Encoding Memories

Encoding Memories is topic 2.4 of AP Psychology, inside Cognition. This page works through three real practice questions on it, with the full reasoning behind each credited answer.

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42 questionsConcept Application100% with a figure
Worked examples

Three real encoding memories questions

From the practice pool, not the mock papers — each with the reasoning that produces the answer.

100% of them come with a figure. Reading the graph or diagram correctly is most of the work here before any content knowledge applies.

Research Methods and Design · with figure

A teacher wants to test whether generating personal examples improves later vocabulary recall. One class writes examples for each word; another class copies each definition. Both classes take the same quiz two days later. What is the dependent variable?

  1. AThe type of activity completed during study time.
  2. BThe number of students assigned to each classroom before the year began.
  3. CThe teacher's prediction about which class will perform better.
  4. DThe score on the delayed vocabulary quiz.correct
Why D is correct

The dependent variable is what the researcher measures after the study activity.

Encoding Memories reasoning here starts with "A teacher wants to test whether generating personal examples improves later vocabulary recall." and asks what mechanism fits. The credited option, "The result on the delayed vocabulary quiz", is supported because The quiz result is the measured outcome, so it is the dependent variable. "The teacher's prediction about which class will perform better" is a real-looking alternative, but A prediction is not the variable recorded after the manipulation; "The type of activity completed during study time" also fails because The study activity is the explanatory condition. The aim is to connect the concrete evidence to the psychological mechanism, then reject choices that shift the process, time frame, or research logic away from the scenario pattern.

Data Interpretation · with figure

A study compares two ways of learning a list of concepts. Which interpretation is best supported?

  1. ACopying definitions produced the best long-term retention because its immediate score was higher.
  2. BThe table proves that all students remember examples for exactly one week.
  3. CThe table cannot be used because memory cannot be measured numerically.
  4. DCreating examples produced slightly lower immediate scores but better retention after one week.correct
Why D is correct

The correct reading compares both time points, not just the immediate quiz.

Encoding Memories reasoning here starts with "A study compares two ways of learning a list of concepts." and asks what mechanism fits. The credited option, "Creating examples produced slightly lower immediate results but better retention after one week", is supported because The immediate result is a little lower for examples, but the one-week result is higher. "Copying definitions produced the best long-term retention because its immediate..." is a real-looking alternative, but This ignores the one-week result, which is the better long-term measure here; "The table proves that all students remember examples for exactly one week" also fails because Group means do not establish an exact result for every person. The aim is to connect the concrete evidence to the psychological mechanism, then reject choices that shift the process, time frame, or research logic away from the table pattern.

Concept Application · with figure

A student turns the digits 177614921945 into the dates 1776, 1492, and 1945 to remember them. Which memory strategy is used?

  1. ASensory adaptation
  2. BExtinction
  3. CChunkingcorrect
  4. DFundamental attribution error
Why C is correct

The digits are organized into meaningful groups.

memory encoding is the mechanism that makes "A student turns the digits 177614921945 into the dates 1776, 1492, and 1945 to remember them." coherent. The credited option, "Chunking", is supported because Information is grouped into meaningful units to make it easier to remember. "Sensory adaptation" is a real-looking alternative, but No reduced sensitivity to constant stimulation is described; "Extinction" also fails because No learned response is weakening after a cue is no longer paired. The aim is to connect the concrete evidence to the psychological mechanism, then reject choices that shift the process, time frame, or research logic away from the scenario pattern.

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Last reviewed 2026-08-28. Topic and unit names follow the College Board course framework. Question counts describe the PrepScore practice bank, not the exam.
Same unit
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Work encoding memories until the reasoning is automatic.

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