An expert-curated exam strategy package for AQA AS Level Psychology (7181). This guide leverages past paper insights (2022-2024) to target high-frequency examiner pain points, providing precise blueprints for AO1/AO2/AO3 mark allocation, essay structures, and quantitative research methods requirements.
A scientific or graphical calculator that meets JCQ regulations may be used (some GCSE Mathematics and Science papers are non-calculator). Graphical calculators must be set to exam mode; you must clear any stored programs, notes or data before the exam, and the calculator must not be able to retrieve stored text or formulae.
AO1: Demonstrate knowledge and understanding of scientific ideas, processes, techniques and procedures. (35%)
AO2: Apply knowledge and understanding of scientific ideas, processes, techniques and procedures. (35%)
AO3: Analyse, interpret and evaluate scientific information, ideas and evidence. (30%)
過去問と採点基準にもとづいて作成（2022–2024）。
電卓プログラム
Graph: zeros, intersections & turning points
Graphical calculator / GDC (exam mode)
目的: Plot a function to read its roots (zeros), points of intersection, and maxima/minima.
使う場面: Checking solutions, sketching, or solving where an analytic method is hard.
手順
Graph the function(s) and use the built-in zero, intersect and maximum/minimum tools.
試験での注意: Allowed under JCQ rules, but you must still show your method — an unsupported calculator answer earns no method marks. Clear all stored programs, notes and data (graphical calculators in exam mode) before the exam.
Numerical equation solver
Graphical calculator / GDC (exam mode)
目的: Solve an equation or find a variable numerically when an algebraic route is long or implicit.
使う場面: Iterative or implicit equations, or to confirm an algebraic solution.
手順
Use the equation/zero solver, entering the equation and a sensible starting estimate.
試験での注意: Allowed under JCQ rules, but you must still show your method — an unsupported calculator answer earns no method marks. Clear all stored programs, notes and data (graphical calculators in exam mode) before the exam.
Numerical integration & differentiation
Graphical calculator / GDC (exam mode)
目的: Evaluate a definite integral \(\int_a^b f(x)\,dx\) or a gradient \(f'(x)\) at a point.
使う場面: Checking calculus answers, or where only a numerical value is needed.
手順
Use the GDC's numeric integral / derivative function with the limits or the point.
試験での注意: Allowed under JCQ rules, but you must still show your method — an unsupported calculator answer earns no method marks. Clear all stored programs, notes and data (graphical calculators in exam mode) before the exam.
Statistics & probability distributions
Graphical calculator / GDC (exam mode)
目的: 1-var/2-var statistics, linear regression, and cumulative binomial / normal / Poisson probabilities without tables.
使う場面: Statistics questions and hypothesis tests.
手順
Enter data in the statistics editor, or use the distribution menu (binomial cdf, normal cdf, …).
試験での注意: Allowed under JCQ rules, but you must still show your method — an unsupported calculator answer earns no method marks. Clear all stored programs, notes and data (graphical calculators in exam mode) before the exam.
よくあるミス
1high影響する配点: 2Social influence
Stating that Asch's findings showed '37% of participants conformed' during his line judgment tasks.
回避方法: Use the correct terminology: naïve participants gave incorrect answers on 37% of the critical trials (or conformed on 32% of critical trials, or 75% conformed at least once).
2high影響する配点: 4Social influence
Writing generic, abstract descriptions of consistency, commitment, or flexibility in minority influence application questions without anchoring them directly to the scenario characters (e.g., Mimi and Asif).
回避方法: Explain the behavioral concepts within the scenario: show how Mimi and Asif demonstrate consistency by repeating the same message in school assemblies, and commitment by spending their own time after school cleaning the playground.
3medium影響する配点: 2Memory
Describing the sensory register or working memory model components generically without highlighting specific cognitive functions, such as defining the Central Executive as an 'active processor' or forgetting its lack of storage capacity.
回避方法: Explicitly define the Central Executive as an active processor that allocates attention to subsystems and has no storage capacity of its own.
4high影響する配点: 3Memory
Confusing retroactive and proactive interference directions when explaining forgetting scenarios (e.g., Kaleb forgetting the Multi-Store Model after learning the Working Memory Model).
回避方法: Remember that 'proactive' means old memories block new ones, while 'retroactive' means new learning (e.g., WMM) disrupts the recall of old memories (e.g., MSM).
5medium影響する配点: 2Attachment
Treating 'maternal deprivation' and 'privation' as identical concepts, particularly when evaluating developmental outcomes of Romanian orphans.
回避方法: Distinguish the terms clearly: deprivation refers to the loss or disruption of an already existing attachment bond, whereas privation refers to a complete failure to form any attachment bond from birth.
6high影響する配点: 3Research Methods
Failing to fully operationalise a directional or non-directional hypothesis by omitting either the specific levels of the IV or the precise measurement unit of the DV.
回避方法: State both conditions of the IV clearly and specify exactly how the DV is measured (e.g., 'time in seconds taken to solve 10 math problems' instead of just 'problem-solving ability').
7medium影響する配点: 2Research Methods
Failing to ignore nil differences (cases where scores are identical across both conditions) when calculating the final S-value in the sign test.
回避方法: Identify and completely subtract any participant data where the difference between condition 1 and condition 2 is zero, before determining N and finding the less frequent sign.
8high影響する配点: 2Research Methods
Failing to round calculated quantitative figures (such as means, medians, or modes) to the number of significant figures explicitly requested in the prompt.
回避方法: Double-check the calculation instructions in the question; if it specifies 'two significant figures', write down the calculation steps and round the final value accordingly (e.g., write 4.4 instead of 4.44).