Specification 7182. Explore a topic, practise the skill, and see where to focus next.
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AQA · 7182LearningP is independent of AQA. Use the current official documents for assessment requirements.
Try three different Psychology skills from this AQA route. See what went right, understand a mistake, and find a useful next step.
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The model proposes separate sensory, short-term and long-term stores. Attention moves information into short-term memory and rehearsal maintains it and supports transfer to long-term memory.
A unanimous majority creates strong normative and informational pressure. A dissenter shows that disagreement is possible, even when the dissenter gives another incorrect answer.
Child-rearing practices and familiarity with separation differ across cultures. Imposing one culture's secure pattern can create an imposed etic and reduce cultural validity.
These tiles show your answers to three questions. They are a starting point, not a mastery score or grade prediction.
Correct answer: Prolonged maintenance rehearsal
The model proposes separate sensory, short-term and long-term stores. Attention moves information into short-term memory and rehearsal maintains it and supports transfer to long-term memory.
Correct answer: The dissenter breaks unanimity and provides social support for resisting the majority
A unanimous majority creates strong normative and informational pressure. A dissenter shows that disagreement is possible, even when the dissenter gives another incorrect answer.
Correct answer: The procedure may measure culturally shaped separation and reunion behaviour rather than identical attachment meanings
Child-rearing practices and familiarity with separation differ across cultures. Imposing one culture's secure pattern can create an imposed etic and reduce cultural validity.
For parents: look at the explanation together. A correct answer is encouraging; a missed answer gives you something specific to work on. Broader practice over time is needed to understand progress.
A resisting peer reduces the authority's apparent unanimity and makes independent action more credible. Social support is different from having an internal locus of control, which concerns perceived personal control.
Watch for: Do not describe a study or theory for Social influence without applying or evaluating it. Separate what the evidence shows from what can reasonably be concluded.
Co-witness discussion can create memory conformity through informational influence or source-monitoring errors. Agreement after discussion is therefore not proof that both independently observed the detail.
Watch for: Do not describe a study or theory for Memory without applying or evaluating it. Separate what the evidence shows from what can reasonably be concluded.
Many children adopted before about six months showed substantial catch-up, whereas later-adopted groups had greater risk of disinhibited attachment and cognitive difficulties. Outcomes varied between individuals.
Watch for: Do not describe a study or theory for Attachment without applying or evaluating it. Separate what the evidence shows from what can reasonably be concluded.
This approach compares functioning with positive criteria, often associated with Jahoda. Its comprehensive aspiration can unrealistically classify many ordinary people as abnormal and may reflect cultural values.
Watch for: Do not describe a study or theory for Clinical Psychology and Mental Health without applying or evaluating it. Separate what the evidence shows from what can reasonably be concluded.
Identification makes the model personally relevant, increasing the likelihood of imitation. Vicarious reinforcement concerns observing the model receive consequences, while mediational processes influence whether behaviour is reproduced.
Watch for: Do not describe a study or theory for Approaches in Psychology without applying or evaluating it. Separate what the evidence shows from what can reasonably be concluded.
When commissures are severed, stimuli to one visual field initially reach the opposite hemisphere. Language is usually left-lateralised, but claims that each hemisphere has a complete personality overstate the evidence.
Watch for: Do not describe a study or theory for Biopsychology without applying or evaluating it. Separate what the evidence shows from what can reasonably be concluded.
Stratified sampling calculates each subgroup's population proportion and randomly samples within each stratum. It improves representativeness for the chosen characteristic but requires accurate population data.
Watch for: Do not describe a study or theory for Research methods without applying or evaluating it. Separate what the evidence shows from what can reasonably be concluded.
Sensitivity extends beyond immediate participant ethics to stigma, discrimination, representation and control. Researchers should anticipate consequences, communicate uncertainty and involve affected communities where appropriate.
Watch for: Do not describe a study or theory for Issues and debates in Psychology without applying or evaluating it. Separate what the evidence shows from what can reasonably be concluded.
Filter theory proposes that the field of available partners is narrowed first by social demographic variables, then similarity of attitudes and later complementarity. The sequence may be less applicable to modern online contact.
Watch for: Do not describe a study or theory for Relationships without applying or evaluating it. Separate what the evidence shows from what can reasonably be concluded.
The presence and expression of sex-determining genes usually direct gonadal development, while hormones influence subsequent differentiation. Biological sex development includes variation and is not captured by chromosomes alone.
Watch for: Do not describe a study or theory for Gender without applying or evaluating it. Separate what the evidence shows from what can reasonably be concluded.
Object permanence is understanding that objects continue to exist when not directly perceived. Piaget placed its development in the sensorimotor stage, while later violation-of-expectation work suggests earlier competence.
Watch for: Do not describe a study or theory for Cognition and development without applying or evaluating it. Separate what the evidence shows from what can reasonably be concluded.
Difficulty recognising one's own intentions may contribute to hearing voices, while failure to suppress automatic associations may contribute to disorganised speech. These accounts need cognitive evidence linked to symptoms.
Watch for: Do not describe a study or theory for Schizophrenia without applying or evaluating it. Separate what the evidence shows from what can reasonably be concluded.
Older accounts assigned simple on-off centres, but current evidence supports interacting circuits and peripheral signals. Lesion evidence can show involvement without proving one isolated centre controls eating.
Watch for: Do not describe a study or theory for Eating behaviour without applying or evaluating it. Separate what the evidence shows from what can reasonably be concluded.
Alarm mobilises immediate stress responses, resistance sustains adaptation and exhaustion describes depleted capacity after prolonged demand. Human stress responses vary and are not always a fixed sequence.
Watch for: Do not describe a study or theory for Stress without applying or evaluating it. Separate what the evidence shows from what can reasonably be concluded.
Amygdala and connected limbic activity can influence threat detection and aggressive response. Human aggression depends on cortical regulation and context, so one brain region should not be treated as an aggression centre.
Watch for: Do not describe a study or theory for Aggression without applying or evaluating it. Separate what the evidence shows from what can reasonably be concluded.
Anger management can use cognitive preparation, skill practice and application. Restorative justice requires voluntary informed participation and focuses on responsibility, consequences and reparation.
Watch for: Do not describe a study or theory for Forensic Psychology without applying or evaluating it. Separate what the evidence shows from what can reasonably be concluded.
The six-stage model moves through precontemplation, contemplation, preparation, action, maintenance and possible relapse. Preparation includes intention and concrete planning; relapse can lead back into the cycle rather than equal total failure.
Watch for: Do not describe a study or theory for Addiction without applying or evaluating it. Separate what the evidence shows from what can reasonably be concluded.
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AQA · A Level · Psychology · 7182
Version 1.4 September 2025; first teaching September 2025; first A-level exams 2027
Source checked: 2026-08-29. The current official specification controls assessment requirements and option choices.
Yes. This page offers three original questions from three different skills on this exact course. Each answer has an explanation, followed by a sample heatmap showing what was correct and what to revisit. No account is needed, and taster answers are not saved.
It shows the outcome of these three answers and gives a specific skill to discuss or practise next. It is not a full assessment, a mastery score or a grade prediction. Broader practice over time is needed to understand progress.
LearningP currently maps 17 assessed areas for specification 7182. The visible topic map below is derived from the verified route; the current official specification remains controlling.
The verified source bank contains 240 original LearningP question records for this route. Every mapped area meets the current publication minimum and passed the latest blocker and review audit.
No. LearningP uses official specifications and assessment materials to map content and demand, while its practice questions and explanations are independently authored.
No. LearningP reports practice evidence, coverage, strengths and gaps. It does not guarantee or automatically predict examination outcomes.
Use the official AQA specification and assessment-resource pages linked on this page, together with information supplied by the learner’s school.