Each question is worth 1 point. Write your response in the box, then click Show Answer to reveal the key points for full credit. Check each bullet against your response before moving on. Pay close attention to the action word — identify, describe, explain, and propose each require different response types.
✍ FRQ Practice · Research method + operational definition
Researchers wanted to know whether daily mindfulness practice reduces stress in college students. They recruited 80 students and randomly assigned half to a 'mindfulness' group (15 minutes of guided meditation daily) and half to a 'control' group (15 minutes of audiobook listening). After four weeks, all students completed the Perceived Stress Scale — a validated self-report measure where higher scores indicate more perceived stress. The mindfulness group scored an average of 17.3; the control group scored 24.6.
Adapted study, Unit 5: Stress and coping
Identify the research method used in this study and state the operational definition of stress as used by the researchers.
Key Points for Full Credit
Identifies the method as an experiment (random assignment to mindfulness vs. control)
Operational definition of stress = score on the Perceived Stress Scale (higher score = more perceived stress)
Must be specific and measurable
Rubric note: Award the point only if the response (1) identifies the method as an experiment (random assignment to two conditions confirms this), AND (2) gives a measurable definition of stress referencing the score on the Perceived Stress Scale. A vague answer like 'how stressed they felt' does NOT earn the point.
✍ FRQ Practice · Interpret a statistic
A clinical psychologist tested the effects of CBT on adults with major depressive disorder. After 12 weeks, the CBT group scored a mean of 11.2 on the Beck Depression Inventory (lower = less depression), while the wait-list control group scored 22.4. The difference was statistically significant (p < 0.001).
Adapted study, Unit 5: Treatment of depression
Describe what the difference in mean depression scores between the CBT group and the wait-list group indicates in relation to the study.
Key Points for Full Credit
CBT group mean (11.2) was lower than wait-list group (22.4)
Lower score = less depression — CBT group had less severe symptoms
Indicates CBT was effective at reducing depressive symptoms over 12 weeks
Must interpret — not just list the numbers
Rubric note: Award the point only if the response interprets the means in context. A correct response describes that the CBT group had a LOWER mean score (11.2), indicating LESS depression, suggesting CBT was effective. Simply listing the numbers does NOT earn the point.
✍ FRQ Practice · Identify ethical guideline
Researchers studying a new anxiety medication recruited 60 adults with generalized anxiety disorder. Before participating, each adult received a written description including possible side effects and signed a consent form. Participants were told they could withdraw at any time without losing access to regular treatment. Researchers assigned each participant a code number, and data were stored without names attached.
Adapted study, Unit 5: Treatment research
Identify at least one ethical guideline applied by the researchers in this study.
Key Points for Full Credit
Identifies confidentiality (code numbers assigned; data stored without names)
OR informed consent (written description of side effects + signed consent form)
OR right to withdraw (could leave without losing access to regular treatment)
Must connect to a specific feature of THIS study
Rubric note: Award the point if the response identifies an ethical guideline actually applied in the study. Acceptable: informed consent (written description + signed form), right to withdraw (could leave without penalty), or confidentiality (code numbers, data stored without names). Must connect to a specific feature of THIS study.
✍ FRQ Practice · Generalizability
Researchers tested whether group therapy reduces social anxiety. They recruited 45 white women aged 30-45 from a single suburban clinic in Connecticut, all with diagnosed social anxiety disorder. After 8 weeks of weekly group therapy, 73% showed clinically meaningful symptom reductions.
Adapted study, Unit 5: Group therapy
Explain the extent to which the findings of this study can be generalized, using specific evidence about the participants.
Key Points for Full Credit
Makes a claim that findings cannot be generalized to the wider population
Cites specific evidence: all white women, ages 30–45, single suburban clinic in Connecticut, only 45 participants
Explains why: men, younger adults, different racial backgrounds, or rural populations might respond differently
Rubric note: Award the point if the response makes a claim about generalizability AND backs it up with specific participant evidence. Acceptable: all white women, narrow age range (30-45), from a single suburban clinic in Connecticut, only 45 participants. A vague answer like 'the study is generalizable because most improved' does NOT earn the point.
✍ FRQ Practice · Argumentation: support/refute
Researchers followed 200 adults for 6 months. Adults with stress scores in the top 25% reported a mean of 18.7 physical symptoms. Adults in the bottom 25% reported a mean of 6.4 physical symptoms. The difference was statistically significant.
Adapted study, Unit 5: Stress and health
Explain how the research findings support or refute the idea that chronic stress is linked to physical health problems.
Key Points for Full Credit
Uses specific finding: high-stress group reported 18.7 mean physical symptoms vs. 6.4 for low-stress group
Connects it to the idea that chronic stress weakens the immune system and contributes to physical symptoms
Must link the finding to the mechanism — not just say 'stress is bad for you'
Rubric note: Award the point only if the response (1) uses a specific finding (18.7 mean symptoms for high-stress group vs. 6.4 for low-stress), AND (2) accurately connects it to the concept that chronic stress is linked to physical health problems through prolonged activation of the stress response or immune suppression. Mentioning only the finding OR only the concept does NOT earn the point.
✍ FRQ Practice · Propose a defensible claim
A school counselor wants to advise teachers on helping students cope with academic stress. Studies show that students who use problem-focused coping report lower stress over time than those using only emotion-focused strategies, and students with strong social support recover faster from stressful events than those feeling isolated.
Unit 5: Coping with stress
Propose a specific and defensible claim, based in psychological science, about how teachers should help students cope with academic stress.
Key Points for Full Credit
Takes a specific, defensible position grounded in psychological science
Recommends problem-focused coping skills (e.g., study plans) AND building social support networks
Grounds it in coping research: both strategies reduce stress and speed recovery
Rubric note: Award the point only if the response proposes a SPECIFIC, defensible claim grounded in psychological science. Acceptable: 'Teachers should help students develop problem-focused coping skills and build social support networks.' NOT acceptable: 'Stress is bad.' / 'Different students cope differently.' / Restating without a position.
✍ FRQ Practice · Research method + statistic interpretation
A researcher surveyed 500 adults about gratitude practices and life satisfaction (1-10 scale). Adults who reflected on gratitude 'often' reported mean life satisfaction of 7.8; those who 'rarely' reflected reported 6.5.
Adapted study, Unit 5: Positive psychology
Identify the research method used in this study and describe what the difference in mean life-satisfaction scores indicates in the context of the study.
Key Points for Full Credit
Identifies the method as correlational / survey (no manipulation or random assignment)
Interprets the difference (7.8 vs. 6.5) as a positive association between gratitude and life satisfaction — not causation
Must NOT call this an experiment
Rubric note: Award the point only if the response (1) correctly identifies this as a correlational or survey study (NOT an experiment — no manipulation or random assignment), AND (2) interprets the difference (7.8 vs 6.5) as a positive association between gratitude and life satisfaction, without claiming causation. Identifying the method as 'experiment' does NOT earn the point.
✍ FRQ Practice ·
Key Points for Full Credit
Uses specific finding: 47% with BOTH risk AND stress developed depression; 12% with risk but no stress; 9% with stress but no risk
Connects it to the diathesis-stress model — genetic vulnerability + stress = disorder; neither alone is sufficient
Must link all three data points to the model — the combination produces the highest risk