📚 IGCSE CAIE Psychology: High-Frequency Topics & Common Mistakes Analysis | IGCSE CAIE 心理学：高频考点与易错题分析
IGCSE CAIE Psychology examinations require not only a solid grasp of key theories and studies but also the ability to apply knowledge accurately to exam questions. Many candidates lose marks not because they lack understanding, but because they fall into predictable traps set by common misconceptions and question misinterpretations. This article analyzes the most frequently tested topics in the CAIE IGCSE Psychology syllabus and highlights typical errors students make, together with strategies to avoid them.
IGCSE CAIE 心理学考试不仅要求掌握关键理论和研究，还需要将知识准确应用于考题中。许多考生失分并非因为缺乏理解，而是因为落入由常见误解和题目误读导致的陷阱之中。本文分析 CAIE IGCSE 心理学大纲中最高频的考点，并指出学生常犯的典型错误，同时提供避免这些错误的策略。
1. Memory and Forgetting | 记忆与遗忘
guish sensory memory, short-term memory (STM), and long-term memory (LTM) in capacity, duration, and encoding. A frequent error is stating STM capacity as 7±2 chunks without specifying it applies to the MSM, whereas the WMM emphasises active processing over capacity. Another mistake is confusing proactive and retroactive interference: proactive is old disrupting new; retroactive is new disrupting old.
阿特金森和谢夫林的多重存储模型（MSM）与巴德利和希奇的工作记忆模型（WMM）是核心考点。考生须区分感觉记忆、短时记忆和长时记忆在容量、持续时间和编码上的不同。常见错误是声称短时记忆容量为7±2组块却不说明这仅适用于MSM，而WMM侧重主动加工而非容量。另一个错误是混淆前摄与倒摄干扰：前摄是旧的干扰新的；倒摄是新的干扰旧的。
| Model | Key Components | Common Misconception |
|---|---|---|
| MSM | Sensory memory, STM, LTM; separate stores | Thinking STM and LTM are purely unitary, ignoring rehearsal as active transfer |
| WMM | Central executive, phonological loop, visuospatial sketchpad, episodic buffer | Believing the visuospatial sketchpad handles all visual information, ignoring its spatial-task focus |
上表对比了两大记忆模型，考生常误以为WMM中的视空间画板处理一切视觉信息，事实上它主司空间任务。干扰理论应限定于语义相似的长时记忆材料，而非泛化至所有遗忘。
2. Attachment and Early Development | 依恋与早期发展
Bowlby's monotropic theory highlights one primary attachment figure, internal working models, and the critical period. Ainsworth's Strange Situation classifies infant attachment as secure (B), insecure-avoidant (A), and insecure-resistant (C). A typical mistake is labelling insecure infants as deliberately 'naughty' or assuming separation anxiety alone signals insecure attachment. Students must also recall cultural variations, as shown by Van Ijzendoorn and Kroonenberg, without stereotyping.
鲍尔比的单向性依恋理论强调一个主要依恋对象、内部工作模型和关键期。安斯沃斯的陌生情境将依恋分为安全型(B)、回避型(A)和反抗型(C)。典型错误是将不安全依恋婴儿标签为故意“淘气”，或认为只要有分离焦虑就代表不安全。考生还应记住文化差异，如范·艾兹多恩的研究，但避免刻板印象。
During the Strange Situation, observers code proximity seeking, exploration, stranger anxiety, separation anxiety, and reunion behaviour. Many confuse resistance with avoidance during reunion episodes.
陌生情境中观察者编码亲近寻求、探索、陌生人焦虑、分离焦虑和重聚行为。许多考生在重聚环节中把反抗和回避行为相混淆。
3. Conformity and Obedience | 从众与服从
Asch's study demonstrated normative social influence through conformity to an obviously incorrect majority. Milgram's obedience study found 65% of participants administered the maximum 450-volt shock. A critical error is confusing conformity (yielding to group pressure) with obedience (following direct commands). Candidates also incorrectly attribute Milgram's findings to dispositional factors, while situational factors like proximity and legitimacy of the authority provide better explanations.
阿施研究证明了对明显错误多数的从众行为，体现
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