📚 IGCSE CAIE Psychology: Case Study Exam Practice | IGCSE CAIE 心理学：案例分析实战演练
In IGCSE CAIE Psychology, case-based questions ask you to apply research method knowledge to a short scenario. This guide gives you a practical drill to deconstruct scenarios, identify variables, evaluate ethics, and write high-band answers.
在 IGCSE CAIE 心理学中，案例分析题要求你把研究方法知识应用到一段简短情境中。本指南通过实战演练，帮你拆解情境、识别变量、评价伦理并写出高分答案。
1. What Is a Case Scenario Question? | 什么是案例情境题？
A case scenario question usually describes a piece of psychology research in one or two paragraphs. You may be asked to identify the aim, hypothesis, variables, sample, design, results, or ethical issues, and then evaluate the study.
案例情境题通常用一两段文字描述一项心理学研究。题目可能要求你识别目的、假设、变量、样本、设计、结果或伦理问题，然后评价该研究。
Examiners do not want a summary of the scenario. They want you to use precise psychology terminology to explain how the study works and how it could be improved.
考官并不要求你复述情境。他们希望你能使用准确的心理学专业术语，解释该研究如何开展以及如何改进。
2. Core Command Terms: Describe, Explain, Evaluate | 核心指令词：描述、解释、评价
“Describe” requires a factual account: what happened, what was measured, what the results showed. Do not add evaluation in a describe question.
“描述”要求给出事实性说明：发生了什么、测量了什么、结果显示了什么。描述题中不要加入评价。
“Explain” requires reasons and mechanisms: why a result occurred or why a method was chosen. Use psychological concepts such as demand characteristics, social desirability bias, or operant conditioning.
“解释”要求给出原因和机制：为什么会出现某个结果，或为什么选择某种方法。要使用心理学概念，如需求特征、社会赞许性偏差或操作性条件作用。
“Evaluate” requires strengths and weaknesses, often linked to validity, reliability, generalisability, ethics, and practical applications.
“评价”要求写出优点和缺点，通常与效度、信度、可推广性、伦理和实际应用相联系。
3. Deconstructing a Study: Aim, IV, DV and Hypotheses | 拆解研究：目的、自变量、因变量与假设
Every scenario contains an aim: a statement of what the researcher wants to investigate. For example, “to investigate whether background music affects memory recall in Year 10 students.”
每个情境都包含一个目的：研究者想要调查什么的陈述。例如，”调查背景音乐是否影响十年级学生的记忆回忆”。
The independent variable (IV) is the factor the researcher manipulates or changes, such as music present vs absent. The dependent variable (DV) is the factor measured, such as number of words correctly recalled.
自变量（IV）是研究者操纵或改变的因素，例如有音乐与无音乐。因变量（DV）是被测量的因素，例如正确回忆的单词数量。
A hypothesis must be testable and specific. An alternative hypothesis predicts a difference or relationship; a null hypothesis predicts no difference or relationship.
假设必须可检验且具体。备择假设预测存在差异或关系；零假设预测不存在差异或关系。
Use this formula: “Participants in condition A will score significantly higher/lower on [DV] than participants in condition B.”
使用以下句式：”在[因变量]上，条件 A 的参与者得分显著高于/低于条件 B 的参与者。”
4. Sampling Methods in Context | 情境中的抽样方法
Case scenarios often state how participants were obtained. Opportunity sampling uses people who are easily available, such as students in one class. It is quick but often unrepresentative.
案例情境常说明参与者是如何获得的。机会抽样使用容易找到的人，例如某个班的学生。它快捷但往往不具代表性。
Random sampling gives every member of the target population an equal chance of selection. It reduces sampling bias but is difficult to achieve in real school settings.
随机抽样使目标人群中的每个成员都有平等被选中的机会。它减少抽样偏差，但在真实学校环境中难以实现。
Self-selected sampling relies on volunteers. This may produce a motivated sample, but it can suffer from volunteer bias and demand characteristics.
自选抽样依赖志愿者。这可能产生积极性较高的样本，但可能存在志愿者偏差和需求特征。
In an exam, always link the sampling method to the scenario: say which population is being represented and whether the sample is likely to be biased.
考试中要始终把抽样方法与情境联系起来：说明所代表的总体是谁，以及样本是否可能存在偏差。
5. Research Designs and Controls | 研究设计与控制
Independent measures design uses different participants in each condition. Repeated measures design uses the same participants in all conditions.
独立组设计在每个条件下使用不同的参与者。重复测量设计在所有条件下使用相同的参与者。
Repeated measures controls for participant variables, but it may create order effects such as practice or fatigue. Counterbalancing helps reduce order effects.
重复测量设计控制了参与者变量，但可能产生顺序效应，如练习效应或疲劳效应。平衡法有助于减少顺序效应。
Standardised instructions and controlled extraneous variables increase internal validity. For example, all participants should hear the same list of words at the same volume.
标准化指导语和控制额外变量可提高内部效度。例如，所有参与者应听到相同的单词列表，音量相同。
6. Data Types and Descriptive Statistics | 数据类型与描述统计
Qualitative data is non-numerical, such as interview transcripts or observations. Quantitative data is numerical, such as test scores or reaction times.
定性数据是非数字的，如访谈记录或观察记录。定量数据是数字的，如测试分数或反应时间。
Measures of central tendency include mean, median, and mode. The mean is sensitive to outliers; the median is better for skewed data.
集中趋势测量包括平均数、中位数和众数。平均数对异常值敏感；中位数更适合偏态数据。
Range is a simple measure of spread: highest score minus lowest score. It can be distorted by one extreme value.
极差是简单的离散程度测量：最高分减最低分。它可能被一个极端值扭曲。
In case-based questions, you may be asked to read a small table and choose the most appropriate statistic. Always justify your choice.
在案例题中，你可能需要阅读一个小表格并选择最合适的统计量。一定要说明选择的理由。
7. Ethical Issues in Case Scenarios | 案例场景中的伦理问题
Common ethical issues include lack of informed consent, deception, lack of right to withdraw, lack of confidentiality, and risk of psychological harm.
常见伦理问题包括缺乏知情同意、欺骗、缺乏退出权、缺乏保密性以及存在心理伤害风险。
In a school-based obedience scenario, participants may feel distressed after being asked to give fake electric shocks. This must be addressed through debriefing and the right to withdraw.
在学校情境的服从研究中，参与者被要求施加假电击后可能感到痛苦。必须通过事后解释和退出权来解决。
Ethical guidelines are not just a box-ticking exercise. Examiners award marks for explaining why a safeguard protects the participant from actual harm.
伦理准则不只是走形式。考官会给那些解释保障措施为何能保护参与者免受实际伤害的答案加分。
8. Evaluating a Scenario with AO3 Skills | 用 AO3 技能评价情境
Evaluation means discussing what improves or weakens the study. Use the acronym GRAVE: Generalisability, Reliability, Applicability, Validity, and Ethics.
评价意味着讨论哪些因素提高或削弱研究质量。可以使用 GRAVE 框架：可推广性、信度、应用性、效度和伦理。
For example, a laboratory experiment may have high control and internal validity, but low ecological validity because the task is artificial.
例如，实验室实验可能有较高的控制和内部效度，但由于任务不自然，生态效度较低。
Always balance one strength with one weakness. Use phrases like “However, this study is limited because…” to show critical thinking.
始终用一个优点平衡一个缺点。使用”然而，该研究的局限性在于……”等表述来体现批判性思维。
9. Worked Example 1: Obedience in a Classroom | 实例一：课堂中的服从研究
Scenario: A psychology teacher wanted to investigate whether students would obey an unreasonable instruction from a person in a lab coat. Twenty Year 11 students were selected by opportunity sampling. They were told to give a “teacher” a fake electric shock every time the teacher made a mistake. The “teacher” was actually a confederate. The researcher recorded the highest shock level each participant gave.
情境：一位心理学教师想调查学生是否会服从穿白大褂者发出的不合理指令。通过机会抽样选择了 20 名十一年级学生。他们被告知每当”教师”犯错时对其施加假电击。该”教师”实际上是同谋。研究者记录每名参与者给出的最高电击等级。
Identification task: The IV is the presence of the unreasonable instruction from an authority figure; the DV is the highest shock level given. This is an independent measures design because each participant experiences only one condition.
识别任务：自变量是权威人物发出的不合理指令；因变量是参与者
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