Year 10 SQA Psychology: High-Frequency Topics and Common Mistakes Analysis | Year 10 SQA 心理学：高频考点与易错题分析

📚 Year 10 SQA Psychology: High-Frequency Topics and Common Mistakes Analysis | Year 10 SQA 心理学：高频考点与易错题分析

This article is designed for Year 10 students preparing for the SQA National 5 Psychology examination. It pinpoints the topics that appear most often, reveals typical exam mistakes and offers clear strategies to help you avoid losing marks. Mastering what examiners expect in ‘describe’, ‘explain’ and ‘evaluate’ questions is every bit as vital as learning the content itself.

本文专为备考 SQA National 5 心理学考试的 Year 10 学生撰写。文章聚焦最高频考点，揭示典型考试错误，并提供清晰策略帮助避免失分。掌握考官在“描述”、“解释”和“评价”题中的要求，与学习知识内容同样至关重要。

1. Memory Models: Multi-Store vs. Working Memory – Common Confusions | 记忆模型：多重储存与工作记忆的混淆点

The multi-store model (Atkinson & Shiffrin, 1968) describes three separate stores: sensory register, short-term memory (STM) and long-term memory (LTM). Information moves from sensory register to STM via attention, and from STM to LTM through rehearsal.

多重储存模型 (Atkinson & Shiffrin, 1968) 描述了三类独立的储存：感觉登记器、短期记忆 (STM) 和长期记忆 (LTM)。信息通过注意从感觉登记器进入 STM，通过复述从 STM 进入 LTM。

A particularly common exam mistake is to confuse the capacity and duration of STM. Many candidates incorrectly state that STM has unlimited capacity, whereas in fact its capacity is 7 ± 2 items (Miller, 1956) and its duration is around 18–30 seconds without rehearsal.

一个特别常见的考试错误是混淆 STM 的容量与持续时间。许多考生错误地声称 STM 容量无限，而实际上其容量为 7 ± 2 个项目 (Miller, 1956)，若无复述其持续时间约为 18–30 秒。

The working memory model (Baddeley & Hitch, 1974) replaces the idea of a passive, unitary STM with active subsystems: the central executive, phonological loop, visuospatial sketchpad and episodic buffer. When asked to ‘describe’ this model, students frequently omit the central executive’s limited capacity and its role in dividing attention, which costs an entire marking point.

工作记忆模型 (Baddeley & Hitch, 1974) 用主动的子系统取代了被动的单一 STM 概念：中央执行器、语音回路、视空间面板和情节缓冲器。当被要求“描述”该模型时，学生常常遗漏中央执行器容量有限及其分配注意的功能，从而丢失整一个得分点。

Another typical error is mixing up the coding of information. STM tends to code acoustically, whereas LTM codes semantically. Make sure you can describe Peterson & Peterson’s (1959) experiment as evidence for STM duration and Bahrick et al.’s (1975) study for LTM duration.

另一个典型错误是混淆信息编码方式。STM 倾向于声学编码，而 LTM 为语义编码。务必能描述 Peterson & Peterson (1959) 的实验作为 STM 持续时间的证据，以及 Bahrick 等人 (1975) 研究 LTM 持续时间的实验。

2. Sleep and Dreams: Functions and Common Mistakes | 睡眠与梦：功能与常见错误

The sleep cycle alternates between NREM (stages 1–3) and REM sleep roughly every 90 minutes. REM sleep is characterised by rapid eye movements, an active brain and vivid dreaming; it is thought to serve brain restoration and memory consolidation. Slow-wave NREM sleep (especially stage 3) is linked to physical repair and the release of growth hormone.

睡眠周期大约每 90 分钟在 NREM（1–3 阶段）和 REM 睡眠之间交替。REM 睡眠具有快速眼动、大脑活跃和鲜明梦境的特征，被认为有助于大脑恢复与记忆巩固。慢波 NREM 睡眠（尤其是第 3 阶段）与身体修复和生长激素的分泌有关。

A widespread mistake is claiming that dreaming only occurs in REM. In reality we can dream in NREM sleep as well, although REM dreams are more narrative and bizarre. In a ‘describe’ or ‘explain’ answer, always clarify that REM is particularly associated with dreaming but not exclusive.

一个普遍的错误是声称做梦只发生在 REM 睡眠中。实际上我们在 NREM 睡眠中也能做梦，只是 REM 的梦境更具故事性和离奇色彩。在“描述”或“解释”题中，一定要说明 REM 与做梦关系尤其密切，但并非其专属。

Compare the key features of REM and NREM sleep:

比较 REM 和 NREM 睡眠的关键特征：

When using evidence, candidates often mistakenly apply Oswald’s (1966) restoration theory without distinguishing between REM and NREM functions. Remember that Oswald proposed NREM sleep restores the body, while REM sleep restores the brain. Citing the same function for both would cost marks in an ‘explain’ question.

在使用证据时，考生往往会错误引用 Oswald (1966) 的恢复理论却没有区分 REM 和 NREM 的功能。记住 Oswald 提出 NREM 睡眠恢复身体，而 REM 睡眠恢复大脑。若对两者给出相同功能则会在“解释”题中失分。

3. Conformity and Obedience: Key Distinctions | 从众与服从：关键区别

Conformity is a change in behaviour or belief due to real or imagined group pressure (Asch, 1951). Obedience involves following a direct order from an authority figure (Milgram, 1963). Students frequently mix up the two concepts or use them interchangeably in extended responses.

从众是指由于真实或想象的群体压力而引起的行为或信念改变 (Asch, 1951)。服从则涉及遵从权威人物的直接命令 (Milgram, 1963)。学生经常在扩展作答中将两个概念混淆或互换使用。

In Asch’s line judgement experiment, about 37% of critical trials showed conformity. A typical mistake is saying participants conformed because they believed the group was right (informational social influence) when, in Asch’s unambiguous task, it was more likely normative social influence – wanting to fit in and avoid ridicule.

在 Asch 的线段判断实验中，约 37% 的关键试次表现出从众。一个典型错误是声称参与者因为相信群体是正确的（信息性社会影响）而从众；但在 Asch 的非模糊任务中，更可能是规范性社会影响——渴望融入并避免嘲笑。

For Milgram’s obedience study, students often forget to mention that 65% of participants delivered the maximum 450-volt shock. They might also exaggerate the power of the authority figure while forgetting situational factors like the prestigious setting of Yale University, the gradual nature of the shocks, and the experimenter’s prompts. When ‘evaluating’, always address ethical issues (deception, lack of informed consent, right to withdraw).

关于 Milgram 的服从研究，学生常忘记提及 65% 的参与者施加了最高 450 伏电击。他们也可能夸大权威人物的力量，却忽略了情境因素，如耶鲁大学的声望环境、电压递增的性质以及实验者的催促。在“评价”时，务必讨论伦理问题（欺骗、缺乏知情同意、退出权）。

4. Non-verbal Communication: Exam Tips | 非语言交流：考试要点

Key areas of non-verbal communication include eye contact, facial expressions, posture and personal space. In SQA National 5, you are often asked to describe the functions of eye contact, such as regulating conversation, expressing emotion and signalling attraction.

非语言交流的关键领域包括眼神接触、面部表情、姿势和个人空间。在 SQA National 5 考试中，经常要求描述眼神接触的功能，例如调节对话、表达情绪和传递吸引力信号。

A common error is to describe non-verbal behaviours without linking them to psychological concepts. For instance, stating ‘people look at each other when they talk’ is vague; instead you should reference Kendon’s (1967) finding that eye contact helps signal turn-taking in conversations.

常见错误是描述非语言行为却没有联系心理学概念。例如，说“人们交谈时互相注视”过于笼统；相反，应引用 Kendon (1967) 的研究发现，即眼神接触有助于在对话中

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