📚 Year 11 Eduqas Psychology: Key Terms Quick Memory Guide | Year 11 Eduqas 心理学：词汇术语速记指南
Mastering the technical vocabulary of Psychology is the first step towards success in your Eduqas Year 11 course. This guide breaks down essential terms into clear, digestible explanations with memorable shortcuts, helping you build a solid foundation for both short-answer questions and extended writing. Each term is presented in an English-Chinese pair so that you can learn the precise meaning in both languages while linking the concept to real studies and everyday examples.
掌握心理学的专业词汇是你在 Eduqas Year 11 课程中迈向成功的第一步。本指南将核心术语拆解为清晰易懂的解释，并附上便于记忆的捷径，帮助你在简答题和论述题中打下扎实基础。每个术语都以英汉对照呈现，让你既能掌握确切的英文定义，也能将概念与现实研究和日常例子联系起来。
1. Experimental Designs & Variables | 实验设计与变量
Independent Variable (IV) – The factor that the researcher deliberately changes or manipulates to see if it has an effect. Think 'I change the IV'.
自变量（IV） – 研究者为了观察其效果而故意改变或操纵的因素。记住'我改变自变量（IV）'。
Dependent Variable (DV) – The factor that is measured; it 'depends' on the changes made to the IV. In memory experiments, the number of words recalled is usually the DV.
因变量（DV） – 被测量的因素；它'依赖于'自变量的改变。在记忆实验中，回忆出的单词数量通常就是因变量。
Extraneous Variable – Any variable other than the IV that could affect the DV if not controlled, such as noise or time of day. We try to keep these constant.
额外变量 – 除了自变量之外任何可能影响因变量的变量，如噪音或一天中的时间，如果不加以控制会干扰结果。我们会尽量保持这些因素恒定。
Confounding Variable – A type of extraneous variable that changes systematically with the IV, making it impossible to tell which one truly caused the effect. It 'confounds' the results.
混淆变量 – 一种与自变量系统性地共同变化的额外变量，使得无法判断究竟是哪个因素导致了效果。它'混淆'了实验结果。
Repeated Measures Design – The same participants take part in every condition of the experiment. This avoids individual differences but can lead to order effects such as boredom or practice.
重复测量设计 – 同一批被试参加实验的所有条件。这能避免个体差异，但可能导致顺序效应，例如厌倦或练习效应。
Independent Groups Design – Different participants are allocated to each condition. This reduces order effects but introduces the problem of participant variables (individual differences between groups).
独立组设计 – 不同的被试被分配到各个实验条件中。这减少了顺序效应，但引入了被试变量的问题（组间个体差异）。
2. Sampling & Controls | 抽样与控制
Target Population – The whole group the researcher wants to draw conclusions about. The sample is taken from this population.
目标总体 – 研究者希望得出有关结论的整个群体。样本就是从该总体中抽取的。
Random Sampling – Every member of the target population has an equal chance of being selected, often using a random number generator. This minimises bias.
随机抽样 – 目标总体中的每个成员都有均等被选中的机会，常见方法是使用随机数字生成器。这最大程度减少了偏差。
Opportunity Sampling – Selecting participants who are readily available at the time, e.g. students walking past the library. Quick and easy but often unrepresentative.
机会抽样 – 选取当时容易接触到的被试，比如经过图书馆的学生。方便快捷，但往往不具有代表性。
Standardised Procedures – A set of instructions that are kept the same for all participants so that every person experiences the experiment in an identical way. This increases reliability.
标准化程序 – 一套对所有被试保持相同的指导语，以确保每个人都以完全相同的方式经历实验。这提高了信度。
Counterbalancing – A technique used to control order effects in repeated measures designs. Half the participants do condition A then B, while the other half do B then A.
平衡法 – 用于在重复测量设计中控制顺序效应的一种技术。一半被试先完成条件A再完成B，另一半则先B后A。
3. Descriptive Statistics & Data Types | 描述统计与数据类型
Mean – The arithmetic average calculated by adding all scores and dividing by the number of scores. Sensitive to extreme values (outliers).
平均数 – 将所有分数相加再除以分数个数得到的算术平均值。对极端值（异常值）敏感。
Median – The middle value when scores are arranged in order. Not affected by outliers, so it is often used when data is skewed.
中位数 – 将分数按顺序排列后位于中间的值。不受异常值影响，因此常用于数据偏态分布时。
Mode – The most frequently occurring value in a set of scores. A data set can have more than one mode.
众数 – 一组分数中出现频率最高的值。一个数据集可以有多个众数。
Range – A measure of dispersion found by subtracting the lowest score from the highest score. Easy to calculate but only uses two values.
全距 – 用最高分减去最低分得到的离散程度度量。计算简单但只用到两个数值。
Qualitative Data – Non-numerical, descriptive information such as interview transcripts or open-ended questionnaire answers. Rich in detail but difficult to analyse statistically.
定性数据 – 非数值的、描述性的信息，如访谈记录或开放式问卷回答。细节丰富，但难以进行统计分析。
Quantitative Data – Numerical data that can be counted or measured, such as scores on a memory test. Easy to summarise and compare using statistics.
定量数据 – 可以计数或测量的数值数据，如记忆测试的分数。便于用统计方法总结和比较。
4. Social Influence & Conformity | 社会影响与从众
Conformity – A change in a person's behaviour or beliefs due to real or imagined group pressure. Asch's line study is the classic demonstration.
从众 – 由于真实的或想象的群体压力而导致个人行为或信念的改变。阿希的线段实验是经典的例证。
Normative Social Influence – Conforming to be liked or accepted by the group. It usually leads to public compliance but not private acceptance.
规范性社会影响 – 为了被群体喜欢或接纳而从众。通常导致公开顺从，但私下并不认同。
Informational Social Influence – Conforming because you believe the group has the correct information, especially in ambiguous situations. Leads to both public and private change.
信息性社会影响 – 因为相信群体掌握了正确信息而从众，尤其在模棱两可的情境中。会同时引起公开和私下的改变。
Obedience – Following a direct order from an authority figure. Milgram's electric shock experiment revealed how far people will go when ordered.
服从 – 听从权威人物的直接指令。米尔格拉姆的电击实验揭示了人们在接受命令时可以做到何种程度。
Deindividuation – A psychological state in which an individual loses their sense of personal identity and responsibility when in a crowd, often leading to uninhibited behaviour.
去个体化 – 当个体身处人群中时丧失个人身份感和责任感的一种心理状态，往往导致行为失去抑制。
5. Memory Processes & Models | 记忆过程与模型
Encoding – Transforming sensory input into a form that can be stored. Encoding can be visual, acoustic or semantic.
编码 – 将感觉输入转化为可以存储的形式。编码可以是视觉的、听觉的或语义的。
Storage – Maintaining information in the memory system over time. The multi-store model describes separate sensory, short-term and long-term stores.
储存 – 随时间在记忆系统中保持信息。多贮存模型描述了彼此独立的感觉贮存、短时贮存和长时贮存。
Retrieval – Accessing stored information from memory when needed. Failure of retrieval is often felt as tip-of-the-tongue phenomenon.
提取 – 需要时从记忆中获取已储存的信息。提取失败时常表现为话到嘴边又说不出来的现象。
Short-Term Memory (STM) – A temporary store with limited capacity (around 7±2 items) and limited duration (about 18–30 seconds without rehearsal), according to Miller and Peterson & Peterson.
短时记忆（STM） – 一种容量有限（约7±2个项目）、持续时间有限（无复述时约18–30秒）的临时贮存系统，依据米勒以及彼得森夫妇的研究。
Long-Term Memory (LTM) – A permanent store with potentially unlimited capacity and duration. Information is organised semantically and can be retrieved even after many years.
长时记忆（LTM） – 一种可能具有无限容量和持续时间的永久贮存。信息按语义组织，即使多年后仍可被提取。
Interference – A forgetting theory where either old information prevents the recall of new information (proactive interference) or new information disrupts the recall of old information (retroactive interference).
干扰 – 一种遗忘理论，指旧信息阻碍新信息的回忆（前摄干扰），或新信息扰乱旧信息的回忆（倒摄干扰）。
6. Attachment & Early Development | 依恋与早期发展
Attachment – A strong emotional and reciprocal bond between an infant and their primary caregiver. Bowlby argued it is innate and essential for survival.
依恋 – 婴幼儿与其主要照料者之间强烈的情感性和相互的纽带。鲍尔比认为这是天生的，对生存至关重要。
Secure Attachment – A healthy attachment style where the child uses the caregiver as a safe base to explore, shows distress when the caregiver leaves, and is easily comforted upon return (Ainsworth's Strange Situation).
安全型依恋 – 一种健康的依恋类型，表现为儿童将照料者作为安全基地进行探索，照料者离开时表现出痛苦，返回后容易被安抚（安斯沃思的陌生情境）。
Insecure-Avoidant Attachment – The child appears indifferent to the caregiver's presence or absence and may not seek comfort when they return. This is often linked to unresponsive caregiving.
不安全回避型依恋 – 儿童对照料者的在场或离开显得无所谓，返回时也可能不寻求安慰。往往与反应迟钝的照料方式有关。
Insecure-Resistant Attachment – The child is clingy and distressed before separation, but when the caregiver returns they may both seek comfort and resist it, showing ambivalence.
不安全矛盾型依恋 – 儿童在分离前显得黏人且紧张，照料者返回时既寻求安慰又表现出抗拒，显示出矛盾情绪。
Deprivation – The loss or prolonged separation from an attachment figure. Bowlby's maternal deprivation hypothesis suggests this can harm emotional and intellectual development.
剥夺 – 与依恋对象分离或失去依恋对象的情况。鲍尔比的母性剥夺假说认为这会损害情绪与智力发展。
7. Neuropsychology & Brain Functions | 神经心理学与大脑功能
Neuron – A nerve cell that transmits information via electrical and chemical signals. Key parts include the dendrite, cell body, axon and terminal buttons.
神经元 – 通过电信号和化学信号传递信息的神经细胞。关键结构包括树突、细胞体、轴突和终端按钮。
Synapse – The tiny gap between one neuron's terminal button and the next neuron's dendrite. Neurotransmitters cross this gap to transmit the signal.
突触 – 一个神经元的终端按钮与下一个神经元树突之间的微小间隙。神经递质穿过此间隙来传递信号。
Neurotransmitter – A chemical messenger released from a neuron to carry signals across the synapse. Serotonin, dopamine and acetylcholine are key examples linked to mood and memory.
神经递质 – 从神经元释放、携带信号穿过突触的化学信使。血清素、多巴胺和乙酰胆碱是与情绪和记忆相关的主要例子。
Localisation of Function – The idea that specific brain areas are responsible for specific functions. For instance, Broca's area is linked to speech production and the occipital lobe to vision.
功能定位 – 特定脑区负责特定功能的观点。例如，布罗卡区与言语产生相关，枕叶与视觉相关。
Plasticity – The brain's ability to reorganise itself by forming new neural connections throughout life. This allows the brain to adapt after injury or learning experiences.
可塑性 – 大脑通过形成新的神经连接而在整个生命过程中进行自我重组的能力。这使得大脑能够在损伤后或学习经历中适应。
8. Psychological Problems: Depression & Addiction | 心理问题：抑郁与成瘾
Depression – A mood disorder characterised by persistent low mood, loss of interest and pleasure (anhedonia), fatigue, and negative thoughts. Diathesis-stress models explain it as an interaction of biological vulnerability and environmental triggers.
抑郁症 – 一种心境障碍，特征为持续的情绪低落、失去兴趣和快感（快感缺失）、疲倦以及负性思维。素质-应激模型将其解释为生物脆弱性与环境触发因素之间的相互作用。
Addiction – A compulsive physiological or psychological need for a substance or behaviour despite harmful consequences. Tolerance and withdrawal symptoms are key features.
成瘾 – 即使带来有害后果，仍对某种物质或行为产生强迫性的生理或心理需求。耐受性和戒断症状是其主要特征。
Genetics as an Explanation – Family and twin studies suggest a hereditary component, e.g. concordance rates for depression are higher in identical twins than in fraternal twins.
遗传学解释 – 家庭研究和双生子研究表明存在遗传成分，例如抑郁症在同卵双生子中的一致率高于异卵双生子。
Cognitive Explanation (ABC Model) – Ellis proposed that depression arises from Activating events, irrational Beliefs and emotional Consequences. Treatment focuses on challenging the irrational beliefs.
认知解释（ABC模型） – 埃利斯提出，抑郁症源于诱发性事件、非理性信念和情绪后果。治疗方法聚焦于挑战非理性信念。
Biological Treatment – For depression, antidepressant medication such as SSRIs increase serotonin availability at the synapse. For addiction, methadone is used as a substitute in opiate dependence.
生物治疗 – 针对抑郁症，像SSRI这类抗抑郁药可提高突触间隙的血清素水平。针对成瘾，在阿片类药物依赖中美沙酮可被用作为替代品。
9. Ethical Considerations & The BPS Code | 伦理考量与英国心理学会准则
Informed Consent – Participants must be given full information about the study in language they understand and must freely agree to take part. For under-16s, parental consent is also required.
知情同意 – 必须以被试能理解的语言向其充分说明研究信息，并且必须自由同意参加。对于16岁以下的被试，还需要获得家长同意。
Deception – Actively misleading participants about the true aim of the research. Sometimes a small amount is necessary, but it must be justified and followed by thorough debriefing.
欺骗 – 主动就研究的真实目的误导被试。有时少量的欺骗是必要的，但必须提供理由，并在事后进行彻底的知情解说。
Right to Withdraw – Participants must be told they can leave the study at any time without giving a reason and without penalty. Even clear instructions at the start are not enough if participants later feel pressured.
退出权 – 被试必须被告知他们可以在任何时间退出研究，无需给出理由且不受惩罚。即使一开始有明确指示，若被试随后感到压力也是不够的。
Confidentiality – The privacy of participants must be respected; data should be stored securely and participants should not be identifiable in published reports. Use of codes or initials is standard practice.
保密性 – 被试的隐私必须得到尊重；数据应安全存储，在公开发表的报告中不应使被试可被识别。使用编号或首字母是标准做法。
Debriefing – After the study, participants must be told the full aims, given the opportunity to ask questions, and any deception must be explained. This also serves to restore their emotional state.
知情解说 – 研究结束后，必须向被试告知完整目的，给予提问的机会，并解释任何欺骗环节。这也用于恢复他们的情绪状态。
10. Approaches in Psychology & Key Debates | 心理学流派与核心争论
Biological Approach – Explains behaviour through physiological processes: genes, brain structures, neurotransmitters and hormones. It favours objective methods like brain scans and twin studies.
生物学流派 – 通过生理过程来解释行为：基因、脑结构、神经递质和激素。它偏爱脑扫描和双生子研究等客观方法。
Cognitive Approach – Focuses on internal mental processes such as perception, memory and thinking. The mind is often compared to a computer, with input, processing and output.
认知流派 – 专注于内部心理过程，如知觉、记忆和思维。常将头脑比作计算机，有输入、处理和输出。
Behaviourist Approach – Observable behaviour is all that matters; it is learned through classical conditioning (association) and operant conditioning (reinforcement). Only measurable behaviour is studied.
行为主义流派 – 只有可观察的行为才是重点；行为通过经典条件作用（联想）和操作性条件作用（强化）习得。它只研究可测量的行为。
Nature vs Nurture – The debate about whether behaviour is determined by innate, genetic factors (nature) or by environment, learning and experience (nurture). Most psychologists adopt an interactionist view.
先天与后天 – 关于行为是由先天遗传因素（先天）还是由环境、学习和经验（后天）所决定的争论。多数心理学家持交互作用的观点。
Reductionism vs Holism – Reductionism breaks behaviour down into its simplest components (e.g. biological reductionism). Holism argues that the whole is greater than the sum of its parts and considers social context.
还原论与整体论 – 还原论将行为分解为其最简单的组成部分（如生物学还原论）。整体论主张整体大于部分之和，并考虑社会情境。
11. Key Study Terms & Command Words | 关键研究术语与指令词
Hypothesis – A precise, testable prediction about the expected outcome of a study. It often includes both the IV and DV. A null hypothesis states there will be no effect or difference.
假设 – 关于研究预期结果的一种精确的、可检验的预测。通常包含自变量和因变量。虚无假设则声明没有影响或差异。
Laboratory Experiment – Conducted in a highly controlled, artificial setting where the IV is manipulated and extraneous variables are carefully controlled. High internal validity but low ecological validity.
实验室实验 – 在高度受控的人工环境中进行，自变量被操纵，额外变量被严格控制。具有高内部效度，但生态效度较低。
Field Experiment – The IV is manipulated in a natural, real-world setting. Participants are often unaware they are being studied, which gives high ecological validity but less control over extraneous variables.
现场实验 – 在真实的自然环境里操纵自变量。被试通常不知自己正被研究，这带来高生态效度，但对额外变量的控制较少。
Correlation – A research method that measures the relationship between two co-variables, expressed as a correlation coefficient between –1 and +1. Correlation does not imply causation.
相关 – 测量两个共变量之间关系的研究方法，用介于–1 和 +1 之间的相关系数表示。相关并不意味着因果关系。
Evaluate/To What Extent – Command words that require you to present strengths and weaknesses, supported by evidence, and come to a reasoned conclusion rather than just describe.
评估/在多大程度上 – 需要你引用证据阐述优点和弱点，并得出有理有据的结论，而不仅仅是描述的指令词。
12. Quick Mnemonic Recap Charts | 速记口诀回顾表格
| Term Cluster | Memory Cue | 标签群组 | 记忆线索 |
|---|---|---|---|
| IV/DV | I manipulate, Depend on change | 自变量/因变量 | 我操纵，它随变 |
| Mean/Median/Mode | 'Mean is average, Median middle, Mode most' | 平均数/中位数/众数 | 平均是均值，中值是中间，众数是经常 |
| Conformity types | Normative = Normal want to fit in; Informative = Information, smart group | 从众类型 | 规范为了融入，信息为了正确 |
| STM capacity | 7±2 = 'magical number 7' | 短时记忆容量 | 7±2 神奇数字 7 |
| Attachment styles | Secure = safe base, Avoidant = ignore, Resistant = cling and push | 依恋类型 | 安全型是基地，回避型不理睬，反抗型又黏又推 |
| Ethics | 'Can Do Right, C Can D R' = Consent, Deception, Right to withdraw, Confidentiality, Debrief, Protection from harm | 伦理 | '同欺退保密解保'：同意、欺骗、退出权、保密、解说、免受伤害 |
Regularly reviewing these clusters and their cues will help you retrieve definitions swiftly during an exam. Try turning each term into a flashcards set with the English on one side and the Chinese definition plus your personal memory trick on the other.
定期回顾这些群组及其提示，将帮助你在考试中快速提取定义。尝试把每个术语做成抽认卡，一面英文，另一面中文定义和你自己的记忆口诀。
Published by TutorHao | Psychology Revision Series | aleveler.com
更多咨询请联系16621398022（同微信）
或截图后用「扫一扫 → 相册」选择本图