📚 Unlocking the Year 10 WJEC Psychology Unit Mock Exam: Question-by-Question Analysis | Year 10 WJEC 心理学单元测试模拟卷解析
Welcome to our detailed walkthrough of a typical Year 10 WJEC Psychology unit mock exam. This article takes you question by question, unpacking the core knowledge, demonstrating how to structure answers, and revealing examiner tips that boost marks. Whether you are revising research methods, memory, attachment, or social influence, the analysis below models the dual-language approach needed for confident exam performance.
欢迎阅读这份针对 WJEC 心理学 Year 10 单元模拟考的逐题解析。我们将一步步拆解核心知识点，展示如何组织答案，并分享提分技巧。无论你正在复习研究方法、记忆、依恋还是社会影响，以下中英双语解析都能帮助你从容应对考试。
1. Research Methods: Variables and Hypotheses | 研究方法：变量与假设
Mock Question: A psychologist wants to test whether the amount of sleep affects reaction time. Participants sleep for either 4 hours or 8 hours and then complete a computer-based reaction task. Identify the independent variable (IV) and the dependent variable (DV) in this experiment. (2 marks)
模拟题：一位心理学家想检验睡眠时长是否影响反应时间。被试分别睡 4 小时或 8 小时，然后完成电脑反应任务。请指出实验中的自变量 (IV) 和因变量 (DV)。（2 分）
For this classic WJEC question, the IV is the factor the researcher manipulates – here it is the ‘amount of sleep’ (4 hours vs 8 hours). The DV is the outcome measured, which is ‘reaction time’ on the computer task. Always state the IV and DV clearly, using the exact terms from the scenario.
回答这类 WJEC 常见题目时，自变量是研究者操纵的因素——这里是“睡眠时长”（4 小时与 8 小时）。因变量是测量的结果，即电脑任务中的“反应时”。务必用情景中的原词清晰地写出 IV 与 DV。
Follow-up Question: Write a directional (one-tailed) hypothesis for this study. (2 marks)
附加题：为本研究写出一个方向性（单尾）假设。（2 分）
A directional hypothesis predicts the direction of the effect. For example: ‘Participants who have 8 hours of sleep will have significantly faster reaction times than participants who have 4 hours of sleep.’ The hypothesis must include both conditions of the IV and the measured DV, and it should be operationalised.
方向性假设需预测效应的方向。例如：“睡 8 小时的被试反应时将显著快于睡 4 小时的被试。”假设必须同时包含 IV 的两个水平与可测量的 DV，并且要具体可操作。
2. Ethical Considerations: Applying BPS Guidelines | 伦理考量：应用 BPS 准则
Mock Question: A researcher plans to tell participants that a memory test is 'just a game', but actually the study aims to see how many items they recall under stressful noise. Identify one ethical issue in this study and suggest how the researcher could deal with it. (4 marks)
模拟题：研究者打算告诉被试记忆测试“只是一个游戏”，但研究实际旨在考察他们在压力性噪音下能回忆多少项目。请指出该研究的一个伦理问题，并建议研究者如何应对。（4 分）
The main ethical issue here is deception. Participants are misled about the true nature of the study, as they are told it is a game while the real aim involves stress. This violates the BPS principle of informed consent. To address it, the researcher should provide a full debrief at the end. The debrief must explain the true aim, why deception was necessary, and offer the right to withdraw their data.
主要伦理问题是欺骗。被试被误导了研究目的，说成游戏实则有压力因素，这违反了 BPS 知情同意原则。应对方法是研究结束后进行充分事后解释。事后解释须说明真实目的、欺骗的必要性，并允许被试撤回数据。
Another acceptable issue is the lack of protection from harm, as the stressful noise could cause psychological discomfort. The researcher could deal with this by stopping the study if a participant shows signs of distress and by ensuring the noise level is not harmful.
另一个可接受的伦理问题是缺乏伤害防护，压力性噪音可能导致心理不适。研究者可在被试表现出痛苦迹象时立即停止实验，并确保噪音强度无害。
3. Memory: Multi-Store Model Features | 记忆：多存储模型特征
Mock Question: Outline two features of short-term memory (STM) according to the multi-store model. Support your answer with an example for each feature. (4 marks)
模拟题：根据多存储模型，概述短时记忆 (STM) 的两个特征。每个特征均需举例说明。（4 分）
First, STM has a limited capacity nstance, when trying to remember a phone number without writing it down, most people can hold roughly seven digits in their mind before they start to forget.
首先，短时记忆容量有限。Miller (1956) 提出 STM 容量约为 7±2 个组块。例如，尝试不写下来记住一个电话号码时，多数人能在脑中保持约七位数字，再多就开始遗忘。
Second, STM has a limited duration of around 18–30 seconds without rehearsal. An example would be hearing a new name at a party and repeating it silently to keep it in STM; if distracted, the name fades rapidly.
其次，短时记忆保持时长短，不进行复述时约 18–30 秒。例如在聚会上听到一个新名字，若默念复述可暂存于 STM，若分心，名字会迅速消退。
4. Forgetting: Interference Theory in Action | 遗忘：干扰理论的实际应用
Mock Question: A student revises French vocabulary before bed, then studies Spanish vocabulary in the morning. During a French test later that day, she struggles to recall the French words, mixing them with Spanish. Use interference theory to explain her forgetting. (3 marks)
模拟题：一名学生睡前复习法语词汇，清晨又学习了西班牙语词汇。当天稍后的法语测验中，她难以回忆法语词，总与西语词混淆。请用干扰理论解释她的遗忘。（3 分）
This scenario illustrates retroactive interference, which occurs when newly learned information (Spanish) disrupts the recall of older information (French). Because the two sets of vocabulary are similar – both are Romance languages – they are especially prone to interference. The Spanish words overwrite or confuse the retrieval path for the French words, making recall harder.
这一情景说明了倒摄干扰，即新学信息（西语）干扰了对旧信息（法语）的提取。由于两组词汇相似（同属罗曼语族），尤其容易发生干扰。西语词覆盖或混淆了法语词的提取通路，导致回忆困难。
Proactive interference, where old memories disrupt new ones, could also be relevant if the student had previously mixed up old French with new Spanish during learning. For maximum marks, explicitly name the type of interference and link it to the similarity of material.
前摄干扰（旧记忆干扰新信息）也可能有关联，如果学生在学习时用旧法语干扰了新西语。为获高分，务必明确指出干扰类型，并联系材料的相似性。
5. Attachment: Ainsworth’s Strange Situation Classification | 依恋：安斯沃思陌生情境分类
Mock Question: Describe the behaviour of a securely attached infant in the Strange Situation during the reunion episode. (2 marks)
模拟题：描述在陌生情境的重聚片段中，安全型依恋婴儿的行为表现。（2 分）
During the reunion episode, when the caregiver returns after a brief separation, a securely attached infant typically shows joyful greeting. The infant may smile, reach out, or crawl back to the caregiver, and then quickly settles down to resume play. The caregiver is used as a secure base for exploration.
在重聚片段中，当照料者短暂离开后返回时，安全型依恋婴儿通常表现出愉悦的迎接行为。婴儿会微笑、伸手或爬向照料者，然后迅速平静下来继续玩耍。照料者充当了探索的安全基地。
This is in contrast to insecure-avoidant infants, who may ignore the caregiver, and insecure-resistant infants, who might cling but then resist comfort. Always anchor your answer on observable behaviours rather than vague emotional terms.
这与不安全-回避型婴儿（可能忽视照料者）和不安全-反抗型婴儿（可能缠抱但抗拒安抚）形成对比。作答时一定要以可观察的行为为依据，避免使用模糊的情绪词汇。
6. Social Influence: Asch’s Conformity Experiment | 社会影响：阿希从众实验
Mock Question: Outline Asch’s procedure and state one key finding. (3 marks)
模拟题：概述阿希的实验程序，并说出一个关键发现。（3 分）
Asch (1951) assembled groups of 7–9 male college students, where only one was a real participant; the rest were confederates. They were shown a standard line and three comparison lines, and asked aloud which comparison line matched the standard. Confederates unanimously gave the wrong answer on 12 of the 18 trials, testing whether the real participant would conform.
阿希 (1951) 召集了 7–9 名男大学生为一组，其中只有一人是真正的被试，其余都是同谋。他们被出示一条标准线段和三条比较线段，要求大声说出哪一条比较线段与标准线段等长。在 18 次测试中的 12 次里，同谋们一致给出错误答案，检验真被试是否会从众。
The key finding was that about 75% of participants conformed at least once, and the overall conformity rate was around 37% across all critical trials. Participants reported that they conformed primarily because of normative social influence – the desire to fit in and avoid ridicule, even though they knew the answer was wrong.
关键发现是约 75% 的被试至少从众一次，所有关键试次的平均从众率约 37%。被试报告说，从众主要是因为规范性社会影响——渴望合群、避免被嘲笑，即使他们知道答案是错误的。
7. Psychological Problems: Biological Explanation of Depression | 心理问题：抑郁症的生物学解释
Mock Question: Describe one biological explanation of depression. (4 marks)
模拟题：描述抑郁症的一种生物学解释。（4 分）
A key biological explanation is the monoamine hypothesis, which proposes that depression results from a deficiency of certain neurotransmitters, particularly serotonin, noradrenaline, and dopamine. Low levels of serotonin in the synapse are thought to disrupt mood regulation, sleep, and appetite, leading to depressive symptoms.
一个重要的生物学解释是单胺假说，该假说认为抑郁症源于特定神经递质的缺乏，尤其是 5-羟色胺、去甲肾上腺素和多巴胺。突触中 5-羟色胺水平低下会破坏情绪调节、睡眠和食欲，从而导致抑郁症状。
Another biological explanation is the genetic explanation, supported by twin studies. McGuffin et al. found that if one monozygotic (identical) twin has depression, there is about a 46% chance the co-twin also develops it, compared to 20% for dizygotic twins, suggesting a hereditary component.
另一种生物学解释是遗传解释，双生子研究提供了支持。McGuffin 等人发现，若同卵双生子之一患抑郁症，另一人患病概率约 46%，而异卵双生子只有 20%，提示遗传因素的作用。
8. Data Analysis: Calculating and Interpreting Averages | 数据分析：计算与解读平均值
Mock Question: A researcher records the following stress scores for five participants: 6, 8, 7, 9, 10. Calculate the mean, median, and mode for this data set. (3 marks)
模拟题：一位研究者记录了五名被试的压力得分：6, 8, 7, 9, 10。请计算平均数、中位数和众数。（3 分）
The mean is calculated by adding all scores (6+8+7+9+10 = 40) and dividing by the number of scores (5), giving a mean of 8. The median is the middle value when scores are arranged in order: 6, 7, 8, 9, 10, so the median is 8. The mode is the most frequent score; here, no score repeats, so the data set has no mode. Marks are awarded for showing the working clearly.
平均数：将所有分数相加（6+8+7+9+10=40），除以分数个数 5，平均数为 8。中位数是将分数由小到大排列后的中间值：6, 7, 8, 9, 10，中位数为 8。众数是出现次数最多的分数；本组数据无重复，故无众数。清晰展示计算过程可获得满分。
When explaining findings, mention that the mean is the most sensitive measure, easily skewed by extreme values. The median is robust against outliers, making it useful for skewed distributions. In the WJEC exam, always identify the most appropriate measure for a given context.
解释结果时，应指出平均数最为敏感，容易受极端值影响；中位数不受异常值干扰，适用于偏态分布。在 WJEC 考试中，务必根据具体情境选择最合适的测量指标。
9. Evaluation Skills: Assessing Milgram’s Obedience Study | 评估技巧：评价米尔格拉姆服从实验
Mock Question: Evaluate Milgram’s original obedience study. In your answer, include one strength and one weakness. (6 marks)
模拟题：评价米尔格拉姆最初的服从实验。答案需包含一个优点和一个缺点。（6 分）
Strength: One strength is the high level of experimental control Milgram maintained. The procedure was standardised – the same shock generator, script, and confederate were used for all 40 participants. This ensures the study can be replicated, and variations by other researchers have produced consistent findings, increasing reliability.
优点：一个优点是高度的实验控制。程序标准化——所有 40 名被试均使用相同的电击发生器、标准化对白和同谋。这确保了研究可重复，且其他研究者的变式也得出了相一致的发现，提高了信度。
Weakness: A major weakness concerns ecological validity. The laboratory setting and the artificial task of shocking a stranger do not represent most obedience situations in real life, such as following orders in a workplace. Therefore, the findings may not generalise well to everyday contexts. Additionally, the study raises significant ethical issues, including deception and the extreme distress shown by many participants, which would not be permitted under current BPS guidelines.
缺点：一个主要缺点是生态效度不足。实验室环境与电击陌生人的任务并不能代表现实生活中的大多数服从情境，如工作场所中的遵从指令。因此，研究结果可能难以推广到日常情境。此外，该研究引发了严重的伦理问题，包括欺骗以及许多被试表现出的极度痛苦，这在现行 BPS 准则下是不被允许的。
For top-band marks in WJEC, always link each evaluative point to a specific study feature and use terminology such as ‘reliability’, ‘validity’, ‘generalisability’, and ‘ethics’ precisely.
要在 WJEC 考试中取得高分段，务必把每个评价点与具体研究特点联系起来，并准确使用“信度”、“效度”、“可推广性”和“伦理”等术语。
10. Revision Toolkit: Command Words and Common Pitfalls | 复习工具箱：指令词与常见失分点
Understanding command words is essential. 'Identify' requires a brief, accurate term or phrase; 'Describe' demands a detailed account; 'Explain' needs a reason or mechanism; and 'Evaluate' requires strengths and weaknesses with a conclusion. Practise matching your answer length and depth to the number of marks and the command word.
理解指令词至关重要。“Identify”要求给出简洁准确的术语；“Describe”需要详细叙述；“Explain”要给出原因或机制；“Evaluate”需列出优缺点并做出结论。练习根据分值和指令词调整答案的篇幅和深度。
Common pitfalls include: confusing the IV and DV, writing hypotheses that are not operationalised, forgetting to mention ethical safeguards, describing a study without stating its findings, and offering evaluation points without explicit links to the research. A final tip: always leave two minutes at the end to check you have answered every part of the question.
常见错误包括：混淆 IV 与 DV、假设未操作化、忘记提及伦理保护措施、描述研究却不说出发现、评价时未明确联系研究。最后提示：考试结束前一定留出两分钟检查是否每一小问都已作答。
By internalising these patterns through mock paper analysis, you transform knowledge into precise, high-scoring responses. Keep practising with past papers and peer marking to refine your exam technique.
通过模拟卷解析把这些模式内化，你就能把知识转化为精准的高分答案。坚持用往年真题练习并参与同伴互评，持续打磨应试技巧。
Published by TutorHao | Psychology Revision Series | aleveler.com
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