Top 200 Vocabulary Word List for AP Psychology | Must Know Words for Common Examination Instructions

The 200-word examination instruction list

AP Psychology asks you to name a research method, interpret a statistic, apply a concept or explain why evidence supports a claim. Check whether the prompt wants details from one article or evidence from different sources. Name the source when instructed.

Start with the words below or jump to exam requirements, worked examples, the Fencing Method or practice. The list includes response verbs and subject terms that help you understand the question.

Essential instructions

No.	Instruction or term	Meaning or action
1	Identify	Name the requested item or feature directly.
2	Describe	Report the relevant features, sequence or pattern.
3	Explain	Connect the result to a cause, mechanism or principle.
4	Compare	Use the same basis for both cases and state the relevant relationship.
5	Justify	Connect specific evidence or a rule to the answer you give.
6	Interpret	Explain what the result means in the scenario.
7	Evaluate	Judge the claim, design or result against a stated or relevant criterion.
8	Support	Give evidence that strengthens the named claim.
9	Predict	State the outcome expected under the supplied conditions.
10	Determine	Use the information given to reach the requested result.
11	Select	Choose the option that meets the stated condition.
12	Calculate	Use the supplied values and the relevant relationship to produce a result.
13	Analyze	Break the information into relevant parts and explain how they relate.
14	Fully digital	Use Bluebook for the tasks and responses as the course directions require.
15	Free-response question	Produce your own answer and complete each labelled task.
16	Multiple-choice question	Select the answer that satisfies the full stem and any limiting words.
17	Stimulus	Use the figure, extract or other material attached to the question.
18	Answer each subpart	Treat each lettered instruction as a separate job.

Psychology instructions, methods and concepts

No.	Instruction or term	Meaning or action
19	Article Analysis Question	Analyze a supplied study summary using the research, data, ethics and application tasks in its subparts.
20	Evidence-Based Question	Make a defensible claim, use evidence from different supplied sources and explain its relevance using psychology.
21	Identify the research method	Name the design based on how data were collected and whether a variable was manipulated.
22	Identify the ethical guideline	Name the relevant safeguard and connect it to what the researchers did.
23	Interpret a statistic	State what the number describes about the named group, measure or comparison.
24	Evaluate generalizability	Use recruitment and sample characteristics to say who the findings can reasonably describe.
25	Apply a psychological concept	Name a relevant concept and show how it accounts for a detail in the scenario.
26	Cite the study evidence	Attribute the specific result to the source named or numbered in the question.
27	Independent evidence	For this exam task, draw a second supporting detail from a different supplied source.
28	Operational definition	State exactly how the study manipulates or measures the construct in question.
29	Informed consent	Participants voluntarily agree after receiving relevant information about the research.
30	Debriefing	Researchers explain the study afterward, including relevant details withheld earlier.
31	Confidentiality	Identifiable information is protected from unauthorised disclosure.
32	Anonymity	The responses cannot readily be linked by the researchers to identified participants.
33	Right to withdraw	Participants can stop taking part without penalty.
34	Minimising harm	Identify measures that reduce foreseeable risks to participants.
35	Deception	Researchers intentionally withhold or misrepresent information, subject to ethical safeguards.
36	Experiment	Researchers manipulate a variable and measure its effect under controlled conditions.
37	Correlational study	Researchers examine an association between measured variables.
38	Case study	Researchers examine one person, group or case in depth.
39	Naturalistic observation	Researchers record behaviour in its usual setting.
40	Meta-analysis	Researchers statistically combine results across relevant studies.
41	Self-report measure	Participants report their own experiences, attitudes or behaviour.
42	Social desirability bias	Responses may shift toward what participants believe is socially acceptable.
43	Demand characteristics	Cues about the study can influence participants’ behaviour.
44	Placebo effect	Expectations about a treatment can influence outcomes.
45	Double-blind procedure	Participants and the relevant researchers or assessors do not know treatment assignments during the study.
46	Random selection	Use chance to choose participants from a defined population to support representativeness.
47	Convenience sample	Participants are recruited because they are readily accessible.
48	Representative sample	The sample reflects relevant characteristics of the population of interest.
49	Generalizability	The degree to which results can reasonably apply beyond the sample or setting studied.
50	Third-variable problem	Another factor could account for an observed association between two variables.
51	Directionality problem	An association alone leaves open which variable could influence the other.
52	Correlation coefficient	Use the sign for direction and the magnitude for strength of linear association.
53	Effect size	An estimate of the magnitude of a difference or relationship.
54	Neuron	A cell that processes and transmits information.
55	Action potential	A rapid change in electrical potential that travels along an axon.
56	Neurotransmitter	A chemical messenger released at a synapse.
57	Reuptake	Removal of a released neurotransmitter by transport back into a cell, often the releasing neuron.
58	Sympathetic nervous system	The autonomic division associated with mobilisation during challenge.
59	Parasympathetic nervous system	The autonomic division associated with rest and restoration.
60	Neuroplasticity	The nervous system’s ability to change in response to experience or injury.
61	Circadian rhythm	A biological cycle of roughly 24 hours.
62	Selective attention	Direct mental resources toward particular input while filtering other input.
63	Sensory adaptation	Reduced responsiveness during prolonged exposure to a constant stimulus.
64	Absolute threshold	The weakest stimulus detected on about half of presentations under the stated conditions.
65	Signal detection	Explain how sensitivity and decision criteria affect whether a stimulus is reported.
66	Top-down processing	Use prior knowledge and expectations to interpret sensory input.
67	Bottom-up processing	Build perception from incoming sensory features.
68	Classical conditioning	Learn an association between stimuli so that one can elicit a conditioned response.
69	Operant conditioning	Behaviour changes in relation to its consequences.
70	Positive reinforcement	Adding a consequence increases the future frequency of a behaviour.
71	Negative reinforcement	Removing or avoiding an aversive condition increases the future frequency of a behaviour.
72	Punishment	A consequence decreases the future frequency of a behaviour.
73	Extinction	A learned response weakens when the relevant conditioning relationship is discontinued.
74	Stimulus generalization	A learned response also occurs in the presence of similar stimuli.
75	Observational learning	Acquire behaviour or information by observing others.
76	Encoding	Transform information into a form that can be stored.
77	Storage	Retain encoded information over time.
78	Retrieval	Access stored information.
79	Working memory	Temporarily maintain and manipulate information for the current task.
80	Retrieval practice	Strengthen access to knowledge by actively recalling it.
81	Spacing effect	Learning episodes distributed over time can improve long-term retention.
82	Proactive interference	Previously learned information disrupts recall of newer information.
83	Retroactive interference	Newly learned information disrupts recall of older information.
84	Confirmation bias	Search for or interpret information in ways that favour an existing belief.
85	Availability heuristic	Judge frequency or likelihood using how easily instances come to mind.
86	Attachment	An enduring emotional bond, often discussed in relation to a child and caregiver.
87	Conformity	Adjust behaviour or judgments to align with group norms.
88	Obedience	Change behaviour in response to a direct instruction from an authority.
89	Fundamental attribution error	Overemphasise dispositional and underweight situational factors when explaining others’ behaviour.
90	Cognitive dissonance	Discomfort arising from inconsistency among beliefs, attitudes or behaviours.
91	Intrinsic motivation	Engagement driven by interest or satisfaction inherent in the activity.
92	Extrinsic motivation	Engagement driven by separable outcomes such as grades or rewards.
93	Biopsychosocial model	Consider biological, psychological and social influences together.
94	Cognitive behavioral therapy	Identify and change unhelpful patterns of thinking and behaviour.

Research, evidence and data

No.	Instruction or term	Meaning or action
95	Hypothesis	State a testable prediction about a relationship.
96	Research question	Specify the focused question that the investigation will answer.
97	Independent variable	Identify what the investigator changes deliberately.
98	Dependent variable	Identify the measured outcome of the investigation.
99	Controlled variable	Identify a factor kept constant to help isolate the tested relationship.
100	Control group	Use the baseline comparison to interpret the treatment effect.
101	Experimental design	Use the stated groups, conditions and measurements to judge the experiment.
102	Sample size	Check how many observations, individuals or trials contribute to the result.
103	Random assignment	Use the assignment procedure to assess whether treatment groups support a causal conclusion.
104	Raw data	Use the measurements as originally collected.
105	Processed data	Use values calculated, combined or transformed from the original readings.
106	Outlier	Identify an observation unusually far from the general pattern.
107	Uncertainty	State or interpret the estimated doubt associated with a measurement or value.
108	Error bars	Read their meaning from the figure legend before interpreting them.
109	Repeatability	Consider agreement when the same method is repeated under the same conditions.
110	Reproducibility	Consider whether results agree when the method is repeated under changed conditions.
111	Validity	Consider whether the evidence or method answers the intended question.
112	Reliability	Consider whether a result or method gives consistent findings.
113	Confounding factor	Identify a factor that could contribute to the apparent relationship.
114	Correlation	Describe how variables vary together within the data.
115	Causation	Explain how one factor produces a change in another when evidence supports it.
116	Trend	The broad direction or pattern over a range.
117	Pattern	A regularity visible across observations or examples.
118	Scatterplot	Describe form, direction, strength and unusual points when relevant.
119	Baseline measurement	Use the reading taken before the stated intervention or change.
120	Identify the reference group	Find the comparison used to isolate the change attributed to the intervention.
121	Explain a limitation	Identify the assumption or data issue that restricts the conclusion.
122	Keep the comparison fair	Compare quantities on the same stated basis and units.
123	Control treatment	Use the treatment intended to provide a reference comparison.
124	Positive control	Use the comparison expected to show that the procedure can detect an effect.
125	Negative control	Use the comparison expected to show what happens without the target effect.
126	Model	Use a simplified mathematical or conceptual representation to address the task.
127	Table	Information arranged in rows and columns.
128	Graph	A visual display of data or a mathematical relationship.
129	Scale	The intervals or measurement relationship used in a display.
130	Cohort	Identify the group followed or compared in the study.
131	Cross-sectional comparison	Read the differences measured at the stated time without assuming a later causal sequence.
132	Experimental manipulation	Identify what investigators deliberately changed.
133	Selection bias	Check whether the way participants were included affects the comparison.
134	Alternative hypothesis	Identify a different explanation or prediction the study could test.
135	Control for	Account for a factor that could otherwise distort the comparison.
136	Statistically significant	Interpret the result under the test and threshold supplied, alongside the effect and uncertainty.
137	Sample mean	Use the average of the values in the specified sample.
138	Standard error	Interpret it as uncertainty in an estimated statistic where the question uses that measure.
139	Reasoning about Research Design	Judge the design, procedures and conclusions of the described study.
140	Data-Based and Statistical Reasoning	Use the relevant figures and statistical meaning before drawing a conclusion.
141	Alternative explanation	Consider a different reason that could account for the same observation.
142	Practical significance	Judge whether the estimated difference matters in the setting.
143	Confidence interval	Give the plausible range for the population parameter under the stated method and conditions.
144	Margin of error	Identify the amount added to and subtracted from the point estimate in the stated interval.
145	Compare distributions	Use the same features for each group and compare them explicitly.
146	Evidence from the study	Use the relevant comparison or numerical result from the stated study.
147	Source attribution	Identify the source when paraphrasing, quoting or using its information.
148	Support the claim	Give evidence that bears on the exact claim in the question.
149	Scope of evidence	Check whether the evidence applies to the people, time or situation named.
150	Unsupported extension	Reject an option that applies the conclusion beyond its evidence.
151	Direction of change	State whether the quantity increases, decreases or stays unchanged.
152	Percentage point	Find the simple difference between two percentage values.
153	Line of reasoning	Make the connection between the thesis, evidence and supporting ideas visible.
154	Empirical claim	Identify a statement that can be tested against observation or data.
155	Scope of the claim	Match the answer to the people, period or cases the passage actually discusses.
156	Strength of support	Judge how directly a detail bears on the exact claim.
157	Warranted inference	Choose an inference that has adequate support in the text.

Other useful wording

No.	Instruction or term	Meaning or action
158	Contrast	State a difference between the named cases on a common basis.
159	Estimate	Give a reasonable approximate value from the information provided.
160	Define	State the meaning of the term with its essential features.
161	Give one	Supply one relevant answer that meets the task.
162	Indicate	Point to or state the feature the prompt asks for.
163	Complete	Fill the missing parts while preserving the given structure.
164	Label	Attach clear names, units or symbols to the requested features.
165	Construct	Produce the specified representation using the information given.
166	Sketch	Show the required shape, relationships and labels.
167	Plot	Place the supplied points on the correct axes and scale.
168	Outline	Give the main steps or features in a logical order.
169	Infer	Draw a conclusion supported by the clues or evidence supplied.
170	Suggest	Offer a plausible answer that fits the scenario and constraints.
171	Distinguish	Name the feature that separates two easily confused ideas.
172	Demonstrate	Show that a stated claim follows by giving appropriate steps or an example.
173	Check	Test the proposed result against the original conditions.
174	Quantify	Give the magnitude of the change or relationship with units where relevant.
175	Represent	Express the same information in the requested form.
176	Evidence	A relevant observation, value, result or example that supports a claim.
177	Claim	A statement that can be tested or supported.
178	Assumption	A condition treated as true for the purpose of the reasoning.
179	Constraint	A restriction the answer must satisfy.
180	Criterion	The rule or standard used to judge whether a choice works.
181	Condition	A requirement or circumstance that affects the conclusion.
182	Conclusion	The result of the reasoning stated in the question’s context.
183	Exception	A case that departs from the stated rule.
184	Counterexample	A case that disproves a general claim.
185	At least	Includes the named value and every larger eligible value.
186	At most	Includes the named value and every smaller eligible value.
187	Exactly one	Allow one qualifying case and exclude zero and all cases with two or more.
188	Each	Apply the instruction separately to every item named.
189	All	Cover every eligible item in the group.
190	Any	Check whether the wording means one eligible item or any eligible choice.
191	Refer to	Use the specified passage, figure or notes when responding.
192	Based on	Ground the answer in the material named in the question.
193	According to	Use what the specified source says.
194	In context	Use the meaning that fits this passage or situation.
195	Most likely	Choose the conclusion with the strongest support among the options.
196	Best supported	Prefer the conclusion backed most directly by the evidence.
197	Explicit	Stated directly in the source.
198	Implicit	Suggested by the source and recoverable from clues.
199	Example	A particular case used to make a general idea clear.
200	Scoring guidelines	Review what the released rubric accepts for each point.

What the AP Psychology exam requires

College Board lists the regular 2027 examination for May 14. Fully digital. Read the sources, select answers and type free responses in Bluebook.

Section	Format and weighting
I · Multiple choice	75 questions in 90 minutes, worth 66.7%. Items assess knowledge and use of concepts, data and scientific investigation.
II · Free response	2 questions in 70 minutes, worth 33.3%. The Article Analysis Question uses one summarised study. The Evidence-Based Question uses three summaries on a shared topic. Each question is worth up to 7 points.
Calculator policy	College Board’s calculator policy does not allow a calculator on this exam except for students with an approved four-function calculator accommodation.

AP is a U.S.-based examination programme taken in the United States and internationally. If you sit the exam outside the United States, confirm the local reporting time and registration arrangements with your school or testing centre. Study the exact course and exam year, and practise in Bluebook before your first full timed simulation.

Separate sample, method and inference

Random assignment helps make treatment groups comparable for a causal test. A representative sample helps support generalisation to a population. A classroom experiment can provide causal evidence in that setting while offering limited evidence about people beyond the class.

Worked examples for common exam instructions

Identify the research method

Prompt. Researchers randomly assign 40 volunteers to study one word list in quiet or with background speech, then record correct recall. Identify the method and one variable.

Answer. It is an experiment because the researchers assign the sound condition. The dependent variable is the number of list words recalled correctly.

For an operational definition of recall, specify the actual measurement, such as the count of correct list words produced during the stated test period.

Interpret the statistic and qualify the conclusion

Prompt. In a survey of one school’s volunteer respondents, sleep duration and self-rated alertness have a correlation of +0.45. Interpret it and explain a limit.

Answer. Longer reported sleep tended to go with greater self-rated alertness in the surveyed students. The study records an association and does not by itself show that changing sleep would change alertness. Volunteers at one school may differ from other students.

The plus sign gives the direction of association. A correlation coefficient is not a percentage of respondents.

Identify an ethical safeguard

Prompt. Students are told before the study that they may leave whenever they wish and their course grades will be unaffected. Identify the guideline illustrated.

Answer. The study protects the right to withdraw. Students may stop participating without a grade penalty.

If asked about confidentiality, look for a separate action involving protection of identifiable information.

Build an evidence-based argument

Prompt. In a fictional source set, Source 1 reports higher delayed recall after practice tests than rereading. Source 2 reports higher one-week retention after spaced rather than massed practice. Develop a supported study recommendation.

Answer. Students preparing for a delayed test should use spaced retrieval practice. Source 1 supports the retrieval part through the testing effect. Actively recalling the material strengthens later access to it, which fits the higher delayed recall. Source 2 supports the scheduling part through the spacing effect. Revisiting the material after intervals gives learners repeated opportunities to retrieve it after some forgetting, which fits the higher one-week retention.

The sources support two parts of the recommendation. They do not directly compare the combined routine with every other method. In an actual EBQ, cite sources as directed and apply the relevant course concepts or research findings in your reasoning.

Use the Fencing Method to build an answer

Start with a small task you can answer accurately. Add a detail that fixes the answer to the scenario. Then add the reason, evidence or comparison required by the verb. Practise transferring the same structure to a fresh example.

Start. Practice tests can help recall.

Add context. In Source 1, the practice-test group recalled more after a delay than the rereading group.

Add the reasoning. This supports the claim because retrieving an answer during practice rehearses accessing it when cues are limited later.

Transfer. Use a different source about the same topic. Identify what its result contributes before choosing a concept to explain it.

Practise with the 200 terms

Pick three terms with different answer formats. Cover the meanings and say what you would need to write. In each answer, mark the exact phrase that performs the command. When a prompt has two verbs, check that both are visible in the response.

Name the concept and apply it

Try it. A student puts on a seat belt, the warning sound stops, and the student begins buckling sooner on future trips. Name the learning process and explain it.

Check. Negative reinforcement. Buckling increases because it removes an aversive warning sound.

Practise typing one timed response in Bluebook or a plain text editor. Review a released question with its scoring guidance, then check where your own answer directly links evidence to the specific claim or situation.

Frequently asked questions

Can I use two findings from one source for the EBQ?

Use evidence from different supplied sources for the two evidence tasks. Follow each subpart’s directions for source citation. The published scoring guidelines call for a different psychological concept, theory, perspective or research finding in the second explanation.

Does this list replace the scoring guidelines?

Use this list to interpret a prompt and plan an answer. Check the specific course and question’s scoring guidance to see which details earn credit.

Official sources and next reading

College Board AP Psychology exam information and released questions · 2027 AP exam schedule · AP calculator policy

AP exam command words · eduKateSG vocabulary learning guide · Learn the Fencing Method

College Board AP Psychology scoring example for the evidence-based question