📚 Year 10 OCR Psychology: Unit Test Mock Paper Analysis | 10年级OCR心理学：单元测试模拟卷解析
This article provides a detailed analysis of a mock unit test for Year 10 OCR Psychology, focusing on the topic of memory and research methods. The mock paper includes a variety of question types typical of the OCR GCSE specification. We break down each question, offer model answers, explain the underlying psychological concepts, and highlight common pitfalls. This resource supports revision and helps students refine their exam technique.
本文针对10年级OCR心理学单元测试模拟卷进行详细解析，聚焦记忆主题与研究方法。模拟卷包含OCR GCSE大纲中常见的多种题型。我们将逐一分析每道题目，给出示范答案，解释核心心理学概念，并指出常见失分点。本次解析旨在辅助复习，帮助学生提升应试技巧。
1. Question 1: Multi-Store Model of Memory | 问题一：记忆的多存储模型
Outline the multi-store model of memory proposed by Atkinson and Shiffrin (1968). (4 marks)
xplain that information enters sensory memory, and if attention is paid, it moves to STM. Through maintenance rehearsal, information can be transferred to LTM. The marks are allocated for describing each store' on and a large capacity, STM has a limited capacity (7 ± 2 items) and duration of about 18–30 seconds, and LTM has potentially unlimited capacity and duration.
一个高分的答案应指出三个结构组件：感觉记忆、短时记忆和长时记忆。需说明信息从感觉记忆进入，若得到注意便转移至短时记忆；通过保持性复述，信息可转入长时记忆。给分点在于描述每个存储器的功能及信息流向。例如，指出感觉记忆持续时间极短但容量大；短时记忆容量有限（7 ± 2 个组块），持续时间约18–30秒；长时记忆的容量和持续时间可能无限。
A common mistake is to describe the working memory model instead, or to forget to mention the role of attention and rehearsal. Always link the processes.
常见错误是误答为工作记忆模型，或遗漏注意与复述的作用。务必连接这些过程。
2. Question 2: Encoding, Capacity and Duration of STM | 问题二：短时记忆的编码、容量与持续时间
Explain how encoding in short-term memory operates, and give an example. (2 marks)
Encoding in STM is primarily acoustic (sound-based). This means we tend to convert information into a sound code, even when we see words. For instance, if a participant sees the letters 'C', 'G', 'T' but tries to remember them, they might silently sound them out and confuse 'T' with 'D' because of acoustic similarity. Research by Conrad (1964) supports this, showing that errors in STM recall are often acoustic rather than visual. A neat example: recalling a phone number by repeating it aloud or sub-vocally is acoustic encoding.
短时记忆的编码主要是听觉编码（基于声音）。这意味着我们倾向于将信息转化为声音代码，即使我们看到的是文字。例如，当被试看到字母C、G、T，但要记住它们时，他们可能默默发音，并因声音相似而混淆T和D。Conrad (1964)的研究发现，短时记忆回忆错误常是听觉混淆。一个恰当的例子是：通过大声或默念复述电话号码，就是听觉编码。
Students sometimes confuse encoding with capacity or duration. Ensure the answer focuses on 'how' information is represented, not 'how much' or 'how long'.
学生有时混淆编码、容量与持续时间。要确保答案聚焦于信息“如何”被表征，而非“多少”或“多久”。
3. Question 3: Comparing Memory Stores | 问题三：比较记忆存储
Draw a table to compare sensory memory, STM and LTM in terms of encoding, capacity and duration. (6 marks)
each store. Marks are awarded for accuracy and completeness. Avoid vague descriptions like 'small capacity' without giving the actual 7±2 range.
下表展示了一个示范答案。要求使用清晰的标签，每个存储至少写出两个不同的要点。给分依据准确性和完整性。避免含糊描述，如容量“小”却不注明7±2的范围。
| Feature | Sensory Memory | Short-Term Memory (STM) | Long-Term Memory (LTM) |
|---|---|---|---|
| Encoding | Modality-specific (echoic for sound, iconic for visual) | Acoustic (sound) | Semantic (meaning); also visual and acoustic |
| Capacity | Very large (virtually all stimuli) | Limited: 7 ± 2 chunks | Potentially unlimited |
| Duration | Very brief: 0.25–2 seconds | 18–30 seconds without rehearsal | Potentially unlimited (up to a lifetime) |
In an exam, you can also use bullet points instead of a table. However, a well-structured table makes comparison easier and shows clear understanding. Always label the columns correctly.
考试中，你也可用项目符号代替表格。不过，结构清晰的表格使比较更直观，也能展现清晰的理解。标清各列。
4. Question 4: Interference as a Cause of Forgetting | 问题四：干扰导致的遗忘
Describe one study that demonstrates interference in forgetting. Explain what type of interference was investigated. (4 marks)
One well-known study is by McGeoch and McDonald (1931). They demonstrated retroactive interference. Participants learned a list of adjectives (List A) until they could recall them with 100% accuracy. Then they learned a second list (List B). The nature of List B varied: synonyms of List A, antonyms, nonsense syllables, etc. Later, recall of List A was tested. The group that learned synonyms (similar in meaning) showed the poorest recall of List A, indicating that the new, similar learning interfered retroactively with the old memory. This is retroactive interference because new learning disrupts recall of old information.
一项经典研究来自McGeoch和McDonald (1931)，展示了倒摄干扰。被试学习一系列形容词（表A）直到能100%正确回忆，随后学习表B。表B的性质不同：分为同义词、反义词、无意义音节等。之后测试对表A的回忆，学习同义词（意义相似）的被试组对表A的回忆最差，说明相似的新学习倒摄干扰了旧记忆。这是倒摄干扰，即新学习干扰对旧信息的提取。
When answering, be specific: name the researcher, outline the procedure, identify the type of interference, and link the results to the explanation. Don't just describe proactive interference unless the question asks for it.
Published by TutorHao | Year 10 Psychology Revision Series | aleveler.com
更多咨询请联系16621398022（同微信）
或截图后用「扫一扫 → 相册」选择本图