What should I focus on for Edexcel GCSE Psychology?

Use the multi-store model as a framework to structure answers about memory processes.

What should I focus on for Edexcel GCSE Psychology? (2)

Always link evaluation points to supporting or challenging evidence (e.g., cases like Clive Wearing).

What should I focus on for Edexcel GCSE Psychology? (3)

Ensure you can define key terms like 'schemata' and 'equilibrium' clearly

What should I focus on for Edexcel GCSE Psychology? (4)

When evaluating theories, always provide both strengths and weaknesses

What should I focus on for Edexcel GCSE Psychology? (5)

Use the command words (e.g., 'describe', 'explain', 'evaluate') to structure your answers appropriately

What are common mistakes in Edexcel GCSE Psychology?

Confusing capacity with duration, e.g., thinking STM has unlimited capacity.

What are common mistakes in Edexcel GCSE Psychology? (2)

Believing all sensory information automatically enters STM, rather than requiring attention.

What are common mistakes in Edexcel GCSE Psychology? (3)

Assuming LTM stores exact copies of experiences, forgetting the role of reconstruction.

Psychology

Edexcel

GCSE

Specification: Pearson-GCSE-Psychology

This subject will help you develop key knowledge and skills required for exam success.

Topics

Objectives

Exam Tips

Pitfalls

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Key Features

Master key concepts
Develop exam technique
Apply knowledge effectively

Assessment Objectives

AO1

35%

Demonstrate knowledge and understanding of psychological ideas, processes and procedures

AO2

35%

Apply knowledge and understanding of psychological ideas, processes and procedures

AO3

30%

Analyse and evaluate psychological information, ideas, processes and procedures to make judgements and draw conclusions

What Gets Top Grades

A*/Grade 9

Knowledge & Understanding

Demonstrates comprehensive and accurate knowledge

Uses correct subject-specific terminology
Shows detailed understanding of concepts
Makes accurate connections between topics
Demonstrates depth beyond surface-level knowledge

Application

Applies knowledge effectively to new contexts

Selects relevant knowledge for the question
Adapts understanding to unfamiliar scenarios
Uses examples appropriately
Shows awareness of context

Analysis & Evaluation

Develops sophisticated analytical arguments

Constructs logical chains of reasoning
Considers multiple perspectives
Weighs evidence to reach justified conclusions
Acknowledges limitations and nuances

Key Command Words

Edexcel

State

1 mark

Give a single fact or term

Identify

1 mark

Name, select, or recognise

Outline

2 marks

Set out main features briefly

Describe

2-4 marks

Give an account of what something is like or what happens

Explain

3-6 marks

Give reasons with developed cause→effect chains

Compare

2-4 marks

State similarities AND differences (both required)

Analyse

6-9 marks

Examine in detail showing cause→effect→consequence chains

Evaluate

6-12 marks

Weigh up BOTH sides, reach JUSTIFIED conclusion

Assess

6-12 marks

Make judgments about importance with justification

Calculate

2-4 marks

Show formula→substitution→calculation→answer with units

Common Exam Mistakes

Pitfalls to avoid in your exams

•Confusing capacity with duration, e.g., thinking STM has unlimited capacity.
•Believing all sensory information automatically enters STM, rather than requiring attention.
•Assuming LTM stores exact copies of experiences, forgetting the role of reconstruction.
•Confusing the stages of Piaget’s theory
•Failing to distinguish between assimilation and accommodation
•Misapplying Dweck’s mindset theory to real-world scenarios
•Confusing the roles of the different brain regions in early development
•Not linking the studies (Piaget/Inhelder, Gunderson) back to the theories they are meant to support

Top Examiner Tips

Expert advice for exam success

•Use the multi-store model as a framework to structure answers about memory processes.
•Always link evaluation points to supporting or challenging evidence (e.g., cases like Clive Wearing).
•Ensure you can define key terms like 'schemata' and 'equilibrium' clearly
•When evaluating theories, always provide both strengths and weaknesses
•Use the command words (e.g., 'describe', 'explain', 'evaluate') to structure your answers appropriately
•Be prepared to apply knowledge of these theories to new, unseen scenarios
•Remember that Paper 1 may draw on research methods knowledge in the context of these studies
•Ensure you can define key terms like 'schemata' and 'equilibrium' clearly

Specification Topics

12 topics

E2E stub topic

The multi-store model of memory, proposed by Atkinson and Shiffrin, describes memory as consisting of three distinct stores: sensory register, short-term memory, and long-term memory. Information moves from sensory to short-term memory through attention, and from short-term to long-term via rehearsal. This model is fundamental for understanding how memory works and has practical applications in education and eyewitness testimony.

E2E stub subtopic

0 objectives2 tips3 pitfalls

Topic 2: Memory – How does your memory work?

This topic explores the development of the individual, focusing on early brain development, cognitive development theories (Piaget), and learning theories (Dweck and Willingham) that explain how children grow and learn. It also examines the development of morality.

0 objectives5 tips5 pitfalls