Year 7 WJEC Psychology: High-Frequency Topics and Common Error Analysis | Year 7 WJEC 心理学：高频考点与易错题分析

📚 Year 7 WJEC Psychology: High-Frequency Topics and Common Error Analysis | Year 7 WJEC 心理学：高频考点与易错题分析

Welcome to TutorHao’s revision guide for Year 7 WJEC Psychology. This article breaks down the most frequently examined topics and highlights common mistakes students make in assessments. By focusing on these areas, you can strengthen your understanding and boost your exam performance.

欢迎阅读 TutorHao 为 Year 7 WJEC 心理学准备的复习指南。本文将拆解考试中出现频率最高的主题，并指出学生在测评中常犯的错误。通过攻克这些重难点，你可以加深理解，提升考试成绩。

1. Research Methods: Variables and Experiments | 研究方法：变量与实验

A core skill in Year 7 psychology is identifying and defining the three types of variables in an experiment: the independent variable (IV), the dependent variable (DV) and the controlled variables (CVs).

Year 7 心理学的一个核心技能是识别并定义实验中的三类变量：自变量（IV）、因变量（DV）和控制变量（CV）。

The independent variable is the factor you deliberately change or manipulate. The dependent variable is what you measure; it is the outcome that may be affected by the IV. Controlled variables are all the factors you keep constant to ensure a fair test.

自变量是你故意改变或操作的因素。因变量是你测量的结果，它可能会受到自变量的影响。控制变量是你为了确保公平测试而保持不变的所有因素。

A frequent error is confusing the IV and DV. For example, in an experiment testing whether background music affects memory test scores, ‘background music (present or absent)’ is the IV, not the test scores. The test scores are the DV.

常见的错误是混淆自变量和因变量。例如，在一个测试背景音乐是否影响记忆测验成绩的实验中，“背景音乐（有无）”是自变量，而不是测验成绩。测验成绩是因变量。

Another vital concept is the experimental hypothesis. It is a precise, testable statement predicting the relationship between the IV and DV. Students often write a hypothesis as a question. Always phrase it as a statement, e.g., ‘Participants who listen to music will recall fewer words than those in silence.’

另一个重要概念是实验假设。它是一个精确、可检验的陈述，预测自变量和因变量之间的关系。学生常常把假设写成问句。务必以陈述句形式撰写，例如：“听音乐的参与者比安静环境下的参与者回忆起的单词更少。”

Ethical considerations also feature prominently. You should know the basic principles: informed consent, right to withdraw, confidentiality, and protection from harm. An easy mistake is thinking that deception is never allowed; in fact, it can be used if justified and followed by a full debrief.

伦理考虑也常被考察。你应该了解基本原则：知情同意、退出权、保密和避免伤害。一个易错点是认为欺骗绝对不允许；事实上，如果有正当理由并在事后进行充分的情况说明，欺骗是可以使用的。

2. Memory: The Multi-Store Model | 记忆：多存储模型

The multi-store model (Atkinson & Shiffrin, 1968) is a high-frequency topic. It describes three separate stores: sensory register, short-term memory (STM), and long-term memory (LTM). Information flows through them via attention and rehearsal.

多存储模型（Atkinson & Shiffrin, 1968）是高频考点。它描述了三个独立存储库：感觉登记、短时记忆（STM）和长时记忆（LTM）。信息通过注意和复述在这些存储库之间流动。

Sensory register has a very large capacity but holds information only for a fraction of a second. Only stimuli we pay attention to pass into STM. STM holds around 7 (plus or minus 2) chunks of information for about 18-30 seconds without rehearsal.

感觉登记的容量非常大，但信息只能保持不到一秒钟。只有被注意到的刺激才能进入短时记忆。短时记忆在不复述的情况下，大约能容纳7±2个信息组块，持续时间约18-30秒。

Maintenance rehearsal is the process of repeating information to keep it in STM. If rehearsed sufficiently, the information transfers to LTM, which has potentially unlimited capacity and duration. A common error is stating that STM has unlimited duration if we try hard enough; the correct statement is that rehearsal can extend STM duration temporarily, but true long-term storage requires consolidation into LTM.

维持性复述是重复信息以使其留在短时记忆中的过程。如果复述足够充分，信息会转移到长时记忆，长时记忆的容量和持续时间潜在地无限。常见的错误是声称如果我们足够努力，短时记忆的持续时间就能无限延长；正确的说法是，复述可以暂时延长短时记忆的保持时间，但真正的长期存储需要巩固进入长时记忆。

To avoid mixing up capacity and duration, use the table below for revision.

为避免混淆容量和持续时间，复习时使用下表。

Many students lose marks by writing that STM capacity is ‘7 items’ without the ‘plus or minus 2’ range. Always include the range to show precise understanding.

许多学生因为把短时记忆的容量简单写成“7个项目”而丢分，忽略了“±2”的范围。一定要写明范围以体现准确的理解。

3. Forgetting and Eyewitness Testimony | 遗忘与目击证词

Forgetting can occur due to decay (memory trace fades over time) or interference (new or old information disrupts recall). Retroactive interference is when new learning disrupts recall of old memories; proactive interference is when old memories disrupt learning of new information.

遗忘可能是由于痕迹消退（记忆痕迹随时间衰退）或干扰（新旧信息干扰回忆）。倒摄干扰是新学习的内容干扰

Published by TutorHao | Year 7 Psychology Revision Series | aleveler.com

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