🧠AP Psychology
🧠AP Psychology
FRQ 1 – Article Analysis Question (AAQ)
Unit 1: Biological Bases of Behavior
Practice FRQ 1 of 211/21
Using the source provided, respond to all parts of the question.
1. Your response to the question should be provided in six parts: A, B, C, D, E, and F. Write the response to each part of the question in complete sentences. Use appropriate psychological terminology in your response.
A. Identify the research method used in the study.
B. State the operational definition of fatigue-related behaviors in the study.
C. Describe what the data indicate about the frequency of fatigue-related behaviors in the Morning Session compared to the Afternoon Session.
D. Identify at least one ethical guideline applied by the researchers.
E. Explain the extent to which the research findings may or may not be generalizable using specific and relevant evidence from the study.
F. Explain how the research findings support or refute the concept of circadian rhythms.
This study investigated whether observable signs of sleepiness among university students vary systematically throughout the day. Researchers sought to document naturally occurring fatigue-related behaviors across different time periods, guided by the hypothesis that biological timing mechanisms—specifically circadian rhythms—influence when students display the greatest indicators of tiredness in their daily routines.
- Total N: 150
- Recruitment: Observations were conducted of undergraduate students naturally present in the main university dining hall during regular meal hours. No recruitment or consent solicitation occurred, as observations were made in a public setting without any interaction with or identification of individuals.
- Gender: Estimated 52% female, 46% male, 2% indeterminate based on visual observation¹
- Race/Ethnicity: Not systematically recorded to maintain anonymity and reduce observer bias
- Age Range: Estimated 18-24 years based on undergraduate student population
- Age Mean: 20
- Age SD: 1.5
- Standardized behavioral observation coding sheets with predefined behavioral categories
- Digital timers for tracking 10-minute observation intervals
- Seating maps of the dining hall to systematically rotate observation zones
- Training manual for observer calibration and behavioral definitions
- Inter-rater reliability calculation software
- Two trained research assistants independently observed students in the university dining hall during three distinct time periods: Morning (7:30-8:30 AM), Afternoon (12:30-1:30 PM), and Evening (6:30-7:30 PM).
- Observations were conducted over a two-week period on weekdays only, with each time period observed on five separate days, totaling 15 one-hour observation sessions.
- Observers positioned themselves at inconspicuous locations in the dining hall, seated at corner tables with clear sightlines to multiple seating areas, appearing as ordinary students studying or eating.
- The dining hall was divided into six equal observation zones, and observers rotated their attention through each zone in 10-minute intervals to ensure representative sampling across the space.
- During each 10-minute interval, observers independently recorded every instance of predefined fatigue-related behaviors exhibited by students within their designated zone.
- Observers used tally marks on standardized coding sheets, recording behavior frequencies without noting any identifying information about individual students.
- At no point did observers interact with, approach, or disturb any students being observed; all data collection occurred passively without any manipulation of the natural environment.
- Following each observation session, the two observers compared their independent tallies to calculate inter-rater reliability using Cohen's kappa coefficient, which averaged κ = 0.87 across all sessions, indicating strong agreement.
- Approximately 50 different students were observed during each time period across the two-week data collection phase, yielding a total of 150 unique student observations distributed across the three conditions.
Fatigue-related behaviors were operationally defined as the frequency count of three specific observable actions: (1) yawning—any wide opening of the mouth accompanied by deep inhalation lasting at least 2 seconds; (2) head resting—placing one's head on a hand, arm, or table surface for 5 or more consecutive seconds; and (3) eye rubbing—using fingers or hands to rub or press against closed or partially closed eyes. Each distinct occurrence of these behaviors was tallied separately, and the total frequency was summed across all three behavior types for each observation period.
Confidentiality and anonymity were maintained throughout the study. Researchers did not record names, physical descriptions, or any identifying details of the students observed. Because observations occurred in a public setting where individuals had no reasonable expectation of privacy and no interaction occurred between researchers and those observed, informed consent was not required per institutional guidelines. All data were recorded as aggregate behavioral frequencies only.
The observational data revealed a pronounced pattern of fatigue-related behaviors across the three time periods. Students observed during the Morning session displayed substantially more fatigue indicators (M = 4.08 behaviors per student) compared to those observed during the Afternoon session (M = 1.48 behaviors per student) and Evening session (M = 1.88 behaviors per student). The total frequency of fatigue behaviors in the morning (204 instances) was nearly three times higher than in the afternoon (74 instances) and more than twice that of the evening (94 instances), with yawning being the most commonly observed behavior across all time periods.
| Behavior Type | Morning Session (7:30-8:30 AM) | Afternoon Session (12:30-1:30 PM) | Evening Session (6:30-7:30 PM) |
|---|---|---|---|
| Yawning | 87 instances | 34 instances | 41 instances |
| Head Resting | 64 instances | 22 instances | 29 instances |
| Eye Rubbing | 53 instances | 18 instances | 24 instances |
| Total Fatigue Behaviors | 204 instances | 74 instances | 94 instances |
| Mean Rate per Student Observed | 4.08 behaviors | 1.48 behaviors | 1.88 behaviors |
The findings demonstrate that university students exhibit significantly more observable signs of sleepiness during early morning hours compared to afternoon and evening periods. This pattern aligns with research on circadian rhythms, the internal biological clock that regulates the sleep-wake cycle over a roughly 24-hour period. Young adults, particularly university-aged students, often experience a delayed circadian phase², meaning their natural sleep-wake timing shifts later, making early morning hours fall during a period when their bodies are still physiologically primed for sleep. The elevated fatigue behaviors observed in the morning session likely reflect this circadian mismatch between students' biological rhythms and early academic schedules, rather than simply total sleep deprivation.
Hartwell, K. M., Chen, R. J., & Okonkwo, A. D. (2022). Morning grogginess in the wild: A naturalistic observation of fatigue indicators among college students. Journal of Sleep and Behavioral Research, 18(3), 245-261. https://doi.org/10.1037/jsbr0000892
1. Gender was estimated based on visual observation only and may not reflect individuals' actual gender identity. This methodological limitation is acknowledged, and no assumptions about gender identity should be drawn from these observational estimates.
2. Circadian phase delay refers to the tendency for the internal biological clock to shift toward later sleep and wake times, a pattern commonly observed during adolescence and young adulthood due to developmental changes in sleep regulation.
