--- title: "AP Psychology AAQ Practice" description: "78 Article Analysis Questions written in the AP format, each scored part by part." canonical: "https://fiveable.me/ap-psych-revised/frqs/aaq" type: "frq-type-practice" subject: "AP Psychology" --- # AP Psychology AAQ Practice ## What the AAQ asks The Article Analysis Question is FRQ 1 on the AP Psychology exam. You get a summary of a real, published study, with its methods, participants, and results, and answer six parts about how the research works. - **25 min**: 10 reading, 15 writing - **7 points**: across parts A to F - **16.65%**: of your exam score | Part | What it asks | Points | | --- | --- | --- | | A: Research method | Experiment, correlational study, or another design | 1 | | B: Operational definition | How the researchers measured a variable | 1 | | C: Statistics | What a result means in context, with no calculation | 1 | | D: Ethics | A guideline the study followed and how it was applied | 1 | | E: Generalizability | Who the findings apply to, based on the sample | 1 | | F: Argumentation | Whether a finding supports or refutes a psychological concept | 2 | ## How AAQ practice works 1. **Read the full question.** The study summary and all six parts, A through F, laid out the way the exam shows them. 2. **Write on a 25-minute timer.** The time to plan for on exam day. Pause it or turn it off, and your response saves as you go. 3. **Submit for a score out of 7.** Your response is scored against the scoring guidelines written for that question. Your first score is included. ## All 78 questions ### Unit 1: Biological Bases of Behavior (17) - [Motor reaction speed and sleep deprivation effects](/ap-psych-revised/frq-practice?id=697165e6b4e6ab45b30fc736&type=frq-1-article-analysis-question-aaq) - [Sleep duration and stress levels correlation](/ap-psych-revised/frq-practice?id=69a8f9cde98f4de0ddae4a89&type=frq-1-article-analysis-question-aaq) - [Language recovery measurement and assessment outcomes](/ap-psych-revised/frq-practice?id=69a8fee661ea531652d8ecfb&type=frq-1-article-analysis-question-aaq) - [Research methods and fatigue-related behavioral frequencies](/ap-psych-revised/frq-practice?id=69a8ff56d8812da7e6b7487c&type=frq-1-article-analysis-question-aaq) - [Sleep deprivation effects on cognitive performance](/ap-psych-revised/frq-practice?id=69a908d0c830cbbd255d8d26&type=frq-1-article-analysis-question-aaq) - [Auditory sensitivity measurement across career stages](/ap-psych-revised/frq-practice?id=69a91777e06766947b43e2d3&type=frq-1-article-analysis-question-aaq) - [Sleep duration differences across age groups](/ap-psych-revised/frq-practice?id=69a917eae06766947b43e2d8&type=frq-1-article-analysis-question-aaq) - [Social media usage and sleep quality correlation](/ap-psych-revised/frq-practice?id=69a91849e06766947b43e2da&type=frq-1-article-analysis-question-aaq) - [Sleep patterns across child and adult groups](/ap-psych-revised/frq-practice?id=69a918a0e06766947b43e2db&type=frq-1-article-analysis-question-aaq) - [Sleep onset latency measurement and group comparison](/ap-psych-revised/frq-practice?id=69a91940e06766947b43e2dd&type=frq-1-article-analysis-question-aaq) - [Research methods and cognitive alertness measurement](/ap-psych-revised/frq-practice?id=69a919ede7c7af7f639f25e0&type=frq-1-article-analysis-question-aaq) - [Evening screen exposure and sleep quality correlation](/ap-psych-revised/frq-practice?id=69a91b05e7c7af7f639f25ee&type=frq-1-article-analysis-question-aaq) - [Sleep quality and motor function recovery outcomes](/ap-psych-revised/frq-practice?id=69a91b65e7c7af7f639f25f1&type=frq-1-article-analysis-question-aaq) - [Social media engagement and sleep quality correlation](/ap-psych-revised/frq-practice?id=69a91bb7e7c7af7f639f25f3&type=frq-1-article-analysis-question-aaq) - [Daily caffeine intake and sleep efficiency correlation](/ap-psych-revised/frq-practice?id=69a91dd5d3d8e6bb5d4e064a&type=frq-1-article-analysis-question-aaq) - [Evening device usage and sleep onset latency relationship](/ap-psych-revised/frq-practice?id=69a91e78d3d8e6bb5d4e0652&type=frq-1-article-analysis-question-aaq) - [Reaction time differences between age groups](/ap-psych-revised/frq-practice?id=69a91ff204c188c4c983a78e&type=frq-1-article-analysis-question-aaq) ### Unit 2: Cognition (17) - [Memory retention effects of distributed versus massed practice](/ap-psych-revised/frq-practice?id=6971667314e97d16b4433e4e&type=frq-1-article-analysis-question-aaq) - [Media multitasking effects on working memory capacity](/ap-psych-revised/frq-practice?id=69a9003058fc796101ca366c&type=frq-1-article-analysis-question-aaq) - [Metacognitive awareness and academic performance correlation](/ap-psych-revised/frq-practice?id=69a90a65c830cbbd255d8d34&type=frq-1-article-analysis-question-aaq) - [Fluid intelligence measurement across age groups](/ap-psych-revised/frq-practice?id=69a90accc830cbbd255d8d37&type=frq-1-article-analysis-question-aaq) - [Research methods and procedural skill measurement in studies](/ap-psych-revised/frq-practice?id=69a90b2bc830cbbd255d8d3a&type=frq-1-article-analysis-question-aaq) - [Rumination, working memory capacity, correlation relationship](/ap-psych-revised/frq-practice?id=69a90b9ac830cbbd255d8d3c&type=frq-1-article-analysis-question-aaq) - [Research methods, operational definitions, and group performance comparisons](/ap-psych-revised/frq-practice?id=69a90c3dc830cbbd255d8d40&type=frq-1-article-analysis-question-aaq) - [Memory retention differences between processing methods](/ap-psych-revised/frq-practice?id=69a9175ce06766947b43e2d2&type=frq-1-article-analysis-question-aaq) - [Memory retrieval and music condition effects](/ap-psych-revised/frq-practice?id=69a91a46e7c7af7f639f25e4&type=frq-1-article-analysis-question-aaq) - [Memory retrieval in different contextual conditions](/ap-psych-revised/frq-practice?id=69a91a9ee7c7af7f639f25e7&type=frq-1-article-analysis-question-aaq) - [Navigational errors: device users versus non-users](/ap-psych-revised/frq-practice?id=69a91af4e7c7af7f639f25ed&type=frq-1-article-analysis-question-aaq) - [Fluid intelligence changes across lifespan development](/ap-psych-revised/frq-practice?id=69a91b34e7c7af7f639f25f0&type=frq-1-article-analysis-question-aaq) - [Memory retrieval methods and experimental group comparisons](/ap-psych-revised/frq-practice?id=69a91dc6d3d8e6bb5d4e0649&type=frq-1-article-analysis-question-aaq) - [Fluid intelligence measurement across age cohorts](/ap-psych-revised/frq-practice?id=69a91e01d3d8e6bb5d4e064c&type=frq-1-article-analysis-question-aaq) - [Memory performance across different learning methods](/ap-psych-revised/frq-practice?id=69a91f3304c188c4c983a785&type=frq-1-article-analysis-question-aaq) - [Working memory capacity and presentation grouping effects](/ap-psych-revised/frq-practice?id=69a91fd804c188c4c983a78c&type=frq-1-article-analysis-question-aaq) - [Working memory capacity assessment across modalities](/ap-psych-revised/frq-practice?id=6ab28b96081cfac5a40ae067&type=frq-1-article-analysis-question-aaq) ### Unit 3: Development and Learning (15) - [Research methods and aggression measurement in behavioral studies](/ap-psych-revised/frq-practice?id=697165bdb4e6ab45b30fc734&type=frq-1-article-analysis-question-aaq) - [Academic self-efficacy across parenting style groups](/ap-psych-revised/frq-practice?id=69a9026f48651291c6917a7d&type=frq-1-article-analysis-question-aaq) - [Research methods and operational definitions in task accuracy studies](/ap-psych-revised/frq-practice?id=69a908f1c830cbbd255d8d27&type=frq-1-article-analysis-question-aaq) - [Perceived parenting styles and academic resilience correlation](/ap-psych-revised/frq-practice?id=69a90ae5c830cbbd255d8d38&type=frq-1-article-analysis-question-aaq) - [Research methods and parenting style effects on academic achievement](/ap-psych-revised/frq-practice?id=69a90b4fc830cbbd255d8d3b&type=frq-1-article-analysis-question-aaq) - [Parenting style, academic self-efficacy, correlation analysis](/ap-psych-revised/frq-practice?id=69a90baac830cbbd255d8d3d&type=frq-1-article-analysis-question-aaq) - [Test anxiety measurement across authoritarian personality groups](/ap-psych-revised/frq-practice?id=69a90bfbc830cbbd255d8d3e&type=frq-1-article-analysis-question-aaq) - [Joint attention and vocabulary development in children](/ap-psych-revised/frq-practice?id=69a90c3bc830cbbd255d8d3f&type=frq-1-article-analysis-question-aaq) - [Research methods and behavioral measurement definitions](/ap-psych-revised/frq-practice?id=69a90cdac830cbbd255d8d42&type=frq-1-article-analysis-question-aaq) - [Research methods, operational definitions, group performance comparison](/ap-psych-revised/frq-practice?id=69a91a1be7c7af7f639f25e1&type=frq-1-article-analysis-question-aaq) - [Research methods and altruistic behavior measurement](/ap-psych-revised/frq-practice?id=69a91f3604c188c4c983a786&type=frq-1-article-analysis-question-aaq) - [Parallel play frequency across developmental stages](/ap-psych-revised/frq-practice?id=6ab289db081cfac5a40ae000&type=frq-1-article-analysis-question-aaq) - [Peer modeling effects on helping behavior](/ap-psych-revised/frq-practice?id=6ab28a85081cfac5a40ae028&type=frq-1-article-analysis-question-aaq) - [Behavioral modeling and ticket kiosk usage patterns](/ap-psych-revised/frq-practice?id=6ab28bb8081cfac5a40ae072&type=frq-1-article-analysis-question-aaq) - [Research methods, operational definitions, and statistical comparison](/ap-psych-revised/frq-practice?id=6ab28d10081cfac5a40ae0b1&type=frq-1-article-analysis-question-aaq) ### Unit 4: Social Psychology and Personality (13) - [Prosocial behavior differences between genders](/ap-psych-revised/frq-practice?id=69a8f847e98f4de0ddae4a75&type=frq-1-article-analysis-question-aaq) - [Prosocial behavior research methods and gender comparisons](/ap-psych-revised/frq-practice?id=69a8f89fe98f4de0ddae4a79&type=frq-1-article-analysis-question-aaq) - [Group size effects on table clearing behavior](/ap-psych-revised/frq-practice?id=69a90226384b0dd17158d22c&type=frq-1-article-analysis-question-aaq) - [Research methods, operational definitions, productivity measurement](/ap-psych-revised/frq-practice?id=69a903300074a1ebfb9555d7&type=frq-1-article-analysis-question-aaq) - [Victim blaming and just-world belief research study](/ap-psych-revised/frq-practice?id=69a90423c7b3fe45af7d0279&type=frq-1-article-analysis-question-aaq) - [Research methods, operational definitions, productivity measures](/ap-psych-revised/frq-practice?id=69a9076ec830cbbd255d8d17&type=frq-1-article-analysis-question-aaq) - [Locus of control and workplace burnout correlation](/ap-psych-revised/frq-practice?id=69a907c0c830cbbd255d8d1a&type=frq-1-article-analysis-question-aaq) - [Research methods, operational definitions, group comparisons](/ap-psych-revised/frq-practice?id=69a9087dc830cbbd255d8d24&type=frq-1-article-analysis-question-aaq) - [Stereotype threat effects on memory performance](/ap-psych-revised/frq-practice?id=69a908c3c830cbbd255d8d25&type=frq-1-article-analysis-question-aaq) - [Locus of control and stress level outcomes](/ap-psych-revised/frq-practice?id=69a90965c830cbbd255d8d2c&type=frq-1-article-analysis-question-aaq) - [Perceived personal control measurement and change](/ap-psych-revised/frq-practice?id=69a909b9c830cbbd255d8d2e&type=frq-1-article-analysis-question-aaq) - [Research methods, operational definitions, measurement comparisons](/ap-psych-revised/frq-practice?id=69a90a05c830cbbd255d8d31&type=frq-1-article-analysis-question-aaq) - [Social facilitation effects on task performance](/ap-psych-revised/frq-practice?id=69a91f3904c188c4c983a787&type=frq-1-article-analysis-question-aaq) ### Unit 5: Mental and Physical Health (16) - [Cortisol levels, mindfulness training, stress measurement](/ap-psych-revised/frq-practice?id=697165c6b4e6ab45b30fc735&type=frq-1-article-analysis-question-aaq) - [Perceived social support and PTSD symptom severity correlation](/ap-psych-revised/frq-practice?id=69a8f7ce0ba5fe555cd85b84&type=frq-1-article-analysis-question-aaq) - [Mental health literacy and professional treatment-seeking behavior](/ap-psych-revised/frq-practice?id=69a8f8bee98f4de0ddae4a7b&type=frq-1-article-analysis-question-aaq) - [Stress levels and physical health symptom manifestation](/ap-psych-revised/frq-practice?id=69a900bbd6b8a7b39af33cb1&type=frq-1-article-analysis-question-aaq) - [Childhood anxiety disorders and temperamental reactivity](/ap-psych-revised/frq-practice?id=69a902bcba9ae1eb9723a080&type=frq-1-article-analysis-question-aaq) - [Geographic mobility measurement and treatment outcomes](/ap-psych-revised/frq-practice?id=69a9076cc830cbbd255d8d16&type=frq-1-article-analysis-question-aaq) - [Social media use and adolescent body dissatisfaction](/ap-psych-revised/frq-practice?id=69a907dcc830cbbd255d8d1d&type=frq-1-article-analysis-question-aaq) - [Behavioral inhibition and social anxiety disorder diagnosis](/ap-psych-revised/frq-practice?id=69a90826c830cbbd255d8d21&type=frq-1-article-analysis-question-aaq) - [Maladaptive perfectionism and anxiety symptoms correlation](/ap-psych-revised/frq-practice?id=69a90aa6c830cbbd255d8d36&type=frq-1-article-analysis-question-aaq) - [Academic stress and physical health symptom correlation](/ap-psych-revised/frq-practice?id=69a90b10c830cbbd255d8d39&type=frq-1-article-analysis-question-aaq) - [Non-Instrumental Motor Movements across time periods](/ap-psych-revised/frq-practice?id=69a91778e06766947b43e2d4&type=frq-1-article-analysis-question-aaq) - [Social support effects on PTSD symptom severity](/ap-psych-revised/frq-practice?id=69a919d7e7c7af7f639f25dd&type=frq-1-article-analysis-question-aaq) - [Mental illness familiarity and parental help-seeking behavior](/ap-psych-revised/frq-practice?id=69a91ad2e7c7af7f639f25eb&type=frq-1-article-analysis-question-aaq) - [Sleep quality and anxiety symptom severity correlation](/ap-psych-revised/frq-practice?id=69a91b98e7c7af7f639f25f2&type=frq-1-article-analysis-question-aaq) - [PTSD symptom severity measurement and longitudinal change](/ap-psych-revised/frq-practice?id=69a91fe204c188c4c983a78d&type=frq-1-article-analysis-question-aaq) - [Gratitude expression and subjective well-being correlation](/ap-psych-revised/frq-practice?id=6ab289dc081cfac5a40ae003&type=frq-1-article-analysis-question-aaq) ## Sample question **Motor reaction speed and sleep deprivation effects** Instructions: Using the source provided, respond to all parts of the question. Question: 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. Part A (1 point): Prompt: Identify the research method used in the study. Verb: Identify Part B (1 point): Prompt: State the operational definition of motor reaction speed in the study. Verb: State Part C (1 point): Prompt: Describe what the mean indicates for the reaction time between the Total Deprivation Group and the Control Group. Verb: Describe Part D (1 point): Prompt: Identify one ethical guideline described in the study. Describe one way the researchers in the study applied this ethical guideline. Verb: Identify Part E (1 point): Prompt: Explain the extent to which the research findings may or may not be generalizable using specific and relevant evidence from the study. Verb: Explain Part F (2 points): Prompt: Explain how the research findings support or refute the restorative theory of sleep. Verb: Explain Introduction: Introduction: This study investigated whether reducing or eliminating sleep the night before testing would impair participants' ability to respond quickly to visual stimuli. The research was designed to test predictions derived from the Restorative Theory of Sleep, which posits that sleep serves a critical biological function in restoring neural and cognitive resources depleted during waking hours. Participants: - Total N: 90 - Recruitment: Participants were recruited from the introductory psychology research pool at a large Midwestern public university during the Fall 2022 semester. - Gender: 51.1% women (n = 46), 46.7% men (n = 42), 2.2% non-binary or other gender identity (n = 2) - Race/Ethnicity: 64.4% White (n = 58), 17.8% Asian (n = 16), 8.9% Black or African American¹ (n = 8), 6.7% Hispanic or Latino (n = 6), 2.2% multiracial or other (n = 2) - Age Range: 18-24 years - Age Mean: 19.8 - Age SD: 1.4 - Compensation: Participants received 2 hours of research credit toward their introductory psychology course requirement and a $15 gift card for completing the overnight portion of the study. Method Materials: - A standardized sleep laboratory with individual sleeping rooms equipped with beds, blackout curtains, and temperature control set to 68°F - A desktop computer running PsychoPy software (version 2022.2.4) to present visual stimuli and record reaction times with millisecond precision - A standard computer keyboard with a designated response key (spacebar) for participant responses - A bright yellow circle (5 cm diameter) presented on a black background as the visual stimulus - Actigraphy wristbands to verify participants' sleep duration during the experimental night - The Epworth Sleepiness Scale (ESS) administered pre-screening to exclude participants with existing sleep disorders Method Procedure Steps: - Prior to participation, all individuals completed an informed consent process in which researchers explained the study procedures, potential risks of sleep deprivation (including fatigue and temporary cognitive impairment), the voluntary nature of participation, and their right to withdraw at any time without penalty. Participants signed the consent form before any data collection began. - Participants completed a pre-screening questionnaire that included the Epworth Sleepiness Scale and questions about caffeine use, sleep disorders, and current medications. Those with scores indicating excessive daytime sleepiness (ESS > 10) or who reported diagnosed sleep disorders were excluded from participation. - Eligible participants were randomly assigned to one of three experimental conditions using a computer-generated randomization sequence: the Control Group (n = 30), the Partial Deprivation Group (n = 30), or the Total Deprivation Group (n = 30). - All participants arrived at the sleep laboratory at 9:00 PM on the evening of testing. They were instructed to abstain from caffeine and alcohol for 24 hours prior to arrival, which was verified through self-report. - Control Group participants were permitted to sleep for 8 hours in the sleep lab (11:00 PM to 7:00 AM). Partial Deprivation Group participants remained awake in a comfortable lounge area with access to books, magazines, and board games until 3:00 AM, then slept for 4 hours (3:00 AM to 7:00 AM). Total Deprivation Group participants were kept awake for the entire night (0 hours of sleep) under continuous supervision by research assistants who engaged them in low-stimulation activities. - At 8:00 AM, all participants consumed a standardized light breakfast and were given 30 minutes to prepare for testing. No caffeine was provided. - At 8:30 AM, participants completed the reaction time task. They were seated 60 cm from the computer monitor and instructed to press the spacebar as quickly as possible each time the yellow circle appeared on the screen. The task consisted of 50 trials with randomized inter-stimulus intervals² ranging from 2 to 5 seconds to prevent anticipatory responses. - Reaction time was recorded in milliseconds (ms) from stimulus onset to key press for each trial. Responses faster than 100 ms were classified as anticipatory errors and excluded from analysis, and responses slower than 1500 ms were classified as lapses. - Following testing, all participants were debriefed about the study hypotheses and provided with a comfortable space to rest before leaving the laboratory. Participants in the deprivation conditions were advised not to drive and were offered transportation home. Method Conditions: Control Group: Participants slept for 8 hours (11:00 PM to 7:00 AM) in the sleep lab under normal conditions. Partial Deprivation Group: Participants slept for 4 hours (3:00 AM to 7:00 AM) in the sleep lab after remaining awake during the early night hours. Total Deprivation Group: Participants were kept awake for the entire night (0 hours of sleep) under continuous supervision by research staff. Method Measures: Reaction time was operationally defined as the duration in milliseconds (ms) between the onset of a visual stimulus (yellow circle appearing on the computer screen) and the participant's key press response (pressing the spacebar). For each participant, the mean reaction time was calculated across all 50 valid trials, excluding anticipatory responses (< 100 ms) and lapses (> 1500 ms). Ethical Practice: Informed consent was obtained from all participants prior to their involvement in the study. The consent process included a detailed explanation of the study procedures, potential risks associated with sleep deprivation (such as fatigue, irritability, and temporary cognitive impairment), the voluntary nature of participation, and participants' right to withdraw from the study at any time without penalty or loss of compensation. Results Interpretation: The results revealed a clear pattern: as sleep duration decreased, reaction times increased substantially. Participants in the Control Group (8 hours of sleep) demonstrated the fastest mean reaction time at 247.3 ms, while the Partial Deprivation Group (4 hours of sleep) showed a 51.3 ms increase with a mean of 298.6 ms. The Total Deprivation Group (0 hours of sleep) exhibited the slowest performance with a mean reaction time of 364.2 ms—representing a 116.9 ms increase compared to well-rested participants. Additionally, the percentage of lapse trials increased dramatically from 1.2% in the Control Group to 11.3% in the Total Deprivation Group, indicating that sleep-deprived participants experienced more frequent attentional failures during the task. Table 1. Mean Reaction Time Performance and Error Rates by Sleep Condition: Headers: Measure | Control Group (8 hours sleep) | Partial Deprivation Group (4 hours sleep) | Total Deprivation Group (0 hours sleep) Mean Reaction Time (ms) | 247.3 | 298.6 | 364.2 Standard Deviation (ms) | 32.1 | 45.8 | 71.4 Percentage of Lapse Trials (> 1500 ms) | 1.2% | 4.7% | 11.3% Mean Self-Reported Fatigue (1-10 scale) | 2.8 | 5.4 | 8.1 Discussion: These findings demonstrate that sleep deprivation significantly impairs motor reaction speed and increases response variability, with greater sleep loss producing more pronounced deficits in performance. The results provide strong support for the Restorative Theory of Sleep, which proposes that sleep is essential for restoring cognitive and neural resources that become depleted during periods of wakefulness. According to this theory, the accumulation of adenosine and other metabolic byproducts during waking hours impairs neural processing efficiency, and sleep allows the brain to clear these substances and restore optimal functioning. The progressive decline in reaction time performance observed across conditions—from full sleep to partial deprivation to total deprivation—is consistent with the prediction that longer periods without sleep result in greater depletion of neural resources and correspondingly greater impairment in cognitive-motor performance. Citation: Thornton, R. M., Chen, A. L., Balderas, J. F. (2023). Sleep deprivation and psychomotor vigilance: Evidence for restorative neural mechanisms in reaction time performance. Journal of Experimental Psychology: Human Performance and Cognition, 49(3), 412-428. https://doi.org/10.1037/xhp0001087 Footnotes: 1. Demographic categories for race and ethnicity were based on participant self-identification using categories consistent with current NIH reporting standards. The terminology used reflects the language provided by participants and standard classifications in psychological research at the time of data collection. 2. Inter-stimulus interval (ISI) refers to the duration of time between the end of one stimulus presentation and the beginning of the next. Randomizing the ISI prevents participants from predicting when the next stimulus will appear, ensuring that measured reaction times reflect genuine perceptual-motor processing rather than anticipatory timing strategies. ## Questions **How many responses can I get scored?** You can read every question without a plan. Your first scored response is included. A plan unlocks unlimited scoring. **What does the article look like?** A summary of a published study: its methods, who took part, the results, and basic statistics. You don’t need to know the study ahead of time. **How is the AAQ different from the EBQ?** The AAQ asks about one study and its research methods. The EBQ asks you to build an argument from three sources, and the exam gives it 45 minutes. **Are these real College Board questions?** No. We wrote them in the AP format, with the same six parts, and wrote scoring guidelines for each one. **Can I write my answer by hand?** Yes. Switch the editor to handwrite, write on paper, and add a photo of your page. ## Related - [AAQ exam guide](/ap-psych-revised/unit-0/5-aaq/study-guide/urkdu7LDkDtQAtET) - [AP Psychology EBQ practice](/ap-psych-revised/frqs/ebq) - [AP Psychology FRQs](/ap-psych-revised/frqs) - Any question by id: the `get_frq` tool on the [Fiveable MCP server](/mcp/docs) ## About This Document Canonical Fiveable pages are available as Markdown at the same path plus `.md`. - [llms.txt](https://fiveable.me/llms.txt): index of Fiveable's sections and URL patterns - [llms-full.txt](https://fiveable.me/llms-full.txt): complete subject and unit listing - [MCP server](https://fiveable.me/mcp): call Fiveable as tools instead of fetching pages (`https://fiveable.me/api/mcp`) - [MCP server for AP teachers](https://fiveable.me/mcp/teachers): a teacher's classes, assignments and AP-rubric grading (`https://fiveable.me/api/mcp/teacher`)