📚 Year 11 CCEA Psychology: Key Vocabulary & Terminology Quick Memory Guide | CCEA 11年级心理学：核心词汇术语速记指南
Psychology has its own language, and mastering the key terms is half the battle in your CCEA exam. This guide breaks down essential vocabulary into clear definitions, clever memory hooks, and cross-topic links, so you can recall the right term at the right moment. From research methods to social influence, every heading matches the Year 11 specification. Use these explanations to build a mental glossary that will help you write precise, high-mark answers.
心理学有自己的语言，掌握关键术语是CCEA考试成功的一半。这份指南将核心词汇拆分成清晰的定义、巧妙的记忆挂钩和跨主题联系，帮助你在需要的时候准确回忆出正确的术语。从研究方法到社会影响，每个标题都与11年级大纲相对应。利用这些解释建立一个头脑中的词汇表，让你的作答更加精准，拿到高分。
1. Independent Variable (IV) & Dependent Variable (DV) | 自变量与因变量
The independent variable is the factor the researcher deliberately changes or manipulates, while the dependent variable is what is measured to see if the IV had an effect. Remember: I manipulate the IV, then I Detect changes in the DV. In an experiment investigating whether music improves memory, the type of music (or silence) is the IV, and the number of words recalled is the DV.
自变量是研究者故意改变或操纵的因素，而因变量是为了观察自变量是否产生影响而测量的结果。记住口诀：我改变自变量（I change IV），然后检测因变量的变化（Detect DV）。在一项研究音乐是否提高记忆的实验中，音乐类型（或无音乐）是自变量，回忆出的单词数量是因变量。
2. Hypothesis: Directional & Non-directional | 假设：方向性与非方向性
A hypothesis is a precise, testable prediction about the outcome of an experiment. A directional (one-tailed) hypothesis states the expected direction of the difference or relationship, e.g. 'Participants who sleep 8 hours will recall more words than those who sleep 4 hours.' A non-directional (two-tailed) hypothesis simply predicts a difference without stating which condition will be better, e.g. 'There will be a difference in recall between participants who sleep 8 hours and those who sleep 4 hours.' Use directional only when previous research clearly points one way.
假设是对实验结果的精确、可检验的预测。方向性（单尾）假设说明了预期差异或关系的方向，如“睡8小时的参与者比睡4小时的回忆更多单词”。非方向性（双尾）假设仅预测存在差异，而不指定哪个条件更优，如“睡8小时与睡4小时的参与者在回忆上存在差异”。只有在先前研究明确指向某方向时才使用方向性假设。
3. Extraneous Variables & Confounding Variables | 额外变量与混淆变量
An extraneous variable is any variable other than the IV that could affect the DV, such as noise or participant mood. When an extraneous variable systematically changes along with the IV, it becomes a confounding variable, making it impossible to tell which factor truly caused the effect. Picture an extra person at a party (extraneous) who then starts copying your every move – that person is now confounding your actions. Researchers control extraneous variables through standardisation and randomisation to prevent them from becoming confounds.
额外变量是除自变量外任何可能影响因变量的变量，如噪音或参与者情绪。当某个额外变量随自变量系统性变化时，它就变成了混淆变量，使我们无法分辨究竟哪个因素真正导致了效应。想象聚会上多了一个人（额外），然后他开始模仿你的一举一动——这个人现在就混淆了你的行为。研究者通过标准化和随机化控制额外变量，以防其成为混淆变量。
4. Laboratory, Field & Natural Experiments | 实验室实验、现场实验与自然实验
extraneous variables constant. High control gives high internal validity, but the setting may feel unnatural. A field experiment is conducted in a real-world environment, such as a school or shop, where the IV is still manipulated but there is less control over extraneous variables. A natural experiment makes use of a naturally occurring IV (e.g. a flood or a change in law) – ber: Lab = lots of control; Field = familiar setting; Natural = naturally occurring event.
实验室实验在受控的人工环境中进行，研究者操控自变量并测量因变量，同时保持额外变量恒定。高控制带来高内部效度，但环境可能显得不自然。现场实验在真实世界环境中进行，如学校或商店，自变量仍被操控，但对额外变量的控制较少。自然实验利用自然发生的自变量（如洪水或法律变更）——研究者仅测量暴露与未暴露人群的因变量。记忆口诀：Lab = 控制多；Field = 环境熟悉；Natural = 自然发生。
5. Sampling Techniques: Random, Opportunity & Volunteer | 抽样方法：随机抽样、机会抽样与志愿者抽样
Random sampling means every member of the target population has an equal chance of being selected, often using a computer generator or drawing names from a hat. This reduces bias but is difficult to achieve. Opportunity sampling selects participants who are readily available and willing at the time, such as people walking past your classroom – quick but likely unrepresentative. Volunteer (self-selected) sampling involves participants responding to an advert or notice; these volunteers may be highly motivated but often share certain traits, reducing generalisability. Link the first letter: R for representative (ideal), O for ‘on hand’, V for ‘volunteers who see an advert’.
随机抽样指目标人群的每个成员都有均等机会被选中，通常使用电脑生成器或抽签。这减少了偏差但很难实现。机会抽样选择当时方便且愿意参加的人，如经过你教室的行人——快捷但可能不具代表性。志愿者（自我选择）抽样指参与者回应广告或通知；这些志愿者可能动机很强，但往往具有某些共同特征，降低了可推广性。联想首字母：R代表代表性（理想），O代表“在手边”，V代表“看到广告的志愿者”。
6. Memory: Encoding, Storage & Retrieval | 记忆：编码、储存与提取
Encoding is the process of transforming sensory input into a form that can be stored. Think of it as typing information into a computer. Storage is the retention of that encoded information over time, like saving the file to a hard drive. Retrieval is accessing the stored information when needed – opening the file again. Types of encoding include acoustic (based on sound), visual (based on images) and semantic (based on meaning); semantic tends to produce the strongest long-term memories.
编码是将感觉输入转化为可储存形式的过程，想象成把信息键入电脑。储存是长时间保留已编码信息，就像把文件保存到硬盘。提取是在需要时存取已储存信息——再次打开文件。编码类型包括听觉编码（基于声音）、视觉编码（基于图像）和语义编码（基于意义）；语义编码通常产生最牢固的长期记忆。
7. Multi-store Model: Sensory Register, STM & LTM | 多储存模型：感觉登记器、短时记忆与长时记忆
ses for less than a second; only paying attention shifts some into short-term memory (STM). STM has a limited capacity (7±2 items) and duration (about 18– -term memory (LTM). LTM is essentially unlimited in capacity and duration, coding information semantically. Think of the sensory register as a fleeting snapshot, STM as a quick post-it note, and LTM as a vast library.
Atkinson和Shiffrin提出记忆由三个独立仓库组成。感觉登记器在不到一秒内保持大量来自感官的信息；只有被注意到的部分进入短时记忆。短时记忆容量有限（7±2个项目），持续时间约18–30秒，主要采用听觉编码。维持性复述将信息保留在短时记忆中，而精细复述将信息转入长时记忆。长时记忆在容量和持续时间上几乎无限，采用语义编码。把感觉登记器想象成快照，短时记忆是便利贴，长时记忆是巨大的图书馆。
8. Forgetting: Interference & Context | 遗忘：干扰与情境
Interference theory suggests we forget because one memory disrupts another. Proactive interference happens when old learning blocks new information (Past Prevents Present); retroactive interference occurs when new learning washes out old memories (New Nukes Old). Context-dependent forgetting means recall is better when the external environment matches the learning environment – studying in the exam hall (if possible) can act as a cue. State-dependent forgetting refers to internal states, like mood or alertness: if you learn material while calm, you will recall it better when calm again.
干扰理论认为遗忘是因为一段记忆干扰了另一段。前摄干扰指旧的学习阻碍新信息（旧阻挡新）；倒摄干扰指新学习冲淡旧记忆（新摧毁旧）。情境依赖性遗忘指当外部环境与学习环境一致时回忆更好——在考场学习（如可行）可作为线索。状态依赖性遗忘涉及内部状态，如情绪或警觉程度：如果你在平静时学习材料，平静时回忆效果更好。
9. Social Influence: Conformity, Obedience & Social Loafing | 社会影响：从众、服从与社会惰化
Conformity is adjusting your behaviour or beliefs to match a group norm, often due to real or imagined pressure. Asch (1951) showed participants conforming to obviously wrong answers about line length. Obedience is following direct commands from an authority figure, as demonstrated by Milgram’s electric shock studies. Social loafing is the tendency for individuals to put in less effort when working in a group compared to when working alone – pulling less hard in a tug-of-war when others are pulling too.
从众是因真实或想象中的群体压力而调整行为或信念以符合群体规范。Asch（1951）展示了参与者在线条长度上随从明显错误的答案。服从是遵循权威人物的直接命令，如Milgram的电击实验所示。社会惰化是个体在群体中工作时比单独工作时投入更少努力的倾向——拔河时别人也在拉你便拉得轻些。
10. Research Quality: Reliability, Validity & Ethics | 研究质量：信度、效度与伦理
Reliability refers to the consistency of a measurement. If you take the same intelligence test twice, you should get roughly the same score (test-retest reliability). Validity asks whether a test genuinely measures what it claims to measure – does a ‘happiness questionnaire’ really capture happiness? Internal validity concerns whether the IV truly caused the change in the DV, while external validity relates to whether findings can be generalised to other settings and people. Ethical issues include informed consent, protection from harm, confidentiality, and the right to withdraw. Participants must not be misled unless essential, and even then, a full debrief is required.
信度指测量的稳定性。如果你两次做同一个智力测验，应该得到大致相同的分数（重测信度）。效度询问一个测试是否真正测量了它声称要测量的东西——“幸福问卷”真的能捕捉幸福吗？内部效度关注自变量是否确实引起了因变量的改变，外部效度则涉及研究结果能否推广到其他环境和人群。伦理问题包括知情同意、免受伤害、保密和退出权。参与者不应被欺骗，除非极为必要，并且事后必须进行充分的事后解释。
11. Visually Encoding Terms: Pegwords & Mnemonics | 视觉编码术语：挂钩词与助记术
To lock in vocabulary, create a pegword system: attach each new term to a vivid image. For ‘SEMANTIC encoding’, imagine a sea man tick with a thought bubble, linking meaning to a mental picture. For ‘PROACTIVE interference’, picture a PRO athlete actively blocking an opponent’s new moves. Acronyms help chain lists: use ‘SCI EARS’ for ethical guidelines – Slattery, Confidentiality, Informed consent, Explanation (debrief), Approval (right to withdraw), Respect, Stopping harm. The more bizarre the image, the stronger the memory trace.
要牢牢记住词汇，可以创建挂钩词系统：把每个新术语与生动的图像联系起来。对于“语义编码”，想象一个有思想泡泡的“海人”（semantic音似sea man tick），把意义与心理图像挂钩。对于“前摄干扰”（proactive），想象一个职业（pro）运动员主动（active）阻挡对手的新动作。首字母缩略词有助于串联列表：用“SCI EARS”记伦理准则——欺骗、保密、知情同意、解释（事后解说）、批准（退出权）、尊重、阻止伤害。图像越离奇，记忆痕迹越牢固。
12. Applying Terms to Exam Questions | 将术语应用于考题
When tackling a CCEA 6- or 9-mark question, explicitly define the key term in the opening sentence. For example, 'One strength of the study is its high internal validity, meaning we can be confident that the IV alone caused the change in the DV because extraneous variables were controlled.' Then explain why this is a strength, linking back to the context. If describing a study, use the correct terms: 'The researcher used an independent measures design and counterbalanced the conditions to reduce order effects.' Incorporating precise terms such as ‘counterbalancing’, ‘standardised procedures’ and ‘ecological validity’ signals to the examiner that you command psychological language.
在应对CCEA 6分或9分题目时，在开头句明确定义关键术语。例如：“该研究的一个优势是其高内部效度，这意味着我们可以确信只有自变量引起了因变量的变化，因为额外变量得到了控制。”然后解释为什么这是优势，并联系情境。如果描述一项研究，使用正确术语：“研究者采用了独立组设计并对条件进行平衡以减少顺序效应。”融入“平衡设计”、“标准化程序”和“生态效度”等精准术语，向考官传递你已掌握心理学语言的信息。
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