📚 Year 7 CAIE Psychology: Unit Test Mock Exam Breakdown | CAIE 七年级心理学：单元测试模拟卷解析
Mock exams are a powerful tool to sharpen your understanding of Year 7 CAIE Psychology. This breakdown walks you through key question types, model answers, and common pitfalls across the major topics in a typical unit test. By working through these examples, you will learn how to interpret command words, structure your responses, and connect psychological concepts to research evidence. Use this guide alongside your revision notes to build confidence before the real assessment.
模拟考试是巩固 CAIE 七年级心理学知识的利器。本文通过解析典型单元测试中的重点题型、示范答案和常见错误，带你梳理核心主题。掌握这些例子后，你将学会解读指令词、组织答案，并将心理学概念与研究证据联系起来。请将本指南与你的复习笔记结合使用，在真正的测评前建立信心。
1. Variables and Hypotheses | 变量与假设
Mock Question: A researcher wants to find out whether drinking water improves concentration. She gives 20 students a 500 ml bottle of water to drink before a puzzle task, and another 20 students no water. All students then complete the same puzzle. Identify the independent variable (IV) and the dependent variable (DV).
模拟题：一位研究者想探究喝水是否提高注意力。她让 20 名学生在完成拼图任务前饮用一瓶 500 毫升的水，另外 20 名学生不喝水。然后所有学生完成相同的拼图。请指出自变量 (IV) 和因变量 (DV)。
Answer: The IV is whether the students drank water or not (water vs. no water). The DV is the performance on the puzzle, which could be measured by time taken or number of pieces correctly placed.
答案：IV 是学生是否喝水（喝水与不喝水对比）。DV 是拼图的表现，可用完成时间或正确放置的拼块数量来衡量。
Explanation: The independent variable is the factor the researcher manipulates. Here, the researcher changes the condition of water access, so it is the IV. The dependent variable is what is measured after the manipulation – the concentration shown through puzzle performance. Always remember: the IV causes any change in the DV. A good hypothesis would state, ‘Students who drink water will perform better on a puzzle task than students who do not drink water.’
解析：自变量是研究者操纵的因素。在这里，研究者改变了饮水条件，因此它是 IV。因变量是在操纵后测量的结果——通过拼图表现体现的注意力。始终记住：IV 引起 DV 的任何变化。一个好的假设可以表述为：”饮水的学生在拼图任务中的表现将优于不饮水的学生。”
2. Types of Experiments | 实验类型
Mock Question: Match each description to the correct type of experiment: (A) A study on helping behaviour conducted on a busy street, where a confederate drops papers. (B) A study on memory where participants are tested in a quiet classroom using standardised word lists. (C) A study comparing children’s attention in a school that introduced a no-phone policy versus a school that did not. Options: Laboratory, Field, Natural.
模拟题：将以下描述与正确的实验类型匹配：(A) 一项在繁忙街道上进行的助人行为研究，由同谋假装掉落文件。(B) 一项在安静教室中使用标准化词表测试参与者记忆的研究。(C) 一项比较推行禁用手机政策的学校与未推行该政策学校中学生注意力的研究。选项：实验室实验、现场实验、自然实验。
Answer: A = Field experiment (IV manipulated in a natural setting). B = Laboratory experiment (controlled environment, standardised). C = Natural experiment (the IV – phone policy – is not manipulated by the researcher; it happens naturally).
答案：A = 现场实验（在自然环境中操纵 IV）。B = 实验室实验（受控环境，标准化）。C = 自然实验（IV 即手机政策不由研究者操纵，而是自然发生的）。
Explanation: The key difference is who controls the IV and where the study takes place. In a lab experiment, the researcher manipulates the IV in a controlled setting. In a field experiment, the researcher still manipulates the IV but in a real-world setting. In a natural experiment, the IV changes on its own, and the researcher simply measures the effect on the DV. Natural experiments can be useful when it would be unethical to manipulate the IV, such as looking at the effects of a natural disaster.
解析：关键区别在于谁控制 IV 以及研究在哪里进行。在实验室实验中，研究者在受控环境中操纵 IV。在现场实验中，研究者仍操纵 IV，但地点在真实世界。在自然实验中，IV 自行变化，研究者只测量其对 DV 的影响。当操纵 IV 不合伦理时（例如考察自然灾害的影响），自然实验就很有用。
3. Sampling Methods | 抽样方法
Mock Question: A psychologist places an advert on a local community website asking for people aged 13-15 to take part in a study on friendships. She selects the first 25 volunteers. Identify and explain one limitation of this sampling method.
模拟题：一位心理学家在当地社区网站上发布广告，招募 13-15 岁的人参加一项友谊研究。她选择了前 25 名志愿者。指出这种抽样方法并解释其一个局限性。
Answer: This is volunteer (or self-selected) sampling. One limitation is that the sample may be biased because volunteers might share certain personality traits, such as being more outgoing or highly motivated to participate. This means the findings may not generalise to all teenagers.
答案：这是志愿者（或自我选择）抽样。一个局限性是样本可能存在偏差，因为志愿者可能具有某些共同的人格特质，例如更外向或更有参与动机。这意味着研究结果可能无法推广到所有青少年。
Explanation: Knowing your sampling methods is essential. Random sampling gives everyone an equal chance, reducing bias. Opportunity sampling uses whoever is available, which is quick but may not be representative. Volunteer sampling relies on participants coming forward, often leading to a more motivated but narrower sample. In this case, the sample may not reflect the wider population of 13-15-year-olds. A better alternative might be to use a stratified sample if the researcher wants to ensure different subgroups are included.
解析：了解抽样方法至关重要。随机抽样让每个人都有平等机会，减少了偏差。机会抽样利用任何可找到的人，速度快但可能不具代表性。志愿者抽样依赖于参与者主动参与，通常会导致样本积极性更高但范围更窄。在这个例子中，样本可能无法代表更广泛的 13-15 岁群体。如果研究者想确保包含不同的子群体，更好的选择可能是分层抽样。
4. Memory Encoding, Storage and Retrieval | 记忆的编码、储存和提取
Mock Question: Explain how information moves from sensory memory to short-term memory according to the multi-store model. Use an example in your answer.
模拟题：根据多储存模型，解释信息如何从感觉记忆转移到短时记忆。在你的回答中举一个例子。
Answer: According to the multi-store model, information enters sensory memory through our senses. If we pay attention to this information, it is transferred to short-term memory (STM). For example, while reading a textbook, your eyes register every word on the page in sensory memory, but only the words you actively focus on will pass into STM for immediate use.
答案：根据多储存模型，信息通过我们的感官进入感觉记忆。如果我们注意这些信息，它就会被转移到短时记忆 (STM)。例如，阅读教科书时，你的眼睛将每个词都记录在感觉记忆中，但只有你主动关注的词才会进入 STM 以供即时使用。
Explanation: The multi-store model proposed by Atkinson and Shiffrin describes memory as three separate stores: sensory memory (very brief, large capacity), short-term memory (limited duration, about 7 +/- 2 items), and long-term memory (potentially unlimited). The process of attention is crucial for moving information from sensory memory to STM. Without attention, sensory traces fade quickly, a phenomenon known as decay. To move information from STM to LTM, rehearsal – especially elaborative rehearsal – is needed.
解析：Atkinson 和 Shiffrin 提出的多储存模型将记忆描述为三个独立的储存库：感觉记忆（极短，容量大）、短时记忆（持续时间有限，约 7±2 个组块）和长时记忆（可能无限）。注意是将信息从感觉记忆转移到 STM 的关键过程。没有注意，感觉痕迹会迅速消退，这称为衰退。要将信息从 STM 转移到 LTM，需要复述——特别是精细复述。
5. Forgetting: Interference Theory | 遗忘：干扰理论
Mock Question: Luke learns French vocabulary in the morning, then Spanish vocabulary in the afternoon. He finds that he confuses the Spanish words with the French words during a test. Name and briefly describe the type of interference shown here.
模拟题：卢克上午学习了法语词汇，下午学习了西班牙语词汇。他在测试中发现，他把西班牙语单词和法语单词混淆了。指出并简要描述这里展示的干扰类型。
Answer: This shows proactive interference. Proactive interference occurs when older information (French) disrupts the recall of newer information (Spanish). The old learning works ‘forward’ to interfere with the new.
答案：这展示了前摄干扰。前摄干扰发生在旧信息（法语）干扰新信息（西班牙语）的回忆时。旧的学习内容向前干扰新的学习内容。
Explanation: Interference theory explains forgetting as a result of memories competing with each other. Proactive interference is when past learning makes it harder to learn or recall new material, like the French-Spanish example. Retroactive interference is the opposite: new learning disrupts the recall of older information. For example, if you learn a new phone number, it might make it harder to remember the old one. Both are more likely when the two sets of information are similar.
解析：干扰理论将遗忘解释为记忆相互竞争的结果。前摄干扰是指过去的学习使得学习或回忆新材料更困难，就像法语和西班牙语的例子。倒摄干扰则相反：新学习的内容干扰了对旧信息的回忆。例如，如果你记了一个新电话号码，可能更难回忆起旧号码。当两组信息相似时，这两种干扰都更容易发生。
6. Social Influence: Conformity (Asch) | 社会影响：从众 (Asch)
Mock Question: In Asch’s line judgment study, participants sometimes gave an obviously wrong answer just because other people did. Identify one factor that affects conformity levels and explain how it was shown in Asch’s research.
模拟题：在 Asch 的线段判断研究中，参与者有时仅仅因为他人给出了明显错误的答案就也跟着犯错。指出一个影响从众程度的因素，并解释它在 Asch 的研究中是如何体现的。
Answer: One factor is group size. Asch found that conformity increased when the majority group size increased from one person up to around three or four. Beyond that, further increases had little effect. Another factor was unanimity: if even one other person gave the correct answer, conformity dropped dramatically.
答案：一个因素是群体规模。Asch 发现，当多数派人数从一人增加到三四人时，从众程度会上升。但超过这个数量后，继续增加人数影响很小。另一个因素是一致性：即使只有一个人给出正确答案，从众程度也会急剧下降。
Explanation: Solomon Asch’s study on conformity involved confederates who deliberately selected the wrong line in a visual task. The real participant was seated last or second to last and heard the others’ answers. About 75% of participants conformed at least once. Asch demonstrated that people often conform due to normative social influence – wanting to fit in and avoid rejection – even when the answer is clear. Understanding these factors helps explain peer pressure among teenagers.
解析：Solomon Asch 的从众研究涉及假装在视觉任务中故意选择错误线条的同谋。真正的参与者坐在最后或倒数第二个位置，听到其他人的回答。约 75% 的参与者至少从众过一次。Asch 证明，人们常常出于规范性社会影响而选择从众——即希望合群并避免被排斥——即使答案很明显。理解这些因素有助于解释青少年中的同伴压力。
7. Social Influence: Obedience (Milgram) | 社会影响：服从 (Milgram)
Mock Question: Briefly describe the procedure of Milgram’s obedience study. What percentage of participants administered the maximum 450-volt shock in the original experiment?
模拟题：简要描述 Milgram 服从研究的程序。在原实验中，有多少百分比的参与者施加了最大 450 伏电击？
Answer: Milgram recruited participants for a study on ‘learning and memory’. The participant was assigned the role of ‘teacher’ with a confederate as the ‘learner’. The teacher had to give increasingly strong electric shocks for every wrong answer. In reality, no shocks were given, but the learner screamed and eventually fell silent. In the original experiment, 65% of participants continued to 450 volts.
答案：Milgram 招募参与者参加一项 “学习与记忆” 研究。参与者被分配为 “教师” 角色，一名同谋为 “学习者”。教师必须在每次错误答案时施加越来越强的电击。实际上没有电击，但学习者会尖叫并最终沉默。在原实验中，65% 的参与者持续到 450 伏。
Explanation: Milgram’s study is one of the most famous in psychology because it revealed how far people will go in obeying an authority figure, even when it means harming another person. Situational factors, such as the presence of an authority figure in a lab coat and the prestigious setting of Yale University, increased obedience. However, the study raised significant ethical concerns, including deception and psychological distress, which are essential to discuss in any evaluation question.
解析：Milgram 的研究是心理学中最著名的研究之一，因为它揭示了人们在服从权威人物时会走多远，即使这意味着伤害他人。情境因素，如穿实验大褂的权威人物和耶鲁大学的高声誉背景，都增加了服从。然而，该研究引发了重大的伦理问题，包括欺骗和心理压力，这在任何评估类问题中都必须讨论。
8. Biological Approach: Neurons and Synapses | 生物学取向：神经元与突触
Mock Question: Draw a simple label for a motor neuron, showing the dendrites, cell body, axon, and terminal buttons. Then explain what happens at the synapse when a nerve impulse arrives.
模拟题：画出一个运动神经元的简单标图，显示树突、细胞体、轴突和终扣。然后解释神经冲动到达时突触处发生什么。
Answer: A motor neuron carries signals from the central nervous system to muscles. Dendrites receive signals; the cell body integrates them; the axon carries the impulse; and terminal buttons release neurotransmitters. At the synapse, the electrical impulse triggers vesicles to release chemical neurotransmitters into the synaptic gap. These chemicals bind to receptors on the next neuron, allowing the signal to continue.
答案：运动神经元将信号从中枢神经系统传送到肌肉。树突接收信号；细胞体整合信号；轴突传导冲动；终扣释放神经递质。在突触处，电冲动触发突触囊泡释放化学神经递质到突触间隙。这些化学物质与下一个神经元上的受体结合，使信号得以继续传递。
Explanation: Synaptic transmission is a fundamental biological process underlying all psychological functions, from memory to mood. Neurotransmitters such as serotonin or dopamine are released and then either reabsorbed (reuptake) or broken down. If the receptors are blocked or if the reuptake is too fast, communication can be disrupted. This is the basis for many psychological disorders and treatments, such as SSRIs for depression.
解析：突触传递是支撑所有心理功能（从记忆到情绪）的基本生物过程。诸如血清素或多巴胺等神经递质被释放后，要么被重新吸收（再摄取），要么被分解。如果受体被阻断或再摄取过快，沟通就会中断。这正是许多心理障碍和治疗（如用于抑郁症的 SSRIs）的基础。
9. Psychological Problems: IQ Testing | 心理问题：智商测试
Mock Question: An IQ test gives a child a score of 85. Explain two limitations of using IQ scores as a sole measure of intelligence.
模拟题：一项 IQ 测试给出一名儿童的得分为 85。解释仅用 IQ 分数作为智力衡量标准的两个局限性。
Answer: One limitation is that IQ tests often focus on verbal and logical-mathematical abilities, ignoring other types of intelligence such as creativity, emotional intelligence, or musical talent. A second limitation is that scores can be influenced by cultural biases in the test items, meaning that children from different cultural backgrounds may perform worse not because of lower intelligence but because the questions are unfamiliar. This makes comparisons unfair.
答案：一个局限性是 IQ 测试通常关注语言和逻辑数学能力，而忽略了其他类型的智力，如创造力、情绪智力或音乐才能。第二个局限性是分数可能受试题中文化偏见的影响，这意味着来自不同文化背景的儿童可能因为对题目不熟悉而表现较差，而非智力较低。这使得比较不公平。
Explanation: Intelligence is a complex construct. Psychologists debate whether it is a single general ability (g factor) or multiple independent abilities. Modern views, like Gardner’s theory of multiple intelligences, challenge the idea that one test can capture all of a person’s intellectual potential. In clinical practice, IQ scores are used alongside interviews, observations, and adaptive behaviour measures to form a complete picture.
解析：智力是一个复杂的构念。心理学家在争论它究竟是单一的一般能力（g 因素）还是多种独立的能力。现代观点，如 Gardner 的多元智能理论，挑战了单一测试能捕捉一个人所有智力潜能的观点。在临床实践中，IQ 分数会与访谈、观察和适应性行为测量结合使用，以形成完整评估。
10. Exam Technique: Command Words and Timings | 考试技巧：指令词与时间分配
Mock Question: What does the command word ‘Identify’ require you to do, and how does it differ from ‘Explain’? Use a psychology example.
模拟题：指令词 “Identify” 要求你做什么？它和 “Explain” 有何不同？请用一个心理学例子说明。
Answer: ‘Identify’ means to name or state something clearly without providing reasons. For example, ‘Identify one ethical issue in Milgram’s study’ – you can simply write ‘deception’. ‘Explain’ requires you to give reasons why something is the case. Using the same example, you would write: ‘Milgram deceived participants because they believed they were giving real shocks, which was necessary to test obedience, but this raised ethical concerns as they could not give informed consent.’
答案：“Identify” 意即清晰地命名或陈述某事，无需提供理由。例如，”指出 Milgram 研究中的一个伦理问题”——你可以只写 “欺骗”。”Explain” 则要求你解释某件事的原因。用同样的例子，你会写：”Milgram 欺骗了参与者，因为他们相信自己在施加真实的电击，这对于测试服从是必要的，但这引发了伦理问题，因为他们无法给予知情同意。”
Explanation: In Year 7 CAIE Psychology tests, command words guide the depth of your answer. Common ones include ‘State’ (one brief sentence), ‘Describe’ (give details of what happens), ‘Explain’ (say why or how), and ‘Evaluate’ (give strengths and weaknesses). Managing your time is equally important: allocate marks-per-minute, and if you get stuck, move on. Ensure you always link your points back to the context of the question.
解析：在 CAIE 七年级心理学测试中，指令词指引你作答的深度。常见的包括 “State”（一句话简述）、”Describe”（给出细节）、”Explain”（说明为什么或如何）和 “Evaluate”（给出优势和劣势）。时间管理同样重要：按分值分配时间，如果卡住了就先往下做。确保你总是将要点与问题的情境联系起来。
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