IGCSE Cambridge Psychology: Unit Test Mock Paper Walkthrough | IGCSE 剑桥心理学：单元测试模拟卷解析

📚 IGCSE Cambridge Psychology: Unit Test Mock Paper Walkthrough | IGCSE 剑桥心理学：单元测试模拟卷解析

This walkthrough breaks down a typical Cambridge IGCSE Psychology unit test into ten focused sections. Each section takes one mock question type or key topic, explains what the examiner wants, and shows how to build a high-credit answer. The aim is to help you move from memorising facts to applying knowledge, analysing studies and evaluating findings under timed conditions.

本解析将一份典型的剑桥 IGCSE 心理学单元测试拆分为十个重点小节。每节围绕一种模拟题型或核心主题，解释考官的要求，并展示如何构建高分答案。目的是帮助你从记忆事实转向在限时条件下应用知识、分析研究和评价发现。

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1. Mock Paper Structure and Command Words | 模拟卷结构与命令词

A Cambridge IGCSE Psychology unit test usually mirrors the two-paper format: Paper 1 features multiple-choice and short-answer items that test knowledge and understanding, while Paper 2 uses structured questions requiring application and evaluation. Command words such as ‘state’, ‘describe’, ‘explain’ and ‘evaluate’ signal the depth expected. In a mock walkthrough, the first step is to unpack each command word before writing.

剑桥 IGCSE 心理学单元测试通常模仿两份试卷的格式：试卷一使用选择题和简答题考查知识理解，试卷二使用结构化问题，要求应用与评价。’陈述’、’描述’、’解释’和’评价’等命令词提示了作答深度。在模拟卷解析中，第一步是下笔前先拆解每个命令词。

In this mock paper, Question 1 asks candidates to state the independent variable (IV) and dependent variable (DV). ‘State’ requires a short, accurate answer without elaboration; a one-line response is sufficient. Question 2 uses ‘outline’, meaning candidates should give the main features of the multi-store model in a logical order, but not evaluate it. A common error is writing an evaluation when the command word is ‘outline’.

本模拟卷中，第1题要求考生陈述自变量和因变量。’陈述’要求简短准确的答案，无需展开；一句话作答即可。第2题使用’概述’，意味着考生应按逻辑顺序给出多存储模型的主要特征，但不必评价。常见错误是当命令词为’概述’时却写了评价。

Question 3 says ‘evaluate’, so candidates must include both strengths and weaknesses of Milgram’s study and reach a judgement. Evaluation answers need a balanced paragraph, not a simple description. Always check the mark allocation: a 2-mark ‘state’ question needs a different response from a 6-mark ‘evaluate’ question.

第3题要求’评价’，因此考生必须包含米尔格拉姆实验的优点和缺点，并给出判断。评价类答案需要平衡的段落，而不是简单描述。务必检查分数分配：2 分的’陈述’题与 6 分的’评价’题需要不同的作答方式。

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2. Question 1: Identifying Variables in a Memory Experiment | 第1题：识别记忆实验中的变量

In a mock experiment on memory, participants learn a list of 20 words in either silence (condition A) or with loud music (condition B). The IV is the presence or absence of loud music; the DV is the number of words correctly recalled. A control variable could be the length of the word list or the time given to study.

在一个记忆模拟实验中，参与者在安静环境（条件A）或嘈杂音乐环境（条件B）下学习20个单词。自变量是是否有嘈杂音乐；因变量是正确回忆的单词数量。控制变量可以是单词表长度或学习时间。

Many students reverse the IV and DV. To avoid this, ask: ‘What did the researcher change?’ that is the IV; ‘What did the researcher measure?’ that is the DV. Writing the DV as ‘memory’ is too vague; it must be operationalised, for example ‘number of words recalled from a 20-word list’.

许多学生把自变量和因变量写反。为避免这一点，可以问：’研究者改变了什么？’那就是自变量；’研究者测量了什么？’那就是因变量。把因变量写成’记忆’太模糊；必须操作化，例如’从20个单词表中回忆出的单词数量’。

A strong answer also identifies one control variable and explains why it matters: ‘The time allowed for learning was kept at 2 minutes for both conditions so that any difference in recall is due to the music and not to study time.’ This shows understanding of experimental control.

好的答案还会指出一个控制变量并解释其重要性：’两种条件下学习时间都保持在 2 分钟，这样任何回忆差异都归因于音乐，而不是学习时间。’这展示了对实验控制的理解。

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3. Question 2: Outline the Multi-Store Model of Memory | 第2题：概述记忆的多存储模型

The multi-store model (Atkinson and Shiffrin, 1968) proposes three separate stores: sensory memory, short-term memory (STM) and long-term memory (LTM). Information flows linearly: sensory input enters sensory memory, and if attention is paid it passes to STM; rehearsal then transfers it to LTM.

多存储模型（Atkinson 和 Shiffrin，1968）提出三个独立的存储：感觉记忆、短期记忆和长期记忆。信息线性流动：感觉输入进入感觉记忆，若得到注意则进入短期记忆；复述再将其转入长期记忆。

STM has a limited capacity of about 7±2 items and a duration of about 18-30 seconds without rehearsal. LTM is considered to have potentially unlimited capacity and duration. Encoding in STM is mainly acoustic, whereas LTM tends to use semantic encoding.

短期记忆容量有限，约为 7±2 个项目，持续时间在没有复述时约为 18-30 秒。长期记忆被认为具有潜在无限的容量和持续时间。短期记忆编码主要是听觉的，而长期记忆倾向于语义编码。

The model is supported by the serial position effect: in a free recall task, participants recall more words from the beginning (primacy effect, LTM) and end (recency effect, STM) than from the middle. However, the model oversimplifies memory as separate boxes and ignores working memory’s active processing.

该模型得到系列位置效应的支持：在自由回忆任务中，参与者回忆开头单词更多（首因效应，长期记忆）和结尾单词更多（近因效应，短期记忆），中部单词较少。然而，该模型过度简化了记忆，将其视为独立盒子，忽略了工作记忆的主动加工。

For a top-band outline answer, state the stores in order, give capacity, duration and coding for STM and LTM, and add one supporting example. Avoid drifting into evaluation unless the command word asks for it.

对于高分段概述答案，要按顺序陈述各存储，给出短期记忆和长期记忆的容量、持续时间和编码方式，并添加一个支持性例子。除非命令词要求评价，否则不要跑题去写评价。

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4. Question 3: Evaluating Milgram’s Obedience Study | 第3题：评价米尔格拉姆服从实验

Milgram’s (1963) obedience study tested whether ordinary men would obey an authority figure instructing them to deliver electric shocks to a learner. 65% of participants delivered the maximum 450 V shock. The study demonstrates the power of situational factors, such as location and authority presence, over personality.

米尔格拉姆（1963）的服从实验测试了普通人是否会服从权威人物指示，对学习者实施电击。65% 的参与者施加了最高 450 V 电击。该研究证明了情境因素（如地点和权威在场）对个体行为的影响大于人格因素。

A key strength is high control: the same script, confederate and apparatus were used, making the procedure replicable and allowing cause-and-effect conclusions. However, the task lacked ecological validity because obeying in a laboratory does not fully represent obedience in real-world settings such as the military.

一个关键优点是高控制：使用相同的脚本、同谋和仪器，使程序可重复，并允许得出因果结论。然而，该任务缺乏生态效度，因为实验室中的服从并不能完全代表现实环境（如军队）中的服从。

Ethical criticisms include deception (participants believed the shocks were real), lack of informed consent, and the right to withdraw being undermined by verbal prods such as ‘the experiment requires that you continue’. Modern guidelines would require debriefing and the right to withdraw at any time.

伦理批评包括欺骗（参与者相信电击是真的）、缺乏知情同意，以及口头催促（如’实验要求你继续’）削弱了退出权。现代准则要求事后解释和随时退出的权利。

To write a balanced evaluation, use a structure like ‘One strength is… because… However, a limitation is… because… Overall, the study is useful because…’ This moves beyond listing points and shows judgement, which examiners reward.

要写出平衡的评价，可使用’一个优点是……因为……然而，一个局限是……因为……总体而言，该研究有用，因为……’的结构。这超越了罗列要点，展示了判断力，考官会给予奖励。

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5. Question 4: Calculating Mean, Median, Mode and Range | 第4题：计算平均数、中位数、众数和极差

A mock data set might show recall scores: 8, 9, 7, 10, 9, 6, 9. The mean is calculated by summing all scores and dividing by the

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