IGCSE WJEC Psychology: Case Study Analysis in Action | IGCSE WJEC 心理学：案例分析实战演练

📚 IGCSE WJEC Psychology: Case Study Analysis in Action | IGCSE WJEC 心理学：案例分析实战演练

In WJEC IGCSE Psychology, case study questions can look like a short story, but they are really an application test. You need to identify the psychological issue, link it to a named theory or study, and then evaluate that explanation using evidence, ethics, or alternative views.

在 WJEC IGCSE 心理学中，案例题可能看起来像一个小故事，但它们实际上考查的是应用能力。你需要识别其中的心理学问题，把它与具名理论或研究联系起来，然后用证据、伦理或替代观点评价这个解释。

1. What the examiner wants in a case-based response | 评分员希望在案例题中看到什么

WJEC mark schemes usually divide marks across AO1 knowledge, AO2 application, and AO3 evaluation. A strong case study answer first names the concept, then links it to a specific detail in the scenario, and finally offers a clear strength or limitation.

WJEC 评分方案通常将分数分为 AO1 知识、AO2 应用和 AO3 评价。优秀的案例题答案首先说出概念，然后将其与情境中的具体细节联系起来，最后给出明确的优点或局限。

A01: Define or outline the relevant theory, model, or study.
A01: 定义或概述相关理论、模型或研究。
A02: Quote or paraphrase a detail from the case that matches the concept.
A02: 引用或转述案例中与概念匹配的细节。
A03: Evaluate using research support, ethical issues, or alternative explanations.
A03: 使用研究支持、伦理问题或替代解释进行评价。

2. A four-step method for any scenario | 任何情境都适用的四步法

Use the RACE method: Read, Annotate, Connect, and Evaluate. First read the stem twice. Second, highlight names, behaviours, settings, and research methods. Third, match each clue to a named study or theory. Fourth, decide what is good or weak about that explanation.

使用 RACE 方法：阅读、标注、连接、评价。首先把题干读两遍。其次，标出人名、行为、环境和研究方法。第三，把每条线索对应到一个具名研究或理论。第四，判断该解释的优点或不足。

Scenario clue	Possible concept	Example application
A child becomes distressed when the mother leaves and is angry on return	Ainsworth insecure-resistant attachment	Link to reunion behaviour in the scenario
A witness reports seeing broken glass that was never present	Reconstructive memory and leading questions	Explain schema-driven confabulation
A student copies the majority even though he knows the answer is wrong	Asch normative social influence	Link to fear of rejection

3. Unpacking a memory case study | 拆解一个记忆案例

Case 1: Dan, 24, witnesses a night-time robbery from a bus window. A police officer asks, ‘Did you see the blue bag?’ Three days later, Dan confidently reports broken glass on the pavement, although no glass was found.

案例 1：24 岁的 Dan 从公交车窗目击了一场夜间抢劫。一名警察问道：“你看到那个蓝色包了吗？”三天后，Dan 自信地报告人行道上有碎玻璃，尽管现场没有发现玻璃。

This stem tests reconstructive memory and leading questions. Bartlett argued that memory is not a tape recorder; it is reconstructed using schemas. Loftus and Palmer found that changing one verb in a question altered speed estimates.

这个题干考查重构记忆和诱导性问题。Bartlett 认为记忆不是录音机，而是通过图式被重建的。Loftus 和 Palmer 发现，改变问题中的一个动词会改变速度估计。

Sample application: Dan’s false glass memory can be explained by schema-driven confabulation. He has a ‘robbery’ schema, so he fills gaps with expected details. A strength is research support from Loftus, but a limitation is that laboratory studies may lack ecological validity because real eyewitnesses are more emotionally aroused.

示例应用：Dan 对碎玻璃的错误记忆可以用图式驱动的虚构来解释。他具有“抢劫”图式，因此会用预期细节填补空白。优点是 Loftus 的研究支持，但局限是实验室研究可能缺乏生态效度，因为真实目击者的情绪唤醒更高。

Verb used	Mean speed estimate (mph)
smashed	40.8
contacted	31.8

This table shows that leading wording can change memory. In a case study answer, you should name the study, report the result, and then explain how it applies to the specific witness.

这个表格表明诱导性措辞可以改变记忆。在案例题答案中，你应当说出研究名称，报告结果，然后解释它如何适用于具体的目击者。

4. Applying developmental psychology to a daycare case | 把发展心理学应用到一个日托案例

Case 2: Mia is 10 months old and has attended daycare for 30 hours per week since she was 4 months old. She is wary of strangers, cries when her mother leaves, but is comforted quickly and greets her mother happily on return.

案例 2：Mia 10 个月大，从 4 个月起每周上日托 30 小时。她对陌生人警觉，母亲离开时会哭泣，但很快就能被安抚，母亲回来时开心地迎接。

This fits Bowlby’s attachment theory and Ainsworth’s secure attachment. Bowlby argued that early continuous care is important for a child’s internal working model. The scenario shows secure base behaviour because Mia uses the mother as a safe base and is easily soothed.

这符合 Bowlby 的依恋理论和 Ainsworth 的安全型依恋。Bowlby 认为早期持续照料对儿童的内部工作模型很重要。该情境表现出安全基地行为，因为 Mia 把母亲当作安全基地，并且容易被安抚。

Evaluation: Belsky and Rovine found that more than 20 hours of non-maternal care per week was associated with a higher risk of insecure attachment. However, later research suggests that childcare quality matters more than the number of hours, so this case needs to consider staff-to-child ratios and caregiver stability.

评价：Belsky 和 Rovine 发现，每周超过 20 小时的非母亲照料与不安全依恋风险增加有关。然而，后来研究表明，托育质量比小时数更重要，因此该案例需要考虑师生比例和照护者的稳定性。

5. Social influence in a school scenario | 学校情境中的社会影响

Case 3: A student laughs at a classmate because everyone else does. Later he says he only tore up the victim’s notes because two prefects told him to do it.

案例 3：一名学生因为其他人都笑而嘲笑同学。后来他说，他撕毁受害者的笔记只是因为两个学长叫他这么做。

There are two social processes here: normative social influence and conformity, as shown by Asch, and obedience to authority, as shown by Milgram. In Asch’s line study, about 75% of participants conformed at least once because they feared rejection. In Milgram’s shock study, 65% obeyed all the way to 450 volts when a legitimate authority figure gave orders.

这里有两种社会过程：Asch 所展示的规范性社会影响和从众，以及 Milgram 所展示的对权威的服从。在 Asch 的线段研究中，约 75% 的参与者至少从众一次，因为他们害怕被拒绝。在 Milgram 的电击研究中，65% 的人在合法权威下达命令后一直服从到 450 伏特。

Application: The first behaviour is not private acceptance; the student laughed because the group laughed, which is normative influence. The second behaviour is obedience because he followed the prefects’ direct order despite harming another student. A limitation is that Asch’s study used a laboratory task with no real cost, whereas bullying in school has real social consequences, so the explanation may be incomplete.

应用：第一种行为不是私下接受；该学生因为群体笑而笑，这是规范性影响。第二种行为是服从，因为他听从了学长的直接命令，尽管伤害了另一名学生。局限是 Asch 的研究使用的是没有真实代价的实验室任务，而校园欺凌有真实的社会后果，因此该解释可能不完整。

6. Individual differences: diagnosing from a case | 个体差异：从案例中诊断

Case 4: Lucy has an excessive fear of dogs after being bitten at age 6. She avoids parks and has panic attacks. She also has intrusive thoughts about contamination and repeatedly washes her hands.

案例 4：Lucy 在 6 岁被狗咬后对狗产生过度恐惧。她避开公园并出现惊恐发作。她还出现关于污染的侵入性想法，并反复洗手。

The dog fear suggests a specific phobia acquired through classical conditioning. Before conditioning, the dog is a neutral stimulus (NS). The bite is an unconditioned stimulus (UCS) that produces an unconditioned response (UCR) of fear. After pairing, the dog becomes a conditioned stimulus (CS) that produces a conditioned response (CR).

对狗的恐惧提示通过经典条件作用获得的具体恐惧症。条件化之前，狗是中性刺激（NS）。咬伤是无条件刺激（UCS），产生恐惧的无条件反应（UCR）。配对之后，狗成为条件刺激（CS），产生条件反应（CR）。

The contamination thoughts are obsessions, and hand washing is a compulsion, suggesting OCD. The cognitive explanation says intrusive thoughts are misinterpreted as dangerous. The biological explanation points to overactivity in the orbitofrontal cortex and low serotonin levels.

污染想法是强迫思维，洗手是强迫行为，提示 OCD。认知解释认为侵入性想法被错误解释为危险。生物解释则指向眶额叶皮层过度活跃和血清素水平低。

Evaluation: The behavioural explanation of phobia is supported by Watson and Rayner’s Little Albert study, but it ignores cognitive factors such as irrational beliefs. OCD also shows high comorbidity with depression, so a single-label diagnosis may hide other problems in the case.

评价：行为主义对恐惧症的解释得到了 Watson 和 Rayner 的小阿尔伯特研究支持，但它忽略非理性信念等认知因素。OCD 与抑郁症共病率

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IGCSE WJEC Psychology: Case Study Analysis in Action | IGCSE WJEC 心理学：案例分析实战演练