![]() ![]() ![]() Note: The information in this passage was created for the sole purpose of presenting an MCAT-style passage and should not be construed to be factually true.ġ. The results from the experiment are shown in Figure 1 for the 9 to 11-year-old age group. Group 2 participants complete the same memory test as group one students at the end of week 3 and the end of week 6. However, during weeks 4 through 6, Group 2 participants are not allowed to watch any TV during the week. ![]() Group 2 participants follow an identical plan as Group 1 participants for weeks 1 through 3. The Group 1 participants then watch 15 hours of TV a week for the next three consecutive weeks (weeks 4-6) and repeat the memory assessment. Ten minutes later, they are asked to recall as many names as possible. At the end of the third week, the participants are brought into a testing center and given a list of 20 names. The Group 1 participants watch 15 hours of TV a week for three consecutive weeks (weeks 1-3). To conduct the experiment, the researchers split up the participants in each age group into Group 1 or Group 2. The participants watch a range of television programming throughout the week. Each of the participants watches 15 hours of TV per week as confirmed by the participants themselves and a guardian. The researchers recruit at least fifty participants in each of the following age groups: 6-8, 9-11, 12-14, and 15-17. In addition, participants were less likely to recall list items or accurately identify emotions on a confederate during an in-person experiment.Ī group of researchers is specifically interested in studying the effect of television on memory. In previous studies, researchers found that in individuals ages 6-23, higher than average amounts of television watching lead to an 8-14% decrease in the ability of participants to quickly and correctly solve math problems. Recent studies have shown that television can adversely impact cognitive processes in both children and young adults. ![]() Each explanation for the passage-based questions will have suggestions for what you should review if you miss a question. Use the following three psychology passages and five standalone questions to test your knowledge. So, how do you improve your performance on the MCAT psychology/sociology section? In addition to vocab and content knowledge, the simple answer is practice! Here, we’ll test your psychology knowledge using MCAT-style passages. (Suggested Reading: MCAT Psychology/Sociology: Everything You Need to Know) In addition to the definition of each word, you should know an example of the term and be able to recognize and apply the vocab word in new contexts. While it is true that this will increase your score, you’ll need a mastery of each word to ace MCAT psychology questions. Many students think that they can ace MCAT psychology questions by memorizing the definition of every vocabulary word in every content book. A solid MCAT study schedule will help you slate in enough practice so that you can endure the exam come test day. As a result, by the time psych/soc rolls around, many premeds begin to tire, their eyelids become heavy, and the words on the computer screen seem to blend together. The MCAT is a long exam, and the psychology/sociology section is the last section you’ll take on the MCAT. That 16% might be the difference between an application that receives “We are pleased to inform you” versus “We regret to inform you” given the importance of the MCAT in medical school admissions. Many premeds don’t realize that psychology makes up over 16% of their overall MCAT score. Psychology makes up 65% of the MCAT psychology/sociology section. ![]()
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