Library
Every official topic, ready to open
Search a name, a code, or a term you keep mixing up. Then go read the scene — that is where the interest lives.
1.1 · Not opened yet
Interaction of Heredity and Environment
Separate nature, nurture, and interaction — the exam asks which claim a design can support.
1.2 · Not opened yet
Overview of the Nervous System
Map a scene onto CNS vs PNS, and onto somatic vs autonomic branches.
1.3 · hard · Not opened yet
The Neuron and Neural Firing
Walk a signal from dendrite to synapse without mixing the electrical message inside a neuron with the chemical message between neurons.
1.4 · Not opened yet
The Brain
Match a function to a structure at AP grain — not pop-psych 'left brain' stories.
1.5 · Not opened yet
Sleep
Separate circadian timing from sleep stages and from why we sleep.
1.6 · hard · Not opened yet
Sensation
Keep transduction in the sense organ; perception is Unit 2 — do not blur them.
2.1 · Not opened yet
Perception
Treat perception as organization and interpretation of already-transduced input.
2.2 · Not opened yet
Thinking, Problem-Solving, Judgments, and Decision-Making
Name the heuristic or bias that actually fits THIS scene, not a list dump.
2.3 · Not opened yet
Introduction to Memory
Keep the Atkinson–Shiffrin stores distinct from working-memory as a workspace.
2.4 · Not opened yet
Encoding Memories
Apply levels of processing, chunking, and mnemonic strategy to a study plan.
2.5 · Not opened yet
Storing Memories
Distinguish sensory, short-term/working, and long-term storage at AP grain.
2.6 · Not opened yet
Retrieving Memories
Apply cues, priming, serial position, and encoding specificity to a scene.
2.7 · Not opened yet
Forgetting and Other Memory Challenges
Name the forgetting mechanism that fits: encoding failure, storage decay, or retrieval failure.
2.8 · hard · Not opened yet
Intelligence and Achievement
Define intelligence as the field debates it — not as a mystical IQ aura.
3.1 · Not opened yet
Themes and Methods in Developmental Psychology
Name the design: cross-sectional, longitudinal, or sequential — and its tradeoff.
3.2 · Not opened yet
Physical Development Across the Lifespan
Place a change on the lifespan without treating adolescence as the whole story.
3.3 · Not opened yet
Gender and Sexual Orientation
Keep sex, gender, and sexual orientation distinct as research constructs.
3.4 · Not opened yet
Cognitive Development Across the Lifespan
Keep Piaget, Vygotsky, and information-processing as separable tools, with limits.
3.5 · Not opened yet
Communication and Language Development
Separate phoneme, morpheme, syntax, and semantics in a short stem.
3.6 · hard · Not opened yet
Social-Emotional Development Across the Lifespan
Keep attachment, identity, and later-life social change as distinct tools.
3.7 · Not opened yet
Classical Conditioning
Label UCS, UCR, CS, CR in a novel pairing — no blanks.
3.8 · Not opened yet
Operant Conditioning
Name the exact consequence: positive/negative × reinforcement/punishment. Four cells, no hand-waving.
3.9 · Not opened yet
Social, Cognitive, and Neurological Factors in Learning
Apply observational learning, models, and self-efficacy to a scene.
4.1 · hard · Not opened yet
Attribution Theory and Person Perception
Apply fundamental attribution error, self-serving bias, and actor–observer to a scene.
4.2 · hard · Not opened yet
Attitude Formation and Attitude Change
Apply central vs peripheral routes, and cognitive dissonance, to a persuasion scene.
4.3 · hard · Not opened yet
Psychology of Social Situations
Keep these distinct: conformity, obedience, compliance, deindividuation, social facilitation, social loafing, groupthink, group polarization, bystander effect, diffusion of responsibility.
4.4 · hard · Not opened yet
Psychodynamic and Humanistic Theories of Personality
Keep Freud's structures and defense ideas distinct from Rogers/Maslow.
4.5 · hard · Not opened yet
Social-Cognitive and Trait Theories of Personality
Apply reciprocal determinism and self-efficacy as social-cognitive tools.
4.6 · hard · Not opened yet
Motivation
Name the theory that fits: drive, incentive, arousal, hierarchy (with limits), self-determination.
4.7 · hard · Not opened yet
Emotion
Keep James–Lange, Cannon–Bard, Schachter–Singer, and appraisal ideas distinct.
5.1 · Not opened yet
Introduction to Health Psychology
Treat stress as a process: stressor, appraisal, response — not as ‘having a lot going on.’
5.2 · Not opened yet
Positive Psychology
Separate specified interventions from slogans.
5.3 · Not opened yet
Explaining and Classifying Psychological Disorders
Treat classification as a system with limits, not as a verdict on a person.
5.4 · Not opened yet
Selection of Categories of Psychological Disorders
Use person-first language and CED-grain categories.
5.5 · Not opened yet
Treatment of Psychological Disorders
Compare treatment families: psychodynamic, humanistic, behavioral, cognitive, biomedical, group/community.