📚 Year 10 WJEC Psychology: Unit Test Mock Paper Analysis | WJEC 心理学单元测试模拟卷解析
This article provides a detailed walkthrough of a typical Year 10 WJEC Psychology unit test mock paper, covering key topics such as memory, social influence, and research methods. The aim is to help you understand how to approach each question type, apply psychological knowledge, and maximise your marks. We will dissect sample items, model answers, and common pitfalls so you can walk into your real assessment feeling fully prepared.
本文详细解析一份典型的 WJEC 心理学 Year 10 单元测试模拟卷，涵盖记忆、社会影响和研究方法等核心主题。目的在于帮助你掌握各类题型的作答方法、运用心理学知识并争取最高分数。我们将剖析样题、示范答案和常见误区，让你在真正评估时胸有成竹。
1. Overview of the Mock Paper | 模拟卷概览
A typical Year 10 WJEC Psychology unit test paper lasts 1 hour and carries 40 to 50 marks. It combines short-answer questions (1–4 marks) with extended-responses (6–10 marks). The paper usually assesses two main topic areas, such as Memory and Social Influence, and weaves research methods questions throughout. Understanding this structure helps you allocate time wisely: a 1-mark question deserves about 1 minute, while a 10-mark question should take 12–15 minutes.
一份典型的 Year 10 WJEC 心理学单元测试时长 1 小时，总分 40 至 50 分。题型涵盖简答题（1-4 分）和拓展回答题（6-10 分）。试卷通常评估两大主题，如记忆和社会影响，并将研究方法问题贯穿其中。了解这一结构有助于合理分配时间：1 分题大约用 1 分钟，10 分题则应花 12–15 分钟。
In this analysis, we will refer to mock questions to illustrate how to tackle command words like 'outline', 'describe', 'evaluate', and 'apply'. We will also embed examiner-style comments to highlight what gains or loses marks. Treat this as your interactive revision session.
本次解析将引用模拟题来说明如何处理“概述”、“描述”、“评价”和“应用”等指令词。我们还会嵌入考官式点评，突出得分和失分点。请将其视为你的互动复习课。
2. Multi-store Model of Memory Questions | 记忆多存储模型题目
Sample question: "Outline the multi-store model of memory. (4 marks)" For full marks, you must name the three stores—sensory memory, short-term memory (STM), and long-term memory (LTM)—and explain how information flows between them via attention and rehearsal. Do not simply draw a diagram; describe the process in words.
样题：“概述记忆的多存储模型。（4分）”要拿到满分，你必须说出三种存储（感觉记忆、短时记忆和长时记忆），并解释信息如何通过注意和复述在它们之间流动。不要只是画个图，要用文字描述过程。
A model answer states: Environmental stimuli enter sensory memory, where they are held briefly. If attention is paid, the information transfers into STM, which has a limited capacity of 7+/-2 items and a duration of about 18–30 seconds. Through maintenance rehearsal, it can be encoded into LTM, which has potentially unlimited capacity and duration. Retrieval brings information back to STM for use.
一份模范答案这样表述：环境刺激进入感觉记忆得以短暂保留。若加以注意，信息便会转入短时记忆——其容量有限，为 7±2 个组块，持续约 18–30 秒。通过维持性复述，信息可编码进入长时记忆，其容量和持续时间原则上无限。提取则使信息回到短时记忆以供运用。
Evaluation marks require a 'however' statement. For example, a strength is supporting evidence from the serial position effect (primacy and recency). However, the model oversimplifies memory as a linear process and ignores different types of LTM (e.g., episodic, semantic). Always explicitly label strength or weakness.
评价分数需要“然而”式的陈述。例如，一个优点是有来自系列位置效应（首因和近因）的支持证据。然而，该模型过于将记忆简化为线性流程，忽略了长时记忆的不同类型（如情景记忆、语义记忆）。务必明确标出优点或弱点。
3. Evaluating Key Studies: Peterson & Peterson | 关键研究评价：Peterson 与 Peterson
A common 6-mark question: "Describe and evaluate Peterson and Peterson's (1959) study into the duration of STM." In your description, include the aim (to test duration of STM without rehearsal), method (24 students, consonant trigrams, counting backwards in threes), and results (80% recall at 3 seconds dropping to 10% at 18 seconds). Conclude that STM duration is limited to about 18 seconds without rehearsal.
常见 6 分题：“描述并评价 Peterson 和 Peterson（1959）关于短时记忆持续时间的研究。”描述部分要包含目的（测试无复述时 STM 的持续时间）、方法（24 名学生、辅音三字母组、以 3 为单位倒数）和结果（3 秒后回忆约 80%，18 秒后降至 10%）。最后得出无复述下 STM 持续约 18 秒的结论。
For evaluation, highlight strengths such as high internal validity because the counting task successfully prevented rehearsal, meaning the duration measured was truly of STM. A weakness is low ecological validity, as memorising nonsense trigrams does not reflect everyday memory use. Add a further point: the sample was limited to university students, so findings may not generalise to other age groups.
评价方面，突出其高内部效度的优点：因为倒数任务成功阻止了复述，所测量的确实就是 STM 的持续时间。缺点则是生态效度低，记忆无意义三字母组并不反映日常记忆运用。再补充一点：样本仅限于大学生，因此研究结果可能无法推广至其他年龄段。
4. Social Influence: Conformity and Asch | 社会影响：从众与阿希实验
Short-answer question: "Explain what is meant by conformity. Refer to Asch's study in your answer. (4 marks)" Conformity is a change in behaviour or belief due to real or imagined group pressure. In Asch's line-judgement experiment, 123 male participants were placed in groups with confederates who gave wrong answers on 12 out of 18 trials.
简答题：“解释从众的含义，并在回答中引用阿希的研究。（4分）”从众是指由于真实或想象的群体压力而导致的行为或信念改变。在阿希的线段判断实验中，123 名男性参与者置身于有同谋者的组中，同谋者在 18 次测试中的 12 次里故意给出错误答案。
The overall conformity rate was 37% on critical trials. Type of conformity here is compliance—participants publicly agreed with the group to avoid ridicule but privately knew the correct answer because the task was unambiguous. To evaluate, note that Asch's study is a laboratory experiment with high control, but it lacks ecological validity and uses an androcentric sample. Link evaluation points directly to the scenario.
关键试次的从众率是 37%。此处表现的从众类型是依从——参与者公开附和群体以避免被嘲笑，但私下清楚正确答案，因为任务毫不模糊。评价时注意，阿希研究是室验室实验，控制程度高，但缺乏生态效度且使用了男性中心样本。要将评价要点直接与情境挂钩。
5. Obedience: Milgram's Agency Theory | 服从：米尔格拉姆的能动理论
Typical extended question: "Using agency theory, explain why participants obeyed in Milgram's experiment. (5 marks)" According to Milgram, humans operate in two states. In the autonomous state, they take personal responsibility. In the agentic state, they view themselves as an agent carrying out another's wishes, thus feeling no personal responsibility.
典型拓展题：“运用能动理论解释为何参与者在米尔格拉姆实验中表现出服从。（5分）”根据米尔格拉姆的观点，人类在两种状态下运作。自主状态下，个人承担责任。能动状态下，他们将自己视为执行他人意愿的代理人，因而感受不到个人责任。
When participants entered the lab and were instructed by the experimenter in a grey lab coat, they perceived him as a legitimate authority figure. They underwent an agentic shift, moving into the agentic state. This explains why 65% were willing to administer a maximum 450-volt shock. However, the theory cannot explain why 35% remained autonomous and disobeyed. A strength is that it is supported by variations, e.g., when the authority wore ordinary clothes, obedience dropped to 20%.
当参与者进入实验室并接受身穿灰色实验服的主试指令时，他们将其视为合法权威人物。他们发生了能动转化，进入能动状态。这就解释了为何 65% 的人愿意施加最高 450 伏的电击。然而，该理论无法解释为何 35% 的人保持自主并拒绝服从。一个优点是得到了变式研究的支持，例如，当权威人物穿便服时，服从率降至 20%。
6. Research Methods: IV, DV and Extraneous Variables | 研究方法：自变量、因变量与额外变量
Mock papers often present a novel study description and ask: "Identify the independent variable (IV) and dependent variable (DV) in this experiment. (2 marks)" The IV is the variable the researcher manipulates, while the DV is the variable measured. For instance, "A researcher tests whether background music affects memory by giving one group music and another silence. The DV is the number of words recalled."
模拟卷常呈现一项新研究的描述，然后问：“识别该实验中的自变量和因变量。（2分）”自变量是研究者操纵的变量，因变量则是测量的变量。例如，“一位研究者通过给一组播放音乐、另一组保持安静，来测试背景音乐是否影响记忆。因变量是正确回忆的单词数量。”
Always check operationalisation: the IV must have at least two clearly stated conditions, and the DV must be quantifiable. Extraneous variables (EVs) like participant motivation or time of day must be controlled, otherwise they become confounding variables and reduce internal validity. Common exam demand: "Suggest one way the researcher could control an extraneous variable."
务必检查操作化：自变量必须至少有两个明确陈述的条件，因变量必须可量化。额外变量（EVs）如参与者动机或一天中的时段必须加以控制，否则会成为混淆变量并降低内部效度。常见考题：“建议研究者可以控制一种额外变量的方法。”
7. Experimental Design and Sampling | 实验设计与抽样
You may be asked: "State one strength and one weakness of an independent groups design. (4 marks)" A strength is that there are no order effects, as participants take part in only one condition. A weakness is that participant variables (e.g., memory ability) may vary between groups and confound results. Random allocation can control this weakness.
你也许会被问及：“说明独立组设计的一个优点和一个缺点。（4分）”优点是避免了顺序效应，因为参与者只参加一个条件。缺点是参与者变量（如记忆能力）可能在组间不同并混淆结果。随机分配可以控制这一缺点。
On sampling: "Explain one strength of using a stratified sample." Stratified sampling ensures subgroups within the target population are proportionally represented, making the sample more representative and generalisable. In contrast, an opportunity sample is convenient but prone to bias because it draws from a limited, available pool. Use correct psychological terminology like 'generalisability'.
关于抽样：“解释分层抽样的一种优点。”分层抽样确保目标人群中的子群体按比例被代表，使得样本更具代表性，结果更可推广。相比之下，机会抽样便捷但有偏差风险，因为它从有限且易接触的人群中抽取。务必使用正确的心理学术语，如“可推广性”。
8. Ethical Considerations in Psychology | 心理学中的伦理考量
For a 6-mark ethics question like "Discuss ethical issues in Milgram's study," identify deception (participants believed they were shocking a real learner), lack of informed consent (they didn't know the true nature of the study), and psychological harm (trembling, sweating, three had seizures). Always name the specific issue and give evidence from the study.
针对类似“讨论米尔格拉姆研究中的伦理问题”的 6 分题，要识别出欺骗（参与者以为自己在电击真正的学习者）、缺乏知情同意（他们不了解研究的真实性质）以及心理伤害（颤抖、出汗，三人曾癫痫发作）。务必说出具体问题并引用研究中的证据。
To overcome these, researchers could have used presumptive consent (asking a similar group if they would mind), thorough debriefing to ensure no lasting harm, and a clear right to withdraw without penalty. Evaluate that while the study breached modern BPS guidelines, the findings on obedience had significant real-world value, creating an ethical trade-off.
为克服这些问题，研究者本可以采用预设同意（询问相似群体是否介意）、进行详尽的事后解释以确保无持久伤害，以及给予明确的退出权利且不受惩罚。评价时指出，尽管该研究违反了现代 BPS 准则，但其关于服从的发现具有重大现实价值，构成了一种伦理权衡。
9. Data Handling: Mean, Median, Mode | 数据处理：平均数、中位数、众数
A data set such as 7, 9, 11, 8, 45 might appear. "Calculate the mean score. (2 marks)" g. However, note the outlier 45 makes the mean unrepresentative; the median (9) is more robust in this case.
可能会出现 7, 9, 11, 8, 45 这样的数据集。“计算平均得分。（2分）”总和 = 80，数据个数 = 5，因此平均数 = 80/5 = 16。一定要展示计算过程。然而，注意到异常值 45 使平均数失代表性；此时中位数（9）更为稳健。
When comparing measures of central tendency, state that the mean is the most sensitive as it uses all values but is distorted by extremes. The median is unaffected by outliers but ignores most data. The mode is the only measure suitable for nominal data (e.g., favourite colour). Link these to choice justification—
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