AP Psychology Unit 5 practice questions
Try 10 multiple-choice questions from Unit 5 here. Pick an answer to see why it's right or wrong, then take the timed test above for a full AP-style set.
Question 1
Source:Adapted from PloS one. Molina-Cantero et al. (2025). Evaluating the effectiveness of integrating biofeedback in the treatment of aggressive outbursts (BRET-IA2): A study protocol.
Researchers recruited 70 children and adolescents who experience aggressive episodes for a study on emotional regulation. All participants received therapy across three sessions where therapists deliberately provoked aggressive reactions using video clips of the participants' own outbursts recorded at home. During these sessions, physiological signals including heart rate, heart rate variability, and skin conductance level were measured in real time. Half of the participants were randomly assigned to a control group that received standard therapy, while the other half were assigned to an intervention group that received the same therapy plus biofeedback training. Biofeedback training involved showing participants their own physiological responses on a display screen while they practiced relaxation techniques.
Group Number of Participants Received Biofeedback Training Control 35 No Intervention 35 Yes Which modification to the control group's condition would best address a primary threat to the study's internal validity?
Providing a sham display screen that shows simulated physiological data
Allowing participants to choose whether they want to practice relaxation
Using standardized video clips of other children displaying aggression
Eliminating the standard therapy component to isolate biofeedback effects
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Answer: (A)
Internal validity depends on ensuring that the independent variable (biofeedback) is the sole cause of changes in the dependent variable. Because the intervention group receives an additional physical component (a display screen), a sham screen for the control group is necessary to rule out the placebo effect or the impact of mere visual distraction.
Question 2
A longitudinal study measured dopamine receptor density in cocaine users. Density fell 30% during use and remained 18% below baseline after six months abstinent. Users reported persistent cravings and anhedonia. Which consequence of addiction do these sustained neurobiological changes illustrate?
Enduring neuroadaptations in mesolimbic reward circuitry that persist after abstinence
Permanent destruction of dopamine receptors by cocaine prevents any biological recovery
Cognitive tolerance develops to drug effects not to abstinence and cannot explain deficits
Prolonged withdrawal does not cause gradual receptor loss and resuming use worsens damage
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Answer: (A)
The persistent 18% receptor deficit shows addiction produces long-lasting neuroadaptations in reward circuits. These durable changes explain ongoing cravings and anhedonia despite behavioral abstinence.
Question 3
A student interprets criticism as proof she is a bad writer and then avoids writing. Which influence best explains this pattern?
Pessimistic explanatory style assigning negative outcomes to stable internal causes
Self-serving bias blaming negative feedback on external factors to protect self-esteem
Fundamental attribution error attributing others' behavior to disposition over situation
Actor-observer bias where actors cite situations and observers cite dispositions
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Answer: (A)
The student attributes criticism to a stable internal trait, reducing motivation and prompting avoidance. Pessimistic explanatory style assigns negative events to internal, stable, and global causes and predicts withdrawal after failure.
Question 4
A study tracked students' explanations for their exam performance throughout a semester. Students who earned high grades consistently attributed their success to internal factors ('I studied effectively,' 'I understand the material') and attributed occasional poor performance on specific exams to external factors ('that test was poorly written,' 'I was sick that day'). Students who earned low grades showed the reverse pattern, attributing success to external factors ('the test was easy,' 'I got lucky') and attributing failure to internal factors ('I'm not smart enough,' 'I don't have ability in this subject'). Which explanatory style best characterizes the low-performing students' attribution pattern?
Pessimistic explanatory style
Optimistic explanatory style
External locus of control
Self-serving bias
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Answer: (A)
Recognizing that low performers attribute successes to external, temporary causes and failures to internal, stable causes reveals pessimistic explanatory style. This pattern—viewing good outcomes as luck or circumstance while viewing failures as personal inadequacy—creates learned helplessness and reduced motivation, which aligns with the lower academic performance shown in the data.
Question 5
A student credits good grades to intelligence and study habits but blames poor grades on unfair tests or lack of sleep. She remains motivated and resilient. Which explanatory style fits this pattern?
Optimistic explanatory style attributing successes internally and failures to external causes
Pessimistic explanatory style attributing successes externally and failures internally
Actor observer bias attributing one's actions to situational factors rather than dispositions
Fundamental attribution error attributing others' behavior to disposition rather than situation
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Answer: (A)
This pattern attributes successes to internal, stable factors and failures to external, temporary factors. That preserves self-esteem and sustains motivation by making setbacks seem controllable and short lived.
Question 6
A counselor notes clients with pessimistic explanatory styles withdraw in individualistic cultures but persist when tasks serve family or community. This pattern best illustrates which concept?
Cultural moderation of locus of control leads to group focused persistence
Pessimistic explanatory style always produces learned helplessness across cultures
Collectivistic cultures prevent pessimism from developing in their members
Mere exposure increases liking but does not explain persistence
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Answer: (A)
Locus of control interacts with cultural norms so pessimistic beliefs may motivate effort when goals serve the group. In collectivistic contexts an external orientation reframes effort as duty, producing persistence rather than helplessness.
Question 7
After receiving critical feedback on her presentation, Keisha feels disappointed and focuses narrowly on her mistakes, replaying them repeatedly in her mind. According to the broaden-and-build theory, how does this emotional state likely affect her subsequent creative problem-solving abilities?
Her narrowed thinking and reduced awareness limit the range of solutions she can generate
Her emotional state will enhance her ability to identify practical, immediate solutions
Her disappointment will motivate her to seek social support, broadening her perspective
Her emotional state will have no effect on problem-solving because cognition operates independently from emotion
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Answer: (A)
The broaden-and-build theory proposes that negative emotions narrow awareness and thinking, constraining cognitive flexibility. Keisha's disappointment narrows her focus to mistakes rather than expanding her perspective to consider multiple approaches, directly limiting her creative problem-solving capacity.
Question 8
After winning a scholarship, Priya feels joy and begins planning new academic projects, connecting with mentors, and exploring advanced courses. According to the broaden-and-build theory, which long-term benefit is Priya most likely to develop from this positive emotional experience?
Expanded intellectual resources and social connections that support sustained academic growth
Expanded social connections with mentors and peers that support sustained academic growth
Expanded intellectual resources and social connections that provide immediate academic advantages
Enhanced motivation and confidence from the scholarship reward that support sustained academic growth
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Answer: (A)
The broaden-and-build theory holds that positive emotions widen a person's momentary thought-action repertoire, leading them to explore, connect, and learn in ways that build durable personal resources. Priya's joy leads her to pursue projects, mentors, and courses, which builds both intellectual and social resources that support her growth over time.
Question 9
During a team brainstorming session Jamal feels energized, builds on colleagues' ideas, and proposes unconventional approaches. According to broaden-and-build theory his positive emotion most directly contributes to which outcome?
Broadened attention and flexible thinking that promote exploration of diverse ideas
Narrowed attention and focus on constraints to ensure realistic outcomes
Heightened critical scrutiny that narrows attention to evaluate and discard ideas
Withdrawal from collaboration and reduced social engagement to work alone
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Answer: (A)
Positive emotions broaden attention and increase cognitive flexibility, which promotes exploration of diverse ideas. Jamal's novel proposals and responsiveness to colleagues reflect this broadened cognitive scope.
Question 10
A therapist notes a depressed client's narrowed thinking, difficulty seeing alternatives, and reduced engagement. According to broaden-and-build theory, how will this emotional state affect psychological growth?
Negative emotions narrow attention and thinking, limiting exploration and resource building.
Negative emotions improve critical evaluation and help discard ineffective coping.
Negative emotions increase withdrawal, reducing opportunities to build social resources.
Negative emotions do not affect growth because emotion and cognition are separate.
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Answer: (A)
Negative emotions narrow attention and reduce openness to new thoughts and actions. This narrowing limits exploration of coping strategies and the building of psychological resources necessary for recovery.
What's on the AP Psychology Unit 5 practice test
The standard version takes about 94 minutes and follows the timing and directions of the AP exam, sized to one unit:
- 20 Multiple Choice Questions (24 minutes)
- 1 FRQ – FRQ 1 – Article Analysis Question (AAQ) (35 minutes)
- 1 FRQ – FRQ 2 – Evidence Based Question (EBQ) (35 minutes)
Questions are drawn from 2658 multiple-choice questions and 33 FRQs written for Unit 5, Mental and Physical Health.
Practice AP Psychology Unit 5 FRQs
Answer the unit's free-response questions one at a time and get a score on every part.
- FRQ 1 – Article Analysis Question (AAQ) (14 questions)
- FRQ 2 – Evidence Based Question (EBQ) (19 questions)
Review Unit 5 before you start
- 5.1 Introduction to Health Psychology
- 5.2 Positive Psychology
- 5.3 Explaining and Classifying Psychological Disorders
- 5.4 Selection of Categories of Psychological Disorders
- 5.5 Treatment of Psychological Disorders