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AQA GCSE Psychology Paper 1
(2025) exam with verified
solutions
Other || types || of || encoding || - || correct || answer || ✔ Tactile || Memory || - || what || things || feel || like; || olfactory || memory || - || memory || for || smells "Murdock's || Aim" || - || correct || answer || ✔ To || see || if || memory || of || words || is || affected || by || location || in || list "Murdock's || Method" || - || correct || answer || ✔ Participants || listened || to || 20 || word || lists, || with || 10-40 || words || on || them, || and || recalled || words || after || each || list. "Murdock's || Results" || - || correct || answer || ✔ Recall || related || to || the || position || of || words. || Higher || recall || for || the || first || words || (primacy || effect) || and || last || words || (recency || effect) || than || in || middle. "Murdock's || Conclusion" || - || correct || answer || ✔ Shows || the || serial || position || effect || and || supports || the || MSM || model "Murdock's || Evaluation || 1" || - || correct || answer || ✔ Controlled || lab || study || - || There || was || a || high || level || of || control || so || it || could || be || concluded || position || of || words || determined || recall.
"Murdock's || Evaluation || 2" || - || correct || answer || ✔ Artificial || task || - || Word || lists || were || used || which || is || only || one || type || of || memory, || so || the || study || lacks || validity "Murdock's || Evaluation || 3" || - || correct || answer || ✔ "Supporting || research, || some || amnesiacs || can't || store || LTM || and || also || do || not || show || primacy || effect, || which || shows || the || primacy || effect || is || related || to || LTM || (Carlesimo || et || al.)" Multi-store || model || - || correct || answer || ✔ Three || memory || stores: || different || coding, || capacity || and || duration. || Information || moves || through || attention || and || verbal || rehearsal. STM || duration || - || correct || answer || ✔ less || than || 30 || seconds || unless || rehearsed Sensory || memory || coding || - || correct || answer || ✔ appropriate || to || the || sense sensory || memory || capacity || - || correct || answer || ✔ very || high || capacity sensory || memory || duration || - || correct || answer || ✔ only || very || briefly || (half || a || second) || unless || paid || attention || too STM || coding || - || correct || answer || ✔ tends || to || be || accoustic STM || capacity || - || correct || answer || ✔ 5-9 || chunks || of || information
Reconstructive || Memory || evaluation || 3 || - || correct || answer || ✔ Real-world || application || - || Explains || problems || with || eye-witness || testimony. Factors || that || affect || accuracy || of || memory || - || correct || answer || ✔ Interference, || Context || & || False || memories Interference || - || correct || answer || ✔ competition || between || newer || and || older || information || in || memory || causing || reduced || accuracy || of || recall Context || - || correct || answer || ✔ Situation || in || which || something || happens False || Memories || - || correct || answer || ✔ Using || imagination || to || create || inaccurate || memories Sensation || - || correct || answer || ✔ Physical || stimulation || of || sense || receptors || by || the || environment Perception || - || correct || answer || ✔ Interpretation || of || sensory || information Binocular || depth || cues || (bi || = || two) || - || correct || answer || ✔ retinal || disparity || and || convergence Retinal || disparity || - || correct || answer || ✔ Difference || between || the || view || of || the || left || and || right || eye || gives || brain || information || about || depth || and || distance
Convergence || - || correct || answer || ✔ Eyes || point || closer || together || when || an || object || is || close. || Muscles || work || harder || so || you || know || the || distance || and || depth Monocular || depth || cues || (mono=one) || - || correct || answer || ✔ Relative || size, || Height || in || plane, || Occlusion, || Linear || Perspective Height || in || plane || - || correct || answer || ✔ Objects || higher || up || appear || further || away Relative || size || - || correct || answer || ✔ Smaller || objects || appear || further || away Occlusion || - || correct || answer || ✔ if || one || obscures || part || of || another || object, || it || is || seen || as || closer Linear || Perspective || - || correct || answer || ✔ Parallel || lines || appear || closer || as || they || become || more || distant "Gregory's || constructivist || theory || of || perception || (CT)" || - || correct || answer || ✔ Proposes || that || sensation || and || perception || are || not || the || same || Perception || as || a || construction, || Inference, || Visual || cues, || Past || experience || - || the || role || of || nurture. CT || - || Perception || as || a || construction || - || correct || answer || ✔ Brain || uses || incoming || information || and || information || we || already || know || to || form || a || hypothesis/guess CT || - || Inference || - || correct || answer || ✔ Brain || fills || in || the || gaps || to || create || a || conclusion || about || what || is || being || seen
Emotion || - || correct || answer || ✔ The || tendency || for || our || brain || to || notice || the || exciting || things || and || block || threatening || things. Motivation || - || correct || answer || ✔ Wanting || something || increases || its || attractiveness Expectation || - || correct || answer || ✔ Beliefs || based || on || past || experiences || can || affect || how || much || we || attend || to || things Motivation || study || - || correct || answer || ✔ Gilchrist || and || Nesberg || (G&N) "G&N's || Aim" || - || correct || answer || ✔ To || find || out || if || food || deprivation || affects || the || perception || of || food. "G&N's || Method" || - || correct || answer || ✔ Hungry || (no || food || for || 20 || hours) || and || not || hungry || participants || shown || a || slide || of || a || meal. || Readjust || the || light || to || the || level || shown || in || the || previous || slide. "G&N's || Results" || - || correct || answer || ✔ Perceived || food || as || brighter || the || longer || deprived || of || food "G&N's || Conclusion" || - || correct || answer || ✔ Sensitivity || is || greater || when || food || deprived. || Hunger || is || a || motivating || factor || that || affects || perception || of || food "G&N's || Evaluation || 1" || - || correct || answer || ✔ Support || from || similar || studies. || Sanfords || study || found || similar || results, || where || food || deprived || participants ||
were || more || likely || to || perceive || a || blown || blob || as || a || hamburger, || which || strengthens || the || validity || of || the || conclusions "G&N's || Evaluation || 2" || - || correct || answer || ✔ Ethical || issues. || Depriving || people || of || food || causes || discomfort, || a || case || of || physical || harm. "G&N's || Evaluation || 3" || - || correct || answer || ✔ Not || like || everyday || life. || Participants || judged || pictures || rather || than || real || food || so || it || may || not || apply || to || real || world. || Furthermore, || judging || pictures || for || brightness || is || not || a || real-life || situation. || Decreases || validity || and || generalisability Expectation || study || - || correct || answer || ✔ "Bruner || and || Mintburn's || Study || (B&M)" "B&M's || Aim" || - || correct || answer || ✔ To || find || out || if || an || ambigious || figure || is || seen || as || differently || if || context || is || changed. "B&M's || Method" || - || correct || answer || ✔ Independent || groups || design || where || participants || were || either || shown || a || sequence || of || letters || or || numbers || with || an || ambiguous || figure || in || the || middle "B&M's || Results" || - || correct || answer || ✔ "Those || who || saw || letters || said || 'B' || while || those || who || saw || numbers || said || '13'" "B&M's || Conclusion" || - || correct || answer || ✔ Shows || expectation || is || affected || by || the || context || the || figure || is || presented.
Smoking || - || correct || answer || ✔ Smoking || during || pregnancy || can || lead || to || smaller || brains Infection || - || correct || answer || ✔ In || a || womb, || German || measles || can || lead || to || hearing || loss Voices || - || correct || answer || ✔ "Babies || learn || to || recognise || mother's || voice" Interaction || between || nature || and || nurture || - || correct || answer || ✔ The || brain || forms || due || to || nature || but || the || environment || has || a || major || influence || even || in || the || womb. "Piaget's || theory" || - || correct || answer || ✔ The || theory, || Stages, || Schemas, || Assimilation, || Accommodation. Stages || - || correct || answer || ✔ Different || kinds || of || logical || thinking || occur || at || each || stage Schemas || - || correct || answer || ✔ Mental || structures || containing || knowledge. || Schemas || become || more || complex || through || assimilation || and || accomodation Assimilation || - || correct || answer || ✔ Adding || new || information || to || an || existing || schema.
Accomodation || - || correct || answer || ✔ Receiving || new || information || that || changes || our || understanding || so || a || new || schema || is || formed. "Piaget's || theory || evaluation || 1" || - || correct || answer || ✔ "Research || evidence || - || Many || studies || have || been || conducted || to || test || Piaget's || theory, || helped || improve || understanding." "Piaget's || theory || evaluation || 2" || - || correct || answer || ✔ Real-world || application || - || Theory || has || helped || change || classroom || teaching || so || it || is || now || more || activity- based. "Piaget's || theory || evaluation || 3" || - || correct || answer || ✔ The || sample || - || Middle- class || Swiss || children || were || used || so || theory || may || not || be || universal. Conservation || - || correct || answer || ✔ "Although || appearance || changes, || quantity || stays || the || same. || Piaget || showed || younger || children || can't || conserve. || Challenged || by || 'naughty || teddy' || study." McGarrigle || and || Donaldson || - || correct || answer || ✔ "'naughty || teddy' || conservation || task. || Challenges || piaget" McGarrigle || and || Donaldson || Aim || - || correct || answer || ✔ "If || a || child's || reaction || would || be || different || if || there || was || no || deliberate || change || in || the || row || of || counters" McGarrigle || and || Donaldson || Method || - || correct || answer || ✔ 80 || Children || aged || 4- 6; || Two || rows || of || counters, || teddy || messed || up || one || of || them || (accidental || and || deliberate). || Children || asked || if || rows || were || the || same
Hughes || Study || - || Aim || - || correct || answer || ✔ "Aimed || to || create || a || test || that || would || make || more || sense || than || Piaget's" "Hughes' || Study || - || Method" || - || correct || answer || ✔ 30 || participants || aged || 3(
frac || 12) || to || 5 || years || old || were || asked || to || hide || a || boy || doll || from || two || policeman. || They || were || given || practice || first || with || one || doll. "Hughes' || Study || - || Results" || - || correct || answer || ✔ 90% || could || hide || the || boy || doll || away || from || two || policeman. || 3-year-olds || did || less || well || with || a || more || complex || task. "Hughes' || Study || - || Conclusion" || - || correct || answer || ✔ Children || aged || 4 || years || are || mostly || not || egocentric. || Piaget || underestimated || abilities || but || was || right || that || thinking || changes || with || age. "Hughes' || Study || - || Evaluation || 1" || - || correct || answer || ✔ More || realistic || - || Task || made || better || sense || to || children || and || they || were || given || practice || so || they || understood, || so || a || more || realistic || test || of || abilities "Hughes' || Study || - || Evaluation || 2" || - || correct || answer || ✔ "Effects || of || expectation ||
- || Unconscious || cues || from || the || researcher || may || have || influenced || the || children's || behaviour, || so || the || results || lack || validity" "Hughes' || Study || - || Evaluation || 3" || - || correct || answer || ✔ "Challenges || Piaget || - || Study || shows || that || Piaget's || study || confused || the || children || by || making || them || appear || less || able || thinkers. || This || helps || to || refine || this || theory"
Stages || of || Cognitive || Development || - || correct || answer || ✔ Four || stages || at || different || ages. || Children || think || differently || as || their || brains || mature: || sensorimotor, || preoperational, || concrete || operational, || formal || operational. Sensorimotor || stage || - || correct || answer || ✔ 0-2 || years, || learn || to || coordinate || sensory || and || motor || information. || Object || permanence || develops. Pre-operational || stage || - || correct || answer || ✔ "2-7 || years, || can't || think || in || a || consistently || logical || way. || Egocentric || and || lack || conservation" Concrete || operational || - || correct || answer || ✔ 7-11 || years. || At || 7, || most || children || can || conserve || and || show || less || egocentrism. || Logical || thinking || applied || to || physical || objects || only Formal || operational || - || correct || answer || ✔ 11+ || years. || Children || can || draw || conclusions || about || abstract || concepts || and || form || arguments. Stages || of || cognitive || development || - || Evaluation || 1 || - || correct || answer || ✔ "Underestimated || children's || abilities || - || some || types || of || thinking || develop || earlier || than || Piaget || proposed || (Hughes, || McGarrigle || & || Donaldson)" Stages || of || cognitive || development || - || Evaluation || 2 || - || correct || answer || ✔ "Overestimated || children's || abilities || - || Suggested || that || children || 11+ || are || capable || of || abstract || reasoning || but || most || can't || cope || with || Wason's || card || showing || task || in || abstract || form."
Application || to || stages || - || Formal || operational || - || correct || answer || ✔ Scientific || experiments || to || develop || logical || thinking Application || to || education || - || Evaluation || 1 || - || correct || answer || ✔ "Positive || impact || on || UK || education || as || more || child-centred || activity || in || primary || schools. || Demonstrates || value || of || Piaget's || theory." Application || to || education || - || Evaluation || 2 || - || correct || answer || ✔ Possible || to || improve || with || practice || - || Thinking || can || develop || at || an || earlier || age || if || given || enough || practice, || not || just || when || ready. || (Bryant || and || Trabasso) Application || to || education || - || Evaluation || 3 || - || correct || answer || ✔ Traditional || methods || may || be || good || - || Direct || instruction || is || a || better || teaching || method || in || some || subjects || (Bennett || 1976) "Dweck's || theory" || - || correct || answer || ✔ The || set || of || assumptions || we || have || (mindset) || affects || success. || Success || is || due || to || effort || not || talent || Fixed || mindset, || Growth || mindset, || Dealing || with || failure, || A || continuum. Fixed || mindset || - || correct || answer || ✔ "Effort || won't || help || because || talent || is || fixed || in || the || genes. || Focused || on || performance" Growth || mindset || - || correct || answer || ✔ Can || improve || with || effort, || enjoy || challenges. || Focused || on || learning || goals. Dealing || with || failure || - || Fixed || - || correct || answer || ✔ Failure || indicates || lack || of || talent, || gives || up.
Dealing || with || failure || - || Growth || - || correct || answer || ✔ Opportunity || to || learn || more || and || put || in || more || effort Continuum || - || correct || answer || ✔ We || are || not || simply || one || or || the || other || (fixed || or || growth). || Depends || on || the || situation "Dweck's || mindset || - || Evaluation || 1" || - || correct || answer || ✔ Research || support || - || Dweck || found || children || taught || a || growth || mindset || had || better || grades || and || motivation "Dweck's || mindset || - || Evaluation || 2" || - || correct || answer || ✔ Both || mindsets || involve || praise || - || Praising || effort || still || leads || to || doing || things || for || approval || so || can || discourage || independent || behaviour, "Dweck's || mindset || - || Evaluation || 3" || - || correct || answer || ✔ Real-world || application || - || In || business, || sport || relationships || - || seeing || failure || as || a || lack || of || effort || rather || than || talent || motivates || future || effort. Positive || effect || of || praise || - || correct || answer || ✔ "It's || a || reward. || It || makes || someone || feel || good || so || behaviour || is || repeated." Praise || effort || rather || than || performance || - || correct || answer || ✔ Praising || effort || enables || control. || Praising || performance || is || demotivating. self-efficacy || - || correct || answer || ✔ Understanding || your || own || abilities. || Self- efficacy || increases || or || decreases || future || success
Kinaesthetic || learners || - || correct || answer || ✔ Learning || by || active || exploration, || making || things, || physical || activities || etc. Learning || styles || - || Evaluation || 1 || - || correct || answer || ✔ "Change || from || traditional || method || - || Teachers || have || adopted || a || varied || approach || benefitting || their || students' || learning." Learning || styles || - || Evaluation || 2 || - || correct || answer || ✔ No || supporting || evidence ||
- || No || good || quality || studies || which || challenges || claim || that || learning || styles || improve || performance. Learning || styles || - || Evaluation || 3 || - || correct || answer || ✔ "Coffield || identified || 71 || different || types || so || it's || difficult || to || work || out || preferred || type || of || learning || style" "Willingham's || learning || theory" || - || correct || answer || ✔ Educational || ideas || should || be || evidence-based. || Cognitive || psychology || and || neuroscience || can || be || used || to || improve || learning. || Praise, || Memory || and || forgetting, || Self-regulation, || Neuroscience. "Willingham's || learning || theory || - || Praise" || - || correct || answer || ✔ Praising || effort || should || be || unexpected. || Praise || before || a || task || led || to || less || motivation || in || future || (Lepper) Memory || and || forgetting || - || correct || answer || ✔ Forgetting || occurs || because || of || a || lack || of || cues || (Tulving || and || Psotka) || Practise || retrieving || information || from || memory || (Roediger || and || Karpicke)
Self-regulation || - || correct || answer || ✔ "Self-control || ('delay || gratification, || marshmallow || test) || linked || to || high || academic || performance || (Shoda || et || al.)" Neuroscience || - || correct || answer || ✔ Brain || waves || in || dyslexics || are || different. || This || could || benefit || progress || by || receiving || help || earlier || (Willingham || and || Lloyd) "Willingham's || learning || theory || - || Evaluation || 1" || - || correct || answer || ✔ Evidence- based || theory || - || Based || on || scientific || evidence || giving || the || theory || greater || validity "Willingham's || learning || theory || - || Evaluation || 2" || - || correct || answer || ✔ Real- world || application || - || Positive || impact || on || education || as || alternatives || to || learning || styles "Willingham's || learning || theory || - || Evaluation || 3" || - || correct || answer || ✔ "Application || of || neuroscience || - || Dyslexia || cannot || be || diagnosed || by || brain || waves || as || it's || not || just || linked || to || one || thing." False || memory || - || correct || answer || ✔ A || memory || for || something || that || did || not || happen || but || which || feels || as || if || it || were || a || true || memory. Early || brain || development || - || correct || answer || ✔ Brain || stem, || Cerebellum, || Thalamus, || Cortex. The || roles || of || nature || and || nurture || during || early || brain || development || - || correct || answer || ✔ Roles || of || nature || and || nurture, || Smoking, || Infection, || Voices, || Interaction || between || nature || and || nurture
