A comprehensive exam preparation package for AQA GCSE Psychology 8182, featuring deep analysis of past papers (2022-2024), a detailed revision and exam-day strategies guide, and a list of high-frequency mistakes categorized by topic to maximize performance on exam day.
Multiple Choice, Short Answer, Application / Scenario, Extended Writing, Design Study / Evaluation
評価段階
987654321U
電卓の規定
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: AO1: Demonstrate knowledge and understanding of psychological ideas, processes and procedures. (35%)
AO2: AO2: Apply knowledge and understanding of psychological ideas, processes and procedures. (35%)
AO3: AO3: Analyse and evaluate psychological ideas, processes and procedures, including in relation to the planning, conducting and reporting of investigations. (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
Table mode for roots & turning points
Scientific calculator (e.g. Casio fx-991 series)
目的: Tabulate \(y\) across a range of \(x\) to locate sign changes (roots) and approximate maxima/minima.
使う場面: Solving or sketching a function when you want to find where its graph crosses or turns.
手順
Enter the function in TABLE mode, set the start, end and step, then read where the sign of \(y\) changes or where it peaks.
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 mode (mean, SD & regression)
Scientific calculator (e.g. Casio fx-991 series)
目的: Read the mean \(\bar{x}\) and standard deviation directly, and the gradient/intercept (and \(r\)) of a linear regression for bivariate data.
使う場面: Any data-handling, statistics, or required-practical analysis question.
手順
Enter the data in STAT mode (1-VAR or A+BX), then recall \(\bar{x}\), \(\sigma\) or the regression coefficients.
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.
Carry exact values with Ans & memory
Scientific calculator (e.g. Casio fx-991 series)
目的: Keep full-precision intermediate values to avoid rounding errors.
使う場面: Multi-step calculations where premature rounding loses the final accuracy mark.
手順
Use Ans, STO/RCL or the M+ memory to reuse the unrounded result of each step; round only the final answer.
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.
Equation solver — to CHECK your working
Scientific calculator (e.g. Casio fx-991 series)
目的: Use the built-in EQN/SOLVE mode to verify roots of quadratics or simultaneous equations you have already solved by algebra.
使う場面: As a check only, after solving by hand.
手順
Enter the coefficients in EQN mode (or use SOLVE) and confirm they match your worked solution.
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: 3Research methods
Evaluating the named study itself rather than the research method when explicitly requested (e.g. evaluating Bruner & Minturn's study instead of evaluating laboratory experiments as a general research method).
回避方法: Read the question carefully. If it asks to evaluate the 'research method used in the study', focus your evaluation points on the method (e.g., laboratory experiment strengths/weaknesses) rather than the specific details of that particular study.
2medium影響する配点: 2Development
Failing to reference both stimulus/scenario groups in comparison questions (e.g., describing only Dweck's growth mindset and forgetting to explicitly link back to Zuppa's fixed mindset and Bravas' growth mindset).
回避方法: Ensure your answer contains explicit links and comparative terms ('whereas', 'in contrast to') that mention both named groups or individuals from the scenario stem.
3high影響する配点: 1Research methods
Leaving gaps between bars on histograms, causing examiners to mark the drawing as a bar chart and deduct marks.
回避方法: When sketching a histogram, always make sure the adjacent bars touch. Bars should only be separate for non-continuous categorical data (bar charts).
4high影響する配点: 1Research methods
Failing to round the final mathematical answer to the specified number of significant figures (e.g., leaving 19.076% instead of 19.1% for three significant figures, or not rounding to two significant figures).
回避方法: Double-check the question for terms like 'two significant figures' or 'three significant figures' and perform the rounding as the very last step of your working.
5high影響する配点: 2Research methods
Providing generic answers in research methods/design questions that do not refer back to the specific context or scenario provided (e.g., neglecting Year 8 students, school context, or temperature scores).
回避方法: Underline the contextual words in the prompt. Incorporate them directly into your experimental design, such as specifying 'I will draw 20 names out of a hat containing all 100 Year 8 students' rather than saying 'I will select participants randomly.'
6medium影響する配点: 2Research methods
Confusing independent variables (IV) with dependent variables (DV), or failing to fully operationalise the DV (e.g., writing 'distance' instead of 'estimated distance in metres').
回避方法: Remember that the IV is what the researcher manipulates, and the DV is what is measured. To operationalise the DV, state exactly *how* it is measured (units, scales, or scores) rather than just naming the abstract concept.
7medium影響する配点: 1Perception
Confusing binocular depth cues (such as convergence and retinal disparity) with monocular depth cues (such as occlusion, relative height, or motion parallax).
回避方法: Create clear mnemonic devices. Binocular cues absolutely require *both* eyes (Bi = two, like binoculars), which includes only convergence and retinal disparity in this syllabus. All others are monocular.
8low影響する配点: 1Psychological problems
Believing that aversion therapy is holistic, when in fact it is highly reductionist because it isolates behavior down to basic stimulus-response associations.
回避方法: Understand that therapies focusing solely on changing a single behavioral association (like pairing alcohol with an emetic) ignore the cognitive, emotional, and social context of the individual, making them reductionist.
9medium影響する配点: 1Language, thought and communication
Stating only the name of a factor in 'outline' questions rather than setting out its main characteristics as required by the command word.
回避方法: An 'outline' command word requires a description of characteristics. For example, do not just write 'status' to outline a factor affecting personal space; instead, write: 'Status affects personal space because people of equal status stand closer together than people of unequal status.'