Anyone can remember that a study happened. The marks are in what it found, what it got wrong, and what replaced it, and those are the parts that fall out of your head first.
Bigger sets read more of your document. Included with Student and Genius.
PDF, PowerPoint, Word, or a link · up to 10 MB · start without an account
Where the studies, the dates, and the evaluation points live. Paste them in and be asked about the limitation rather than the year.
A paper saved as a PDF reads cleanly. Upload the one you were set and be asked what the design could not rule out.
The conceptual half of statistics, meaning what a test assumes and what a result means, generates strong questions even though the arithmetic does not.
A passage from a developmental psychology lecture, and the card generated from it. Sample material, written by us to show the shape of the output.
Your lecture notes
Developmental psychology, week 5 notes.docx
The Strange Situation classified infants by their behaviour on reunion rather than on separation. Later cross-cultural work found the distribution of classifications varied substantially between countries, raising the question of whether the procedure measures attachment or conformity to a local norm.
The card it writes
What is the central criticism raised by cross-cultural findings on the Strange Situation?
That the classification distributions differ by country, so the procedure may be measuring culturally specific expectations about separation rather than attachment security itself.
The card asks for the evaluation point rather than the procedure, which is the half of the topic that carries the marks and the half students most often cannot produce.
The scored quiz runs on every plan including Free. Flashcard mode, shown here, comes with Student and Genius.
A PDF, a lecture deck, a Word document, a pasted link, or text typed straight into the box.
Not from a general model of your subject. Only from the document in front of it, which is what makes the questions match your module.
Questions you get wrong join a weak pile and return in the daily review. Mastery lapses after a fortnight, so nothing stays finished forever.
Yes, and it usually pushes past them, which is the more useful behaviour. Names, dates, and sample sizes are the easiest things to generate questions about and also the least valuable, since they are recognisable rather than examinable. What tends to come out of a well-written lecture handout instead are questions about what a study found, what its design could not rule out, and what the standard criticism of it is, because those are the propositions the text actually argues. The reason is simply that the questions come from the sentences in your document, and a good lecture handout spends far more words on interpretation than on citation details. If your notes are a bare list of studies and years, you will get a bare list of questions about studies and years, which is a fair reflection of the notes.
With the conceptual half, yes, and with the computation, no. It will not run a test, check a calculation, or interpret an output table you paste in. What generates surprisingly good questions is the written material around the maths: what a test assumes about your data, what happens when the assumption is violated, what a p value does and does not tell you, why power matters, and how to choose between two tests for a given design. Those are propositions, and propositions are what it turns into questions. This matters because conceptual understanding is where most statistics marks are actually lost in psychology exams, while the arithmetic is usually done by software anyway. For the computational practice itself, your module worksheets and statistical software remain the tools, and no AI tool should be trusted with a number you have not checked yourself.
Not with the writing, and psychology degrees are largely assessed by essay, so it is worth weighing that honestly before deciding. There is no essay marking here, no feedback on an argument, no structure suggestions, and no model answers. What it does is make the raw material available under pressure: knowing what a study found, which critique attaches to it, and which finding superseded it means you can build an argument in an exam rather than spending the time trying to recall whether it was Bowlby or Ainsworth. That is a real contribution to essay performance but an indirect one. For structure, argument, and technique, tutor feedback and past-paper practice under timed conditions are what actually move the mark, and nothing at all here substitutes for either of those two things.
Want the method rather than the tool? Read our guide to studying psychology.