📚 GCSE Eduqas Psychology: Case Study Practice Workbook | GCSE Eduqas 心理学：案例分析实战演练
Case study questions in the GCSE Eduqas Psychology exam are designed to test your ability to apply psychological theories and research to real-life scenarios. These questions often carry high marks, so mastering the technique of analysing a case study can significantly boost your overall grade. This workbook will walk you through step-by-step strategies, provide worked examples, and offer practice exercises to build your confidence.
GCSE Eduqas 心理学考试中的案例分析题旨在考察你将心理学理论和研究应用于真实生活情境的能力。这类题目通常分值较高，因此掌握案例分析技巧能显著提升你的整体成绩。本练习册将带你一步步学习解题策略，提供详细的例题解析，并安排练习来增强你的信心。
1. Understanding Case Study Questions | 理解案例分析题
On the Eduqas GCSE Psychology papers, you will encounter scenarios describing a person’s behaviour, thoughts, or a situation. The question will then ask you to explain, discuss, or evaluate the case using your psychological knowledge. Typical command words include ‘Explain’, ‘Discuss’, ‘Justify’, and ‘Evaluate’. You need to identify the relevant topic area, such as memory, social influence, or psychological problems, and link specific theories or studies to the details in the case.
在 Eduqas GCSE 心理学试卷上，你会遇到描述人物行为、思想或特定情境的案例。题目会要求你用心理学知识去解释、讨论或评价该案例。常见的指令词包括“解释”、“讨论”、“论证”和“评价”。你需要识别相关的课题领域，例如记忆、社会影响或心理问题，并将具体的理论或研究与案例中的细节联系起来。
2. Key Skills for Success | 成功需掌握的关键技能
To score top marks, you must demonstrate four core skills: description of psychological concepts, application to the case study details, explanation of why the concept is relevant, and evaluation using research evidence, strengths, and limitations. Simply writing everything you know about a topic without linking it to the scenario will not earn high marks.
要拿到高分，你必须展示四项核心技能：对心理学概念的描述、对案例细节的应用、解释该概念为何相关的说明，以及运用研究证据、优点与局限进行评价。仅仅罗列你所知道的主题知识而不与情境挂钩，是无法获得高分的。
3. Step-by-Step Approach | 分步解题方法
Step 1: Read and identify. Underline key words in the scenario that indicate a psychological issue. Which topic does it relate to? Pick out the specific behaviour, thought, or emotion described.
第一步：阅读并识别。在案例中划出暗示心理学问题的关键词。它与哪个课题相关？挑选出所描述的具体行为、思维或情感。
Step 2: Recall relevant theories and studies. Quickly note down the theory or model that best explains the case. For example, if the scenario involves a student copying aggressive behaviour, think of Bandura’s Social Learning Theory.
第二步：回忆相关理论和研究。快速记下最能解释该案例的理论或模型。例如，如果情境涉及学生模仿攻击性行为，就要想到班杜拉的社会学习理论。
Step 3: Apply explicitly. Always use the phrase ‘In the case study, this is shown by…’ or ‘For instance, the person’s behaviour illustrates…’ followed by a direct reference to the scenario. Do not just state the theory in general terms.
第三步：显性应用。始终使用“在案例中，这一点体现在……”或“例如，该人物的行为说明了……”等表述，然后直接引用情境细节。不要只是宽泛地陈述理论。
Step 4: Evaluate and conclude. Bring in supporting or contrasting research evidence. Mention strengths or weaknesses of the explanation you have used. End with a concluding sentence that directly answers the question.
第四步：评价与总结。引入支持性或对比性的研究证据。提及你所使用的解释的优点或局限。最后用一个直接回答问题的句子收尾。
4. Example 1: Memory – Eyewitness Testimony | 例题 1：记忆——目击者证词
Case study: Jack witnessed a mugging on his way home. Two weeks later, he identified a suspect in a lineup. However, the police interviewing him had asked leading questions, and he later read a newspaper article describing the suspect as ‘violent’. Jack is now confident in his identification.
案例：杰克在回家路上目睹了一起抢劫案。两周后，他在列队中认出了一名嫌疑人。然而，审讯他的警察提出了诱导性问题，后来他又读到一篇报纸文章，其中将嫌疑人描述为“暴力的”。杰克现在对自己的辨认很有信心。
Question: Using your knowledge of factors affecting memory, explain why Jack’s eyewitness testimony may be unreliable. [9 marks]
问题：运用你有关影响记忆因素的知识，解释为什么杰克的目击者证词可能不可靠。 [9分]
Model answer:
参考答案：
Jack’s testimony can be challenged by the misleading post-event information effect identified by Loftus and Palmer. In their 1974 study, participants’ estimates of speed were influenced by the verb used in the question. The leading questions asked by the police in Jack’s case would have acted similarly, altering his memory of the event.
杰克的证词会受到 Loftus 和 Palmer 所确认的误导性事后信息效应的质疑。在他们 1974 年的研究中，参与者对车速的估计受到问题中所用动词的影响。杰克案件中警察提出的诱导性问题也会产生类似作用，改变他对事件的记忆。
Additionally, post-event discussion with the media could have contaminated Jack’s memory. The newspaper article labelling the suspect ‘violent’ might have created a false memory or influenced Jack to believe the suspect he identified must be the perpetrator because he looked ‘violent’.
此外，与媒体的事后讨论也可能污染了杰克的记忆。那篇将嫌疑人标为“暴力的”文章可能引发了错误记忆，或者影响了杰克，让他认为他所指认的人必然是作案者，因为他看起来“暴力的”。
Furthermore, according to the reconstructive memory theory, memory is not a passive recording. Bartlett argued that schemas fill in gaps. Jack’s schema for a ‘typical mugger’ might have been activated by the article, causing him to falsely remember the suspect as matching that schema.
再者，根据重构记忆理论，记忆并非是被动录制。Bartlett 认为，图式会填补空白。杰克头脑中关于“典型劫匪”的图式可能被那篇文章激活，导致他错记成嫌疑人符合该图式。
However, there are practical implications: the Devlin Committee Report (1976) noted that eyewitness misidentification was a factor in wrongful convictions, supporting the argument that Jack’s testimony should be treated cautiously. A limitation of Loftus’s research is that it used artificial laboratory tasks, so the effect may be less strong in real-life traumatic events.
然而，也存在现实影响：德夫林委员会报告（1976 年）指出，目击者错误辨识是导致错误定罪的因素之一，这支持了对杰克证词应慎重对待的观点。Loftus 研究的一个局限在于它使用了人为的实验室任务，因此这种效应在真实创伤性事件中可能不那么强烈。
In conclusion, Jack’s confidence does not guarantee accuracy; both leading questions and post-event media reports could have significantly distorted his memory, reducing the reliability of his identification.
总之，杰克的自信并不能保证准确性；诱导性问题和事后媒体报道都可能严重扭曲了他的记忆，降低了他指认的可靠性。
5. Example 2: Social Influence – Conformity | 例题 2：社会影响——从众
Case study: Sarah is a 15-year-old who has just started at a new school. Her friendship group all smoke cigarettes during break, even though Sarah knows the health risks. She is afraid they will reject her if she does not join in, so she starts smoking with them.
案例：萨拉是一个 15 岁女孩，刚转入一所新学校。她的朋友圈都在课间抽烟，尽管萨拉知道健康风险。她害怕如果不加入会被排斥，于是也开始和他们一起抽烟。
Question: Outline one explanation of conformity and use it to explain Sarah’s behaviour. [6 marks]
问题：概述一种从众的解释，并用它来解释萨拉的行为。 [6分]
Model answer:
参考答案：
One explanation of conformity is normative social influence (NSI). This refers to conforming to the majority because we want to be liked, accepted, and to avoid rejection. It often leads to public compliance without necessarily private acceptance.
对从众的一种解释是规范社会影响（NSI）。它指的是由于想要被喜欢、被接纳以及避免被排斥而服从多数人。它通常导致公开顺从，而不一定伴有私下接受。
In the case study, Sarah is new and wants to fit in. Her statement ‘she is afraid they will reject her’ directly illustrates NSI. She publicly complies by smoking even though she knows about the health risks, suggesting she has not privately changed her attitude towards smoking.
在案例中，萨拉是新来的并想融入群体。她“害怕会被排斥”这一表述直接体现了规范社会影响。她虽然知道健康风险但仍公开顺从抽烟，这表明她私下并未改变对吸烟的态度。
Asch’s (1951) line-judgement study supports NSI: many participants conformed to an obviously wrong answer to avoid group ridicule. The situation is similar to Sarah’s, as the fear of social rejection drives behaviour. However, a limitation is individual differences; not everyone is equally affected by NSI, and Sarah might have a particular personality that makes her more susceptible.
阿希（1951）的线条判断实验支持了规范社会影响：许多参与者为了避免群体嘲笑而屈从于明显错误的答案。这与萨拉的情况类似，都是因为害怕社会排斥而驱动行为。然而，一个局限是个体差异；并非每个人都同样受规范社会影响左右，萨拉可能具有某种更容易受此影响的特定性格。
Therefore, Sarah’s smoking can be best explained by normative social influence, as her primary motive appears to be the need to be accepted by her new peer group.
因此，萨拉的吸烟行为可以最恰当地用规范社会影响来解释，因为她的主要动机似乎是被新同伴群体接纳的需求。
6. Example 3: Psychological Problems – Depression | 例题 3：心理问题——抑郁症
Case study: David, aged 16, has been feeling low for several months. He thinks he is ‘worthless’, believes his future is hopeless, and interprets every minor setback as proof that he is a failure. He has stopped meeting friends and no longer enjoys playing football.
案例：16 岁的大卫连续几个月情绪低落。他认为自己“毫无价值”，觉得未来没有希望，并把每一次小挫折都理解为他是失败者的证明。他已不再见朋友，也不再喜欢踢足球。
Question: Using the cognitive explanation of depression, explain David’s symptoms. Suggest one suitable therapy and justify your choice. [9 marks]
问题：运用抑郁症的认知解释，说明大卫的症状。提出一种合适的疗法并论证你的选择。 [9分]
Model answer:
参考答案：
The cognitive explanation of depression, proposed by Beck, centres on the negative triad: negative views of the self, the world, and the future. David’s belief that he is ‘worthless’ reflects a negative view of the self, while his hopelessness about the future and interpreting setbacks as personal failure demonstrate negative views of the future and the world.
贝克提出的抑郁症认知解释聚焦于负性认知三联：对自我、世界和未来的消极看法。大卫认为自己是“毫无价值的”，反映了对自我的消极看法；而他对未来感到无望以及将挫折解释为个人失败，则展示了对未来和世界的消极看法。
Beck also suggested that depressed individuals have cognitive distortions, such as overgeneralisation and personalisation. David’s tendency to see every minor setback as proof of failure is an example of overgeneralisation. These negative schemas become automatic and maintain the depression.
贝克还指出，抑郁症患者存在认知歪曲，如过度泛化和个人化。大卫将每一次小挫折都视为失败证明的倾向就是过度泛化的一个例子。这些负性图式变成自动思维并维持着抑郁。
An appropriate therapy would be Cognitive Behavioural Therapy (CBT). CBT aims to challenge and restructure irrational thoughts. In David’s case, a therapist would help him identify the negative automatic thought ‘I am a failure’ and replace it with more realistic, balanced thoughts by examining evidence for and against this belief.
一种合适的疗法是认知行为疗法（CBT）。CBT 旨在挑战和重构非理性思维。在大卫的案例中，治疗师会帮助他识别“我是失败者”这样的负性自动思维，并通过检验支持和不支持该想法的证据，代之以更现实、更平衡的思考。
CBT is justified because it directly targets the cognitive distortions that Beck’s theory highlights as the cause of depression. Research by March et al. (2004) found CBT to be as effective as antidepressant medication in reducing depressive symptoms, and it equips David with skills to prevent relapse. However, CBT requires motivation and engagement, which might be challenging given David’s severe lack of interest — a limitation that might warrant combining with supportive monitoring initially.
选择 CBT 的理由在于它直接针对贝克理论所强调的导致抑郁的认知歪曲。March 等人（2004）的研究发现，CBT 在减轻抑郁症状方面与抗抑郁药物同样有效，而且能让大卫掌握预防复发的技能。然而，CBT 要求患者有积极性和参与度，考虑到大卫严重缺乏兴趣，这可能是一个挑战——这一局限或许意味着初期需要结合支持性观察。
7. Example 4: Developmental Psychology – Piaget | 例题 4：发展心理学——皮亚杰
Case study: Four-year-old Mia is shown two identical glasses of water. She watches as the water from one glass is poured into a taller, thinner glass. She insists that the taller glass now has ‘more water’. Her older brother, aged 8, correctly says the amounts are the same.
案例：给四岁的米娅看两杯完全相同的水。她看着其中一杯水被倒入一个更高更细的杯子。她坚持认为现在更高的杯子里有“更多的水”。她八岁的哥哥正确地指出水量是一样的。
Question: Use Piaget’s theory of cognitive development to explain why Mia and her brother give different answers. [6 marks]
问题：运用皮亚杰的认知发展理论解释为什么米娅和她的哥哥给出了不同的答案。 [6分]
Model answer:
参考答案：
According to Piaget, Mia is in the pre-operational stage (ages 2-7). Children in this stage have not yet developed conservation – the understanding that quantity remains the same despite changes in appearance. Mia focuses solely on the height of the water (centration) and ignores the width, leading her to believe there is more water.
根据皮亚杰的理论，米娅处于前运算阶段（2-7 岁）。该阶段的儿童尚未发展出守恒——即理解数量不因外观改变而变化的能力。米娅只专注于水的高度（集中化），忽略了宽度，这使她相信有更多的水。
Mia also shows irreversibility: she cannot mentally reverse the pouring action to see that the water would fill the original glass back to the same level. Her brother, aged 8, is in the concrete operational stage (7-11 years). He can perform mental operations, think logically about concrete events, and has achieved conservation. He can recognise that no water was added or removed.
米娅还表现出不可逆性：她无法在心理上逆向操作倒水的过程，以意识到水倒回去后会回到原来的水平。她的哥哥八岁，处于具体运算阶段（7-11 岁）。他能进行心理运算，对具体事件进行逻辑思考，并已获得守恒。他能认识到水量并未增减。
Piaget’s classic conservation experiments support this. A strength is that the stages have been found cross-culturally. However, a limitation is that some researchers, like McGarrigle and Donaldson, showed that when the transformation was made to look ‘accidental’, more children conserved, suggesting the task may underestimate ability if not child-friendly.
皮亚杰经典的守恒实验支持了这一观点。其优点在于这些阶段已在不同文化中被发现。然而，一个局限是，像麦加里戈尔和唐纳森这样的研究者证明，当液体转换被设计成看起来“偶然”时，更多儿童表现出守恒，这表明如果任务不够儿童友好，可能会低估他们的能力。
8. Example 5: Criminal Psychology – Social Learning Theory | 例题 5：犯罪心理学——社会学习理论
Case study: Liam, aged 14, has been convicted of shoplifting. His older brother often boasted about stealing and showed Liam how to avoid security tags. Liam’s friends also praised ‘getting away with it’. Liam says he wanted to prove he could be as ‘cool’ as his brother.
案例：14 岁的利亚姆因入店行窃被定罪。他的哥哥经常吹嘘偷窃行为，还教利亚姆如何避开防盗标签。利亚姆的朋友们也称赞“能侥幸逃脱”很厉害。利亚姆说，他想证明自己能像哥哥一样“酷”。
Question: Explain how Social Learning Theory could account for Liam’s criminal behaviour. Evaluate the use of this theory in explaining criminality. [9 marks]
问题：解释社会学习理论如何能说明利亚姆的犯罪行为。评价该理论在解释犯罪行为上的适用性。 [9分]
Model answer:
参考答案：
Bandura’s Social Learning Theory (SLT) suggests that behaviour is learned through observation, imitation, modelling, and vicarious reinforcement. Liam’s brother acted as a role model; he was older and admired, making Liam more likely to imitate him. The brother demonstrated specific techniques (avoiding security tags), which Liam directly replicated.
班杜拉的社会学习理论指出，行为是通过观察、模仿、示范和替代强化习得的。利亚姆的哥哥充当了榜样；他年长且受崇拜，使得利亚姆更有可能模仿他。哥哥演示了具体技巧（避开防盗标签），利亚姆直接复制了这些行为。
Liam’s motivation was strengthened by vicarious reinforcement: he saw his brother receiving praise and status for stealing, and his friends also celebrated ‘getting away with it’. This positive reinforcement, even if not directly experienced, increased the likelihood of imitation. The statement that he wanted to be ‘cool’ indicates internalised motivation based on identification with the
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