.B, 2.C, 4.A - Topic 5.2 - Positive Psychology: College Board AP Psychology CED, Course Framework V.1: Unit 5; Topic 5.2; LO 5.2.B; EK 5.2.B.1; SP 1.B, 2.C, 4.A.

Signature Strengths and Six Virtue Categories: Which option best explains, distinguishes, or applies this CED content: people who exercise their signature strengths or virtues report higher levels of positive objective experiences such as happiness and subjective well-being; a classification of character strengths has been developed around 6 categories of virtues: wisdom, courage, humanity, justice, temperance, and transcendence. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 5; Topic 5.2; LO 5.2.B; EK 5.2.B.2; SP 1.B, 2.C, 4.A - Topic 5.2 - Positive Psychology: College Board AP Psychology CED, Course Framework V.1: Unit 5; Topic 5.2; LO 5.2.B; EK 5.2.B.2; SP 1.B, 2.C, 4.A.

Posttraumatic Growth: Which option best explains, distinguishes, or applies this CED content: posttraumatic growth, a positive subjective experience, may result after the experience of trauma or stress? Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 5; Topic 5.2; LO 5.2.B; EK 5.2.B.3; SP 1.B, 2.C, 4.A - Topic 5.2 - Positive Psychology: College Board AP Psychology CED, Course Framework V.1: Unit 5; Topic 5.2; LO 5.2.B; EK 5.2.B.3; SP 1.B, 2.C, 4.A.

Dysfunction, Distress, and Deviance: Identify, distinguish, and apply dysfunction, perceived distress, and deviation from social norms as contextual factors used to identify psychological disorders. Aligned to College Board AP Psychology CED, Course Framework V.1 — Unit 5; Topic 5.3; LO 5.3.A; EK 5.3.A.1; SP 1.B, 2.D, 4.B — Topic 5.3 - Explaining and Classifying Psychological Disorders.

Benefits and Risks of Diagnosis: Which option best explains, distinguishes, or applies this CED content: diagnosing or classifying psychological disorders has positive and negative consequences depending on the nature of the disorder, the individual being diagnosed, and the presence of cultural/societal norms, stigma, racism, sexism, ageism, and discrimination? Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 5; Topic 5.3; LO 5.3.A; EK 5.3.A.2; SP 1.B, 2.D, 4.B - Topic 5.3 - Explaining and Classifying Psychological Disorders: College Board AP Psychology CED, Course Framework V.1: Unit 5; Topic 5.3; LO 5.3.A; EK 5.3.A.2; SP 1.B, 2.D, 4.B.

DSM, ICD, and Evidence-Based Diagnosis: Which option best explains, distinguishes, or applies this CED content: diagnosing psychological disorders requires specialized training and the use of evidence-based diagnostic tools; The American Psychiatric Association developed the Diagnostic and Statistical Manual (DSM) of Mental Disorders to classify mental disorders; The World Health Organization developed the International Classification of Diseases (ICD), including classifications for mental disorders; These classification systems are updated regularly to be responsive to new research and practice advances. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 5; Topic 5.3; LO 5.3.A; EK 5.3.A.3; SP 1.B, 2.D, 4.B - Topic 5.3 - Explaining and Classifying Psychological Disorders: College Board AP Psychology CED, Course Framework V.1: Unit 5; Topic 5.3; LO 5.3.A; EK 5.3.A.3; SP 1.B, 2.D, 4.B.

Eclectic Approach to Diagnosis and Treatment: Which option best explains, distinguishes, or applies this CED content: most psychologists employ an eclectic approach (using more than one psychological perspective) when diagnosing and treating clients? Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 5; Topic 5.3; LO 5.3.B; EK 5.3.B.1; SP 1.B, 2.D, 4.B - Topic 5.3 - Explaining and Classifying Psychological Disorders: College Board AP Psychology CED, Course Framework V.1: Unit 5; Topic 5.3; LO 5.3.B; EK 5.3.B.1; SP 1.B, 2.D, 4.B.

Behavioral Perspective on Psychological Disorders: Which option best explains, distinguishes, or applies this CED content: the behavioral perspective proposes that the causes of mental disorders focus on maladaptive learned associations between or among responses to stimuli?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 5; Topic 5.3; LO 5.3.B; EK 5.3.B.2; SP 1.B, 2.D, 4.B - Topic 5.3 - Explaining and Classifying Psychological Disorders: College Board AP Psychology CED, Course Framework V.1: Unit 5; Topic 5.3; LO 5.3.B; EK 5.3.B.2; SP 1.B, 2.D, 4.B.

Psychodynamic Perspective on Psychological Disorders: Which option best explains, distinguishes, or applies this CED content: the psychodynamic perspective proposes that the causes of mental disorders focus on unconscious thoughts and experiences, often developed during childhood?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 5; Topic 5.3; LO 5.3.B; EK 5.3.B.3; SP 1.B, 2.D, 4.B - Topic 5.3 - Explaining and Classifying Psychological Disorders: College Board AP Psychology CED, Course Framework V.1: Unit 5; Topic 5.3; LO 5.3.B; EK 5.3.B.3; SP 1.B, 2.D, 4.B.

Humanistic Perspective on Psychological Disorders: Which option best explains, distinguishes, or applies this CED content: the humanistic perspective proposes that the causes of mental disorders focus on a lack of social support and being unable to fulfill one's potential? Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 5; Topic 5.3; LO 5.3.B; EK 5.3.B.4; SP 1.B, 2.D, 4.B - Topic 5.3 - Explaining and Classifying Psychological Disorders: College Board AP Psychology CED, Course Framework V.1: Unit 5; Topic 5.3; LO 5.3.B; EK 5.3.B.4; SP 1.B, 2.D, 4.B.

Cognitive Perspective on Psychological Disorders: Which option best explains, distinguishes, or applies this CED content: the cognitive perspective proposes that the causes of mental disorders focus on maladaptive thoughts, beliefs, attitudes, or emotions?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 5; Topic 5.3; LO 5.3.B; EK 5.3.B.5; SP 1.B, 2.D, 4.B - Topic 5.3 - Explaining and Classifying Psychological Disorders: College Board AP Psychology CED, Course Framework V.1: Unit 5; Topic 5.3; LO 5.3.B; EK 5.3.B.5; SP 1.B, 2.D, 4.B.

Evolutionary Perspective on Psychological Disorders: Which option best explains, distinguishes, or applies this CED content: the evolutionary perspective proposes that the causes of mental disorders focus on behaviors and mental processes that reduce the likelihood of survival?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 5; Topic 5.3; LO 5.3.B; EK 5.3.B.6; SP 1.B, 2.D, 4.B - Topic 5.3 - Explaining and Classifying Psychological Disorders: College Board AP Psychology CED, Course Framework V.1: Unit 5; Topic 5.3; LO 5.3.B; EK 5.3.B.6; SP 1.B, 2.D, 4.B.

Sociocultural Perspective on Psychological Disorders: Which option best explains, distinguishes, or applies this CED content: the sociocultural perspective proposes that the causes of mental disorders focus on maladaptive social and cultural relationships and dynamics? Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 5; Topic 5.3; LO 5.3.B; EK 5.3.B.7; SP 1.B, 2.D, 4.B - Topic 5.3 - Explaining and Classifying Psychological Disorders: College Board AP Psychology CED, Course Framework V.1: Unit 5; Topic 5.3; LO 5.3.B; EK 5.3.B.7; SP 1.B, 2.D, 4.B.

Biological Perspective on Psychological Disorders: Which option best explains, distinguishes, or applies this CED content: the biological perspective proposes that the causes of mental disorders focus on physiological or genetic issues?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 5; Topic 5.3; LO 5.3.B; EK 5.3.B.8; SP 1.B, 2.D, 4.B - Topic 5.3 - Explaining and Classifying Psychological Disorders: College Board AP Psychology CED, Course Framework V.1: Unit 5; Topic 5.3; LO 5.3.B; EK 5.3.B.8; SP 1.B, 2.D, 4.B.

Biopsychosocial Model: Which option best explains, distinguishes, or applies this CED content: the biopsychosocial model assumes that any psychological problem potentially involves a combination of biological, psychological, and sociocultural factors?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 5; Topic 5.3; LO 5.3.C; EK 5.3.C.1; SP 1.B, 2.D, 4.B - Topic 5.3 - Explaining and Classifying Psychological Disorders: College Board AP Psychology CED, Course Framework V.1: Unit 5; Topic 5.3; LO 5.3.C; EK 5.3.C.1; SP 1.B, 2.D, 4.B.

Diathesis-Stress Model: Which option best explains, distinguishes, or applies this CED content: the diathesis-stress model assumes that psychological disorders develop due to a genetic vulnerability (diathesis) in combination with stressful life experiences (stress). Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 5; Topic 5.3; LO 5.3.C; EK 5.3.C.2; SP 1.B, 2.D, 4.B - Topic 5.3 - Explaining and Classifying Psychological Disorders: College Board AP Psychology CED, Course Framework V.1: Unit 5; Topic 5.3; LO 5.3.C; EK 5.3.C.2; SP 1.B, 2.D, 4.B.

Neurodevelopmental Disorders: ADHD and ASD: Which option best explains, distinguishes, or applies this CED content: neurodevelopmental disorders are a group of disorders with onset occurring during the developmental period; Symptoms of neurodevelopmental disorders focus on whether the person is exhibiting behaviors appropriate for their age or maturity range; Selected disorders in scope for AP Psychology in this category are attention-deficit/hyperactivity disorder (ADHD) and autism spectrum disorder (ASD)?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 5; Topic 5.4; LO 5.4.A; EK 5.4.A.1; SP 1.A, 2.D, 3.A, 4.A - Topic 5.4 - Selection of Categories of Psychological Disorders: College Board AP Psychology CED, Course Framework V.1: Unit 5; Topic 5.4; LO 5.4.A; EK 5.4.A.1; SP 1.A, 2.D, 3.A, 4.A.

Possible Causes of Neurodevelopmental Disorders: Which option best identifies and explains possible causes of neurodevelopmental disorders may be environmental, physiological, or genetic in nature?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 5; Topic 5.4; LO 5.4.A; EK 5.4.A.2; SP 1.A, 2.D, 3.A, 4.A - Topic 5.4 - Selection of Categories of Psychological Disorders: College Board AP Psychology CED, Course Framework V.1: Unit 5; Topic 5.4; LO 5.4.A; EK 5.4.A.2; SP 1.A, 2.D, 3.A, 4.A.

Schizophrenic Spectrum Disorders: Which vignette or statement best matches the defining symptoms, examples, or scope of Schizophrenic Spectrum Disorders?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 5; Topic 5.4; LO 5.4.B; EK 5.4.B.1; SP 1.A, 2.D, 3.A, 4.A - Topic 5.4 - Selection of Categories of Psychological Disorders: College Board AP Psychology CED, Course Framework V.1: Unit 5; Topic 5.4; LO 5.4.B; EK 5.4.B.1; SP 1.A, 2.D, 3.A, 4.A.

Delusions: Which option best explains, distinguishes, or applies this CED content: delusions (false beliefs) are positive symptoms and may manifest in ways such as delusions of persecution or grandeur?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 5; Topic 5.4; LO 5.4.B; EK 5.4.B.1.i; SP 1.A, 2.D, 3.A, 4.A - Topic 5.4 - Selection of Categories of Psychological Disorders: College Board AP Psychology CED, Course Framework V.1: Unit 5; Topic 5.4; LO 5.4.B; EK 5.4.B.1.i; SP 1.A, 2.D, 3.A, 4.A.

Hallucinations: Which option best explains, distinguishes, or applies this CED content: hallucinations (false perceptions) are positive symptoms and may involve one or more of the senses? Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 5; Topic 5.4; LO 5.4.B; EK 5.4.B.1.ii; SP 1.A, 2.D, 3.A, 4.A - Topic 5.4 - Selection of Categories of Psychological Disorders: College Board AP Psychology CED, Course Framework V.1: Unit 5; Topic 5.4; LO 5.4.B; EK 5.4.B.1.ii; SP 1.A, 2.D, 3.A, 4.A.

Disorganized Thinking and Speech: Which option best explains, distinguishes, or applies this CED content: disorganized thinking or speech is a positive symptom and may manifest as speaking in ways such as speaking in a word salad (stringing together words in nonsensical ways)?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 5; Topic 5.4; LO 5.4.B; EK 5.4.B.1.iii; SP 1.A, 2.D, 3.A, 4.A - Topic 5.4 - Selection of Categories of Psychological Disorders: College Board AP Psychology CED, Course Framework V.1: Unit 5; Topic 5.4; LO 5.4.B; EK 5.4.B.1.iii; SP 1.A, 2.D, 3.A, 4.A.

Catatonia: Which option best explains, distinguishes, or applies this CED content: disorganized motor behavior may manifest as catatonia; Catatonia, or disordered movement, may be experienced as excitement (a positive symptom manifestation) or stupor (a negative symptom manifestation)?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 5; Topic 5.4; LO 5.4.B; EK 5.4.B.1.iv; SP 1.A, 2.D, 3.A, 4.A - Topic 5.4 - Selection of Categories of Psychological Disorders: College Board AP Psychology CED, Course Framework V.1: Unit 5; Topic 5.4; LO 5.4.B; EK 5.4.B.1.iv; SP 1.A, 2.D, 3.A, 4.A.

Negative Symptoms: Which option best explains, distinguishes, or applies this CED content: negative symptoms present as the lack of a typical behavior, such as the lack of emotional expression (flat affect) or lack of movement (catatonic stupor)?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 5; Topic 5.4; LO 5.4.B; EK 5.4.B.1.v; SP 1.A, 2.D, 3.A, 4.A - Topic 5.4 - Selection of Categories of Psychological Disorders: College Board AP Psychology CED, Course Framework V.1: Unit 5; Topic 5.4; LO 5.4.B; EK 5.4.B.1.v; SP 1.A, 2.D, 3.A, 4.A.

Possible Causes of Schizophrenia: Which option best identifies and explains possible causes of schizophrenia suggest a genetic or biological link, such as prenatal virus exposure or imbalances with certain neurotransmitters (dopamine hypothesis)?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 5; Topic 5.4; LO 5.4.B; EK 5.4.B.2; SP 1.A, 2.D, 3.A, 4.A - Topic 5.4 - Selection of Categories of Psychological Disorders: College Board AP Psychology CED, Course Framework V.1: Unit 5; Topic 5.4; LO 5.4.B; EK 5.4.B.2; SP 1.A, 2.D, 3.A, 4.A.

Depressive Disorders: Which vignette or statement best matches the defining symptoms, examples, or scope of Depressive Disorders? Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 5; Topic 5.4; LO 5.4.C; EK 5.4.C.1; SP 1.A, 2.D, 3.A, 4.A - Topic 5.4 - Selection of Categories of Psychological Disorders: College Board AP Psychology CED, Course Framework V.1: Unit 5; Topic 5.4; LO 5.4.C; EK 5.4.C.1; SP 1.A, 2.D, 3.A, 4.A.

Possible Causes of Depressive Disorders: Which option best identifies and explains possible causes of depressive disorders focus on biological, genetic, social, cultural, behavioral, or cognitive sources?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 5; Topic 5.4; LO 5.4.C; EK 5.4.C.2; SP 1.A, 2.D, 3.A, 4.A - Topic 5.4 - Selection of Categories of Psychological Disorders: College Board AP Psychology CED, Course Framework V.1: Unit 5; Topic 5.4; LO 5.4.C; EK 5.4.C.2; SP 1.A, 2.D, 3.A, 4.A.

Bipolar Disorders: Which vignette or statement best matches the defining symptoms, examples, or scope of Bipolar Disorders? Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 5; Topic 5.4; LO 5.4.D; EK 5.4.D.1; SP 1.A, 2.D, 3.A, 4.A - Topic 5.4 - Selection of Categories of Psychological Disorders: College Board AP Psychology CED, Course Framework V.1: Unit 5; Topic 5.4; LO 5.4.D; EK 5.4.D.1; SP 1.A, 2.D, 3.A, 4.A.

Possible Causes of Bipolar Disorders: Which option best identifies and explains possible causes of bipolar disorders focus on biological, genetic, social, cultural, behavioral, or cognitive sources? Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 5; Topic 5.4; LO 5.4.D; EK 5.4.D.2; SP 1.A, 2.D, 3.A, 4.A - Topic 5.4 - Selection of Categories of Psychological Disorders: College Board AP Psychology CED, Course Framework V.1: Unit 5; Topic 5.4; LO 5.4.D; EK 5.4.D.2; SP 1.A, 2.D, 3.A, 4.A.

Anxiety Disorders: Which vignette or statement best matches the defining symptoms, examples, or scope of Anxiety Disorders? Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 5; Topic 5.4; LO 5.4.E; EK 5.4.E.1; SP 1.A, 2.D, 3.A, 4.A - Topic 5.4 - Selection of Categories of Psychological Disorders: College Board AP Psychology CED, Course Framework V.1: Unit 5; Topic 5.4; LO 5.4.E; EK 5.4.E.1; SP 1.A, 2.D, 3.A, 4.A.

Specific Phobia: Which option best explains, distinguishes, or applies this CED content: specific phobia involves fear or anxiety toward a specific object or situation, such as acrophobia (heights) or arachnophobia (spiders)? Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 5; Topic 5.4; LO 5.4.E; EK 5.4.E.1.i; SP 1.A, 2.D, 3.A, 4.A - Topic 5.4 - Selection of Categories of Psychological Disorders: College Board AP Psychology CED, Course Framework V.1: Unit 5; Topic 5.4; LO 5.4.E; EK 5.4.E.1.i; SP 1.A, 2.D, 3.A, 4.A.

Agoraphobia: Which option best explains, distinguishes, or applies this CED content: agoraphobia is intense fear of specific social situations, including using public transportation, being in open spaces, being in enclosed spaces (e.g., shops, theaters, etc.), standing in line or being in a crowd, or being outside of the home alone?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 5; Topic 5.4; LO 5.4.E; EK 5.4.E.1.ii; SP 1.A, 2.D, 3.A, 4.A - Topic 5.4 - Selection of Categories of Psychological Disorders: College Board AP Psychology CED, Course Framework V.1: Unit 5; Topic 5.4; LO 5.4.E; EK 5.4.E.1.ii; SP 1.A, 2.D, 3.A, 4.A.

Panic Disorder and Ataque de Nervios: Which option best explains, distinguishes, or applies this CED content: panic disorder involves the experience of panic attacks (unanticipated and overwhelming biological, cognitive, and emotional experiences of fear/anxiety); Panic disorder can manifest as a culture-bound anxiety disorder such as ataque de nervios (experienced mainly by people of Caribbean or Iberian descent). Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 5; Topic 5.4; LO 5.4.E; EK 5.4.E.1.iii; SP 1.A, 2.D, 3.A, 4.A - Topic 5.4 - Selection of Categories of Psychological Disorders: College Board AP Psychology CED, Course Framework V.1: Unit 5; Topic 5.4; LO 5.4.E; EK 5.4.E.1.iii; SP 1.A, 2.D, 3.A, 4.A.

Social Anxiety Disorder and Taijin Kyofusho: Which option best explains, distinguishes, or applies this CED content: social anxiety disorder involves the intense fear of being judged or watched by others; Social anxiety disorder is distinct from but may include agoraphobia; Taijin kyofusho is a culture-bound anxiety disorder experienced mainly by Japanese people in which people fear others are judging their bodies as undesirable, offensive, or unpleasing?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 5; Topic 5.4; LO 5.4.E; EK 5.4.E.1.iv; SP 1.A, 2.D, 3.A, 4.A - Topic 5.4 - Selection of Categories of Psychological Disorders: College Board AP Psychology CED, Course Framework V.1: Unit 5; Topic 5.4; LO 5.4.E; EK 5.4.E.1.iv; SP 1.A, 2.D, 3.A, 4.A.

Generalized Anxiety Disorder: Which option best explains, distinguishes, or applies this CED content: generalized anxiety disorder (GAD) involves prolonged experiences of nonspecific anxiety or fear?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 5; Topic 5.4; LO 5.4.E; EK 5.4.E.1.v; SP 1.A, 2.D, 3.A, 4.A - Topic 5.4 - Selection of Categories of Psychological Disorders: College Board AP Psychology CED, Course Framework V.1: Unit 5; Topic 5.4; LO 5.4.E; EK 5.4.E.1.v; SP 1.A, 2.D, 3.A, 4.A.

Possible Causes of Anxiety Disorders: Which option best identifies and explains possible causes of anxiety disorders focus on learned associations between and among stimuli, maladaptive thinking or emotional responses, and biological or genetic sources?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 5; Topic 5.4; LO 5.4.E; EK 5.4.E.2; SP 1.A, 2.D, 3.A, 4.A - Topic 5.4 - Selection of Categories of Psychological Disorders: College Board AP Psychology CED, Course Framework V.1: Unit 5; Topic 5.4; LO 5.4.E; EK 5.4.E.2; SP 1.A, 2.D, 3.A, 4.A.

Obsessive-Compulsive and Related Disorders: Which vignette or statement best matches the defining symptoms, examples, or scope of Obsessive-Compulsive and Related Disorders?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 5; Topic 5.4; LO 5.4.F; EK 5.4.F.1; SP 1.A, 2.D, 3.A, 4.A - Topic 5.4 - Selection of Categories of Psychological Disorders: College Board AP Psychology CED, Course Framework V.1: Unit 5; Topic 5.4; LO 5.4.F; EK 5.4.F.1; SP 1.A, 2.D, 3.A, 4.A.

Possible Causes of Obsessive-compulsive Disorders: Which option best identifies and explains possible causes of obsessive-compulsive disorders involve learned associations between and among stimuli, maladaptive thinking or emotional responses, and biological or genetic sources?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 5; Topic 5.4; LO 5.4.F; EK 5.4.F.2; SP 1.A, 2.D, 3.A, 4.A - Topic 5.4 - Selection of Categories of Psychological Disorders: College Board AP Psychology CED, Course Framework V.1: Unit 5; Topic 5.4; LO 5.4.F; EK 5.4.F.2; SP 1.A, 2.D, 3.A, 4.A.

Dissociative Disorders: Which vignette or statement best matches the defining symptoms, examples, or scope of Dissociative Disorders? Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 5; Topic 5.4; LO 5.4.G; EK 5.4.G.1; SP 1.A, 2.D, 3.A, 4.A - Topic 5.4 - Selection of Categories of Psychological Disorders: College Board AP Psychology CED, Course Framework V.1: Unit 5; Topic 5.4; LO 5.4.G; EK 5.4.G.1; SP 1.A, 2.D, 3.A, 4.A.

Possible Causes of Dissociative Disorders: Which option best identifies and explains possible causes of dissociative disorders involve the experience of trauma or stress?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 5; Topic 5.4; LO 5.4.G; EK 5.4.G.2; SP 1.A, 2.D, 3.A, 4.A - Topic 5.4 - Selection of Categories of Psychological Disorders: College Board AP Psychology CED, Course Framework V.1: Unit 5; Topic 5.4; LO 5.4.G; EK 5.4.G.2; SP 1.A, 2.D, 3.A, 4.A.

Trauma- and Stressor-Related Disorders and PTSD: Which vignette or statement best matches the defining symptoms, examples, or scope of Trauma- and Stressor-Related Disorders and PTSD? Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 5; Topic 5.4; LO 5.4.H; EK 5.4.H.1; SP 1.A, 2.D, 3.A, 4.A - Topic 5.4 - Selection of Categories of Psychological Disorders: College Board AP Psychology CED, Course Framework V.1: Unit 5; Topic 5.4; LO 5.4.H; EK 5.4.H.1; SP 1.A, 2.D, 3.A, 4.A.

Possible Causes of Trauma and Stressor-related Disorders: Identify and explain possible causes of trauma- and stressor-related disorders involving the experience of trauma or stress. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 5; Topic 5.4; LO 5.4.H; EK 5.4.H.2; SP 1.A, 2.D, 3.A, 4.A - Topic 5.4 - Selection of Categories of Psychological Disorders: College Board AP Psychology CED, Course Framework V.1: Unit 5; Topic 5.4; LO 5.4.H; EK 5.4.H.2; SP 1.A, 2.D, 3.A, 4.A.

Feeding and Eating Disorders: Which vignette or statement best matches the defining symptoms, examples, or scope of Feeding and Eating Disorders? Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 5; Topic 5.4; LO 5.4.I; EK 5.4.I.1; SP 1.A, 2.D, 3.A, 4.A - Topic 5.4 - Selection of Categories of Psychological Disorders: College Board AP Psychology CED, Course Framework V.1: Unit 5; Topic 5.4; LO 5.4.I; EK 5.4.I.1; SP 1.A, 2.D, 3.A, 4.A.

Possible Causes of Feeding and Eating Disorders: Which option best identifies and explains possible causes of feeding and eating disorders focus on biological, genetic, social, cultural, behavioral, or cognitive sources? Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 5; Topic 5.4; LO 5.4.I; EK 5.4.I.2; SP 1.A, 2.D, 3.A, 4.A - Topic 5.4 - Selection of Categories of Psychological Disorders: College Board AP Psychology CED, Course Framework V.1: Unit 5; Topic 5.4; LO 5.4.I; EK 5.4.I.2; SP 1.A, 2.D, 3.A, 4.A.

Defining Features of Personality Disorders: Which vignette or statement best matches the defining symptoms, examples, or scope of Defining Features of Personality Disorders?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 5; Topic 5.4; LO 5.4.J; EK 5.4.J.1; SP 1.A, 2.D, 3.A, 4.A - Topic 5.4 - Selection of Categories of Psychological Disorders: College Board AP Psychology CED, Course Framework V.1: Unit 5; Topic 5.4; LO 5.4.J; EK 5.4.J.1; SP 1.A, 2.D, 3.A, 4.A.

Cluster A Personality Disorders: Which option best explains, distinguishes, or applies this CED content: cluster A is the odd or eccentric cluster and includes paranoid, schizoid, and schizotypal personality disorders?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 5; Topic 5.4; LO 5.4.J; EK 5.4.J.1.i; SP 1.A, 2.D, 3.A, 4.A - Topic 5.4 - Selection of Categories of Psychological Disorders: College Board AP Psychology CED, Course Framework V.1: Unit 5; Topic 5.4; LO 5.4.J; EK 5.4.J.1.i; SP 1.A, 2.D, 3.A, 4.A.

Cluster B Personality Disorders: Which option best explains, distinguishes, or applies this CED content: cluster B is the dramatic, emotional, or erratic cluster and includes antisocial, histrionic, narcissistic, and borderline personality disorders? Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 5; Topic 5.4; LO 5.4.J; EK 5.4.J.1.ii; SP 1.A, 2.D, 3.A, 4.A - Topic 5.4 - Selection of Categories of Psychological Disorders: College Board AP Psychology CED, Course Framework V.1: Unit 5; Topic 5.4; LO 5.4.J; EK 5.4.J.1.ii; SP 1.A, 2.D, 3.A, 4.A.

Cluster C Personality Disorders: Which option best explains, distinguishes, or applies this CED content: cluster C is the anxious or fearful cluster and includes avoidant, dependent, and obsessive-compulsive personality disorders? Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 5; Topic 5.4; LO 5.4.J; EK 5.4.J.1.iii; SP 1.A, 2.D, 3.A, 4.A - Topic 5.4 - Selection of Categories of Psychological Disorders: College Board AP Psychology CED, Course Framework V.1: Unit 5; Topic 5.4; LO 5.4.J; EK 5.4.J.1.iii; SP 1.A, 2.D, 3.A, 4.A.

Possible Causes of Personality Disorders: Which option best identifies and explains possible causes of personality disorders focus on biological, genetic, social, cultural, behavioral, or cognitive sources?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 5; Topic 5.4; LO 5.4.J; EK 5.4.J.2; SP 1.A, 2.D, 3.A, 4.A - Topic 5.4 - Selection of Categories of Psychological Disorders: College Board AP Psychology CED, Course Framework V.1: Unit 5; Topic 5.4; LO 5.4.J; EK 5.4.J.2; SP 1.A, 2.D, 3.A, 4.A.

Psychotherapy Effectiveness and Therapeutic Alliance: Which option best explains, distinguishes, or applies this CED content: many researchers who have conducted meta-analytic studies of psychotherapy conclude that psychotherapies are generally effective; Many psychologists use evidence-based interventions to develop treatment plans; Therapists should exhibit cultural humility and establish a therapeutic alliance with the client to deliver therapy successfully?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 5; Topic 5.5; LO 5.5.A; EK 5.5.A.1; SP 1.A, 2.B, 2.D, 3.C, 4.B - Topic 5.5 - Treatment of Psychological Disorders: College Board AP Psychology CED, Course Framework V.1: Unit 5; Topic 5.5; LO 5.5.A; EK 5.5.A.1; SP 1.A, 2.B, 2.D, 3.C, 4.B.

Deinstitutionalization and Combined Treatment: Which option best explains, distinguishes, or applies this CED content: due to the increased use and effectiveness of psychotropic medication therapy, hospitals and asylums deinstitutionalized massive numbers of people in the late 20th century; Therapists now prefer to treat in decentralized ways, often with a combination of medication and psychological therapies. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 5; Topic 5.5; LO 5.5.B; EK 5.5.B.1; SP 1.A, 2.B, 2.D, 3.C, 4.B - Topic 5.5 - Treatment of Psychological Disorders: College Board AP Psychology CED, Course Framework V.1: Unit 5; Topic 5.5; LO 5.5.B; EK 5.5.B.1; SP 1.A, 2.B, 2.D, 3.C, 4.B.

Ethics in Clinical Treatment: Which option best explains, distinguishes, or applies this CED content: psychologists in clinical or therapeutic situations must follow certain ethical principles as established by the APA, including nonmaleficence, fidelity, integrity, and respect for people's rights and dignity? Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 5; Topic 5.5; LO 5.5.C; EK 5.5.C.1; SP 1.A, 2.B, 2.D, 3.C, 4.B - Topic 5.5 - Treatment of Psychological Disorders: College Board AP Psychology CED, Course Framework V.1: Unit 5; Topic 5.5; LO 5.5.C; EK 5.5.C.1; SP 1.A, 2.B, 2.D, 3.C, 4.B.

Psychodynamic Therapy Techniques: Which option best explains, distinguishes, or applies this CED content: psychodynamic therapies employ free association and dream interpretation to uncover the unconscious mind? Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 5; Topic 5.5; LO 5.5.D; EK 5.5.D.1; SP 1.A, 2.B, 2.D, 3.C, 4.B - Topic 5.5 - Treatment of Psychological Disorders: College Board AP Psychology CED, Course Framework V.1: Unit 5; Topic 5.5; LO 5.5.D; EK 5.5.D.1; SP 1.A, 2.B, 2.D, 3.C, 4.B.

Cognitive Restructuring, Fear Hierarchies, and the Cognitive Triad: Which option best explains, distinguishes, or applies this CED content: cognitive therapies may employ cognitive restructuring or fear hierarchies to combat maladaptive thinking; Cognitive therapy proposes that people should focus on the cognitive triad—negative thoughts about oneself, the world, and the future? Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 5; Topic 5.5; LO 5.5.D; EK 5.5.D.2; SP 1.A, 2.B, 2.D, 3.C, 4.B - Topic 5.5 - Treatment of Psychological Disorders: College Board AP Psychology CED, Course Framework V.1: Unit 5; Topic 5.5; LO 5.5.D; EK 5.5.D.2; SP 1.A, 2.B, 2.D, 3.C, 4.B.

Applied Behavior Analysis and Behavioral Therapies: Which option best explains, distinguishes, or applies this CED content: applied behavior analysis involves applying principles of conditioning to address mental disorders and developmental disabilities; Exposure therapies (such as systematic desensitization), aversion therapies, and token economies all employ principles of applied behavior analysis; Biofeedback uses principles of conditioning to help clients regulate body systems (such as the sympathetic and parasympathetic nervous systems) that contribute to feelings of anxiety or depression? Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 5; Topic 5.5; LO 5.5.D; EK 5.5.D.3; SP 1.A, 2.B, 2.D, 3.C, 4.B - Topic 5.5 - Treatment of Psychological Disorders: College Board AP Psychology CED, Course Framework V.1: Unit 5; Topic 5.5; LO 5.5.D; EK 5.5.D.3; SP 1.A, 2.B, 2.D, 3.C, 4.B.

Cognitive-Behavioral Therapies: Which option best explains, distinguishes, or applies this CED content: cognitive-behavioral therapies, such as dialectical behavior therapy and rational-emotive behavior therapy, combine techniques from the cognitive and behavioral perspectives to treat mental and behavioral disorders?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 5; Topic 5.5; LO 5.5.D; EK 5.5.D.4; SP 1.A, 2.B, 2.D, 3.C, 4.B - Topic 5.5 - Treatment of Psychological Disorders: College Board AP Psychology CED, Course Framework V.1: Unit 5; Topic 5.5; LO 5.5.D; EK 5.5.D.4; SP 1.A, 2.B, 2.D, 3.C, 4.B.

Person-Centered Therapy: Which option best explains, distinguishes, or applies this CED content: therapy from the humanistic perspective, commonly referred to as person-centered therapy, employs active listening and unconditional positive regard?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 5; Topic 5.5; LO 5.5.D; EK 5.5.D.5; SP 1.A, 2.B, 2.D, 3.C, 4.B - Topic 5.5 - Treatment of Psychological Disorders: College Board AP Psychology CED, Course Framework V.1: Unit 5; Topic 5.5; LO 5.5.D; EK 5.5.D.5; SP 1.A, 2.B, 2.D, 3.C, 4.B.

Group Therapy versus Individual Therapy: Which option best explains or applies group therapy versus individual therapy in a psychological scenario? Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 5; Topic 5.5; LO 5.5.E; SP 1.A, 2.B, 2.D, 3.C, 4.B - Topic 5.5 - Treatment of Psychological Disorders: College Board AP Psychology CED, Course Framework V.1: Unit 5; Topic 5.5; LO 5.5.E; SP 1.A, 2.B, 2.D, 3.C, 4.B.

Hypnosis: Supported and Unsupported Uses: Which option best explains, distinguishes, or applies this CED content: hypnosis has shown effectiveness in treating pain and anxiety; Research does not support the use of hypnosis to retrieve accurate memories or regress in age?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 5; Topic 5.5; LO 5.5.F; EK 5.5.F.1; SP 1.A, 2.B, 2.D, 3.C, 4.B - Topic 5.5 - Treatment of Psychological Disorders: College Board AP Psychology CED, Course Framework V.1: Unit 5; Topic 5.5; LO 5.5.F; EK 5.5.F.1; SP 1.A, 2.B, 2.D, 3.C, 4.B.

Psychotropic Medications and Tardive Dyskinesia: Which option best explains, distinguishes, or applies this CED content: psychoactive medications, such as antidepressants, antianxiety drugs, lithium, or antipsychotic medications, interact with specific neurotransmitters in the central nervous system to address possible biochemical causes of mental disorders; Psychoactive medications can have side effects such as tardive dyskinesia (a movement disorder related to the regulation of dopamine in the nervous system). Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 5; Topic 5.5; LO 5.5.G; EK 5.5.G.1; SP 1.A, 2.B, 2.D, 3.C, 4.B - Topic 5.5 - Treatment of Psychological Disorders: College Board AP Psychology CED, Course Framework V.1: Unit 5; Topic 5.5; LO 5.5.G; EK 5.5.G.1; SP 1.A, 2.B, 2.D, 3.C, 4.B.

Psychosurgery, TMS, ECT, and Lobotomy: Which option best explains, distinguishes, or applies this CED content: surgical or invasive interventions include psychosurgery (which may involve lesioning), TMS (transcranial magnetic stimulation), or electroconvulsive therapy; The lobotomy is a form of psychosurgery that was popular in the mid-20th century but is rarely, if ever, performed today?. Aligned to College Board AP Psychology CED, Course Framework V.1 Unit 5; Topic 5.5; LO 5.5.G; EK 5.5.G.2; SP 1.A, 2.B, 2.D, 3.C, 4.B - Topic 5.5 - Treatment of Psychological Disorders: College Board AP Psychology CED, Course Framework V.1: Unit 5; Topic 5.5; LO 5.5.G; EK 5.5.G.2; SP 1.A, 2.B, 2.D, 3.C, 4.B.