📚 Year 12 WJEC Psychology: Memorising Key Terms – A Quick Guide | Year 12 WJEC 心理学：词汇术语速记指南
WJEC Year 12 Psychology demands not only that you understand key concepts but also that you can use precise terminology to express them. This guide will walk you through the essential vocabulary across approaches and research methods, while offering effective memorisation techniques to make those terms stick. By weaving accurate terms into your writing, you demonstrate higher-order thinking and meet the mark scheme requirements for detailed knowledge. Let's explore how you can quickly master the core vocabulary of WJEC AS Psychology.
WJEC 心理学 Year 12 不仅要求你理解核心概念，更要求你能用精确的术语去表达它们。本指南将带你遍历各个流派和研究方法中的必备词汇，同时介绍有效的记忆技巧，帮助你把术语记得更牢。当你能在作答中自如地融入准确的术语时，就展示出了高阶思维，也满足了评分标准对细致知识的要求。让我们一起探索如何快速掌握 WJEC AS 心理学的核心词汇。
1. Why Key Terms Matter in WJEC Psychology | 为什么术语在 WJEC 心理学中重要
Examiners look for scientific rigour in your answers. Using terms like 'operationalisation' or 'normative social influence' instead of vague phrases signals that you have internalised the discipline's language. Each approach has its own specialist vocabulary, and accurate use of that vocabulary earns marks for knowledge and understanding. Moreover, precise terms prevent ambiguity and show that you can distinguish between similar concepts, such as compliance and internalisation.
考官在你的答案中寻找科学的严谨性。使用 "操作性定义" 或 "规范社会影响" 之类的术语，而不是含糊的描述，表明你已经内化了这门学科的语言。每个流派都有自己专用的词汇，准确使用这些词汇能为你赢得知识与理解的分数。此外，精确的术语能避免歧义，并展示你能区分相似的概念，比如顺从与内化。
In WJEC examinations, a well-placed term can lift a response from generic to specific. For instance, stating 'the study used a matched pairs design to control for participant variables' instantly communicates methodological awareness. Every topic in Year 12 – be it cognitive, social, biological or research methods – is built upon a glossary of about sixty to eighty high-frequency terms. Your goal is to move these from passive recognition to active, fluent use.
在 WJEC 考试中，一个贴切的术语能使答案从泛泛而谈变得具体鲜明。例如，说明 "该研究采用配对设计以控制参与者变量" 立刻传达出方法论的意识。Year 12 的每一个主题——无论是认知、社会、生物还是研究方法——都建立在约六十到八十个高频术语的词汇表之上。你的目标就是把这些术语从被动认识转变为主动、流畅的使用。
2. Categorising Terms by Psychological Approaches | 按心理学流派分类术语
Grouping terms under the four WJEC approaches helps your brain organise them into meaningful chunks. Below is a snapshot of how the vocabulary divides up. You can add to this table as you progress through the course.
把术语归类到 WJEC 的四大流派下，能帮助大脑将它们组织成有意义的组块。下面是一份词汇划分的快照。随着课程推进，你可以不断补充这个表格。
| Approach | Core Example Terms |
|---|---|
| Cognitive | multi-store model, working memory model, central executive, phonological loop, episodic buffer, encoding, capacity, duration, sensory register, long-term memory, retrieval, interference, reconstructive memory, schema |
| Social | conformity, compliance, identification, internalisation, normative social influence, informational social influence, obedience, agentic state, autonomous state, legitimacy of authority, dispositional explanation, situational factors, majority influence, confederate |
| Biological | central nervous system (CNS), peripheral nervous system, somatic nervous system, autonomic nervous system, sympathetic branch, parasympathetic branch, neuron, synapse, neurotransmitter, localisation of function, Broca's area, Wernicke's area, plasticity, functional recovery, lateralisation, hemispheric specialisation |
| Research Methods | independent variable (IV), dependent variable (DV), extraneous variable, confounding variable, operationalisation, random allocation, counterbalancing, standardised instructions, demand characteristics, social desirability bias, laboratory experiment, field experiment, natural experiment, quasi-experiment, directional hypothesis, non-directional hypothesis, null hypothesis, correlation coefficient, informed consent |
By linking each term to its home approach, you create a mental filing cabinet. Every time you encounter a study, ask yourself: "Which approach does this belong to, and which terms does it exemplify?" This habit makes revision much more efficient.
通过将每个术语与它所属的流派联系起来，你就在脑中建立了一个分类档案柜。每当你遇到一个研究时，不妨自问："它属于哪个流派？体现了哪些术语？" 这个习惯会让复习变得高效得多。
3. Key Terms for the Cognitive Approach – Memory Models | 认知取向关键术语 – 记忆模型
m memory (STM) and long-term memory (LTM). You need to define key features: capacity (e.g., STM 7±2 items), duration (STM up to 30 seconds without rehearsal) and encoding (STM mainly acoustic, LTM mainly semantic). The working memory model (Baddeley & Hitch) adds the central executive, phonological loop, visuospatial sketchpad and episodic buffer. 'Central executive' is the supervisory component that directs attention; 'phonological loop' deals with auditory information and has two subcomponents – the phonological store and the articulatory control process. 'Episodic buffer' integrates information from different stores and links to LTM.
认知心理学充满了专业词汇。多贮存模型（Atkinson & Shiffrin）引入了感觉寄存器、短时记忆（STM）和长时记忆（LTM）。你需要定义关键特征：容量（例如，STM 7±2 个项目）、持续时间（STM 无复述下最长 30 秒）和编码（STM 以听觉为主，LTM 以语义为主）。工作记忆模型（Baddeley & Hitch）增加了中央执行器、语音环路、视空间模板和情节缓冲区。"中央执行器" 是分配注意力的监控成分；"语音环路" 处理听觉信息，包含两个子成分——语音存储和发音控制过程；"情节缓冲区" 整合来自不同存储的信息并与 LTM 相连。
Other cognitive terms that frequently appear include 'schema' (a mental framework that helps organise and interpret information), 'reconstructive memory' (Bartlett's idea that memories are not exact copies but are influenced by expectations) and 'interference' (proactive and retroactive). For each study, such as Loftus and Palmer's research on eyewitness testimony, you must be ready to name the specific cognitive process being investigated.
其他常见的认知术语还包括 "图式"（帮助组织和解释信息的心理框架）、"重构记忆"（Bartlett 的观点，认为记忆不是精确的复制品，而是受到预期的影响）和 "干扰"（前摄抑制与倒摄抑制）。对于每一个研究，如 Loftus 和 Palmer 的目击证词研究，你都要准备好说出所考察的具体认知过程。
4. Social Psychology Terminology – Conformity and Obedience | 社会心理学术语 – 从众与服从
The social approach is rich with terms that describe why people change their behaviour in groups. 'Conformity' is a change in behaviour or belief as a result of real or imagined group pressure. Kelman proposed three types: 'compliance' (publicly agreeing but privately disagreeing), 'identification' (temporary adoption of a group's behaviour to fit a valued role) and 'internalisation' (genuine acceptance of group norms, both publicly and privately). Two explanations for conformity are 'normative social influence' (desire to be liked) and 'informational social influence' (desire to be right).
社会取向包含了丰富的术语，用来描述人们在群体中为何改变行为。"从众" 是因真实或想象到的群体压力而导致的行为或信念的改变。Kelman 提出了三种类型："顺从"（公开同意但私下反对）、"认同"（暂时采纳群体行为以适应有价值的角色）和 "内化"（真正接受群体规范，公开与私下均认可）。对从众行为的两种解释是 "规范社会影响"（渴望被喜欢）和 "信息社会影响"（渴望正确）。
'Obedience' refers to following a direct order from an authority figure. Milgram's work introduces 'agentic state' – a mental state in which an individual feels they are an agent of authority and therefore not personally responsible for actions. 'Legitimacy of authority' is the perception that the person giving orders has the right to do so, often indicated by setting or uniform. 'Dispositional explanation' for obedience, such as the Authoritarian Personality, highlights stable personality traits. Also keep in mind 'confederate' – an actor who is part of the experiment but pretends to be a participant – which appears in nearly every social influence study.
"服从" 指遵从权威人物的直接命令。Milgram 的研究引入了 "代理状态"——一种个体感到自己是权威的代理人，因此对行为不负个人责任的心理状态。"权威合理性" 是指发号施令者有权这样做的认知，通常由环境或制服暗示。服从的 "性格解释"，例如权威主义人格，强调稳定的性格特征。还要记住 "同谋"（实验中的演员，假装成参与者），几乎出现在每一个社会影响研究中。
5. Biological Approach – Brain and Behaviour Glossary | 生物取向术语 – 大脑与行为词汇表
The biological approach demands precise naming of nervous system divisions. The 'central nervous system' (CNS) consists of the brain and spinal cord. The 'peripheral nervous system' (PNS) is split into the 'somatic nervous system' (voluntary movement) and 'autonomic nervous system' (involuntary functions). The autonomic system further divides into the 'sympathetic branch' (fight or flight) and 'parasympathetic branch' (rest and digest). At a neuronal level, you will encounter 'neuron', 'synapse', 'neurotransmitter' (e.g., serotonin, dopamine) and 'synaptic transmission'.
生物取向要求你精确说出神经系统的各个分支。"中枢神经系统"（CNS）由脑和脊髓组成。"周围神经系统"（PNS）分为 "躯体神经系统"（控制随意运动）和 "自主神经系统"（控制不随意功能）。自主神经系统又进一步分为 "交感分支"（战斗或逃跑）和 "副交感分支"（休息与消化）。在神经元层面，你会遇到 "神经元"、"突触"、"神经递质"（如 5-羟色胺、多巴胺）和 "突触传递"。
Brain localisation terms are vital: 'localisation of function' refers to specific brain areas being responsible for specific behaviours. 'Broca's area' (left frontal lobe, speech production) and 'Wernicke's area' (left temporal lobe, speech comprehension) are classics. 'Plasticity' describes the brain's ability to change and adapt, while 'functional recovery' is the process by which undamaged areas take over lost functions after injury. WJEC expects you to link these terms to evidence, such as Maguire et al.'s taxi driver study for plasticity.
大脑功能定位术语至关重要："功能定位" 指特定的脑区负责特定的行为。"布洛卡区"（左额叶，言语生成）和 "韦尼克区"（左颞叶，言语理解）是经典例子。"可塑性" 描述了大脑改变和适应的能力，而 "功能恢复" 是损伤后未受损区域接管丧失功能的过程。WJEC 期望你将术语与证据联系起来，比如 Maguire 等人的出租车司机研究用于说明可塑性。
6. Research Methods Vocabulary – Experiments and Designs | 研究方法词汇 – 实验与设计
Research methods terminology is the backbone of every answer. Start with the basics: 'independent variable' (IV) is what the researcher manipulates, 'dependent variable' (DV) is what is measured. 'Extraneous variables' (EVs) are any variables other than the IV that might affect the DV, and when they systematically vary with the IV they become 'confounding variables'. 'Operationalisation' means defining variables in a way that they can be measured – for example, spelling 'aggression' as "number of times a child hits a doll".
研究方法的术语是每个答案的骨架。从基础开始："自变量"（IV）是研究者操纵的因素，"因变量"（DV）是被测量的结果。"额外变量"（EV）是除了 IV 之外任何可能影响 DV 的变量，当它们与 IV 发生系统性共变时，就成为 "混淆变量"。"操作性定义" 是指以可测量的方式定义变量——例如，将 "攻击性" 操作化为 "孩子击打玩偶的次数"。
Experimental designs include 'repeated measures' (same participants in all conditions), 'independent groups' (different participants in each condition) and 'matched pairs' (participants matched on key traits). Control techniques such as 'random allocation' and 'counterbalancing' help control for order effects and participant variables. You will also need to distinguish between 'laboratory experiment' (high control, artificial setting), 'field experiment' (natural setting, IV manipulated), 'natural experiment' (IV naturally occurring) and 'quasi-experiment' (IV based on existing participant characteristics, e.g., gender). 'Demand characteristics' are cues that allow participants to guess the purpose of the study, potentially altering their behaviour.
实验设计包括 "重复测量设计"（所有条件下的同一批参与者）、"独立分组设计"（不同条件下的不同参与者）和 "配对设计"（参与者在关键特质上配对）。控制技术如 "随机分配" 和 "平衡法" 有助于控制顺序效应和参与者变量。你还需要区分 "实验室实验"（高控制、人工情境）、"现场实验"（自然情境、操纵 IV）、"自然实验"（IV 自然发生）和 "准实验"（IV 基于参与者自身特征，如性别）。"需求特征" 是指让参与者猜到研究目的从而可能改变行为的线索。
7. Mnemonic Techniques for Psychology Terms | 心理学术语记忆术
Because psychology terminology can feel abstract, mnemonics are powerful allies. For the working memory model, try the phrase "Please Share Very Enthusiastic Praise" to recall the four components: Phonological loop, Sketchpad (visuospatial), Visual (not needed, adapt – better to use CE, PL, VSS, EB). A more accurate acronym is "C P V E" – Central executive, Phonological loop, Visuospatial sketchpad, Episodic buffer – which sounds like 'Copy Eve' or 'Copey Ve'.
由于心理学术语可能很抽象，记忆术是强大的帮手。对于工作记忆模型，尝试把首字母拼成 c-p-v-e，并想象 "copy a ve(hicle)" 这样的图像。只要你赋予它一个生动的心理画面，它就容易记住了。
For social influence, remember the three types of conformity with the word 'CII' (Compliance, Identification, Internalisation) – think of a teenager saying "C II, I want to fit in!". To recall the two explanations for conformity, link 'Normative' to 'Need-to-be-liked' and 'Informational' to 'Need-to-be-right'. The method of loci can also be applied: imagine walking through your house and placing each term from the biological approach onto a piece of furniture. Active, visual and bizarre images stick best.
对于社会影响，用 C I I 记住从众的三种类型：顺从 (Compliance)、认同 (Identification)、内化 (Internalisation)——想象一个少年说 "C I I，我想融入！"。要回忆从众的两种解释，可以把 "规范的" 联系到 "需要被喜爱"，把 "信息的" 联系到 "需要正确"。你也可以运用位置记忆法：想象在家里每个房间摆放一个生物取向的术语。主动、视觉化且离奇的图像记忆效果最好。
8. Using Flashcards and Active Recall | 使用闪卡与主动回忆
Flashcards transform recognition into recall. On one side, write the term; on the other, a concise definition and an applied example from a core study. For instance, 'central executive: the component of working memory that allocates attention and coordinates slave systems (Baddeley, 1996).' Every time you test yourself, say the definition out loud before flipping. Active recall strengthens the neural pathway far more than rereading notes. Digital apps like Anki or physical index cards both work, provided you use spaced repetition.
闪卡能将认识转化为回忆。一面写上术语，另一面写上精炼的定义和一个来自经典研究的应用例子。例如，"中央执行器：工作记忆中分配注意力和协调从属系统的成分（Baddeley, 1996）。" 每次自测时，在翻开卡片之前先大声说出定义。主动回忆比反复阅读笔记更能强化神经通路。无论是 Anki 这样的数字应用还是实体卡片都管用，关键在于你要使用间隔重复法。
Create a 'confusing pairs' deck: one card with 'normative social influence' and another with 'informational social influence', requiring you to state not only the definition but also the key difference. Revisit these decks in short, frequent sessions – even five minutes a day makes a measurable difference. During revision, shuffle cards across approaches so that you practise retrieving terms from mixed contexts, which mirrors the unpredictable order of exam questions.
制作一个 "易混淆对" 卡片组：一张写 "规范社会影响"，另一张写 "信息社会影响"，要求你不仅说出定义，还要说出关键区别。在短时间内但高频率地复习这些卡片——哪怕每天五分钟也能产生显著效果。在复习中，把不同流派的卡片混在一起，这样你就能练习从混合语境中提取术语，这完美模拟了考卷上问题出现的无序性。
9. Common Confusing Terms – Discriminating Similar Concepts | 常见易混淆术语辨析
WJEC questions often test your ability to distinguish between shades of meaning. The table below highlights pairs that students regularly muddle. Study the differences actively, and create your own sentences using each term correctly.
WJEC 考题常常考查你辨别细微语义差别的能力。下表列出了一些学生经常混淆的对子。积极研究其中的差异，并自己造句，确保每个术语都用得正确。
| Term A | Term B | Key Distinction |
|---|---|---|
| Normative social influence | Informational social influence | Normative = desire to be accepted; Informational = desire to be correct |
| Compliance | Internalisation | Compliance = public change only; Internalisation = private and public change |
| Central executive | Episodic buffer | Central executive controls attention; Episodic buffer integrates information from different sources |
| Laboratory experiment | Field experiment | Lab: artificial environment, high internal validity; Field: natural environment, higher ecological validity but less control |
| Directional hypothesis | Non-directional hypothesis | Directional predicts the direction of effect (higher/lower); Non-directional just states there will be a difference |
| Confounding variable | Extraneous variable | Confounding variable systematically varies with IV; Extraneous variables are unwanted but may be controlled |
Practice writing short paragraphs that incorporate both terms from a row to crystallise the distinction. For example, "Participants showed compliance rather than internalisation because their public behaviour reverted once the group pressure was removed." This kind of deliberate practice builds exam-ready precision.
练习写出包含同一行中两个术语的短段落，以固化区别。例如，"参与者表现出的是顺从而非内化，因为一旦群体压力解除，他们的公开行为就恢复了。" 这种刻意练习能培养出适合考场的精准表达能力。
10. Applying Terms in Exam Questions | 在试题中应用术语
Simply knowing the meaning of a term is not enough; you must embed it naturally in your paragraphs. When answering a six-mark "Describe" question, aim to use at least three or four target terms. For example, in a question on the working memory model, write: "The central executive allocates data to the phonological loop, which holds auditory information temporarily." This signals to the examiner that you are not just describing but using psychological language.
仅仅知道术语的意思还不够，你必须把它们自然嵌入段落中。在回答一道 6 分的 "描述" 题时，争取使用至少三到四个目标术语。例如，在有关工作记忆模型的问题中，写下："中央执行器将数据分配给语音环路，后者暂时保存听觉信息。" 这就向考官表明你不只是在描述，而是在运用心理学的语言。
For "Evaluate" or "Discuss" questions, use terminology to sharpen your critical points. Instead of saying "the study was not like real life," say "the study lacked ecological validity due to the artificial task." Instead of "the participants guessed the aim," write "the presence of demand characteristics may have confounded the results." Linking terminology to evaluation is a proven way to access the higher mark bands. Before your exam, compile a list of 'evaluative terms' – words like 'validity', 'reliability', 'generalisability', 'ethics', 'reductionism' and 'determinism' – and ensure you can define and apply each one.
在 "评估" 或 "讨论" 类的问题中，用术语来强化你的批判性论点。不要说 "这个研究不像真实生活"，而要说 "由于人工任务，该研究缺乏生态效度"。不要说 "参与者猜到了目的"，而应写为 "需求特征的存在可能混淆了结果"。将术语与评价联系起来是冲上高分段的行之有效的方法。考试前，整理一份 "评价性术语" 清单——像 "效度"、"信度"、"可推广性"、"伦理"、"还原论" 和 "决定论" 这样的词——并确保你能定义和运用每一个。
11. Review Checklist of Must-Know WJEC Year 12 Terms | 必知 WJEC Year 12 术语检查清单
Use this checklist as a self-assessment tool. Tick each term only when you can define it accurately and use it in a sentence without hesitation. The list covers high-frequency terms across all four approaches. Review it weekly, focusing on any weak spots.
把这份清单当作自我评估的工具。只有当你能够精确地定义每个术语并毫不犹豫地用它造句时，才打上勾。这份清单涵盖了四大流派的全部高频术语。每周回顾一次，把重点放在薄弱环节上。
- Central executive / 中央执行器
- Phonological loop / 语音环路
- Visuospatial sketchpad / 视空间模板
- Episodic buffer / 情节缓冲区
- Sensory register / 感觉寄存器
- Encoding, capacity, duration / 编码、容量、持续时间
- Schema / 图式
- Normative social influence / 规范社会影响
- Informational social influence / 信息社会影响
- Compliance, identification, internalisation / 顺从、认同、内化
- Agentic state / 代理状态
- Legitimacy of authority / 权威合理性
- Confederate / 同谋
- Autonomic nervous system (sympathetic & parasympathetic) / 自主神经系统（交感与副交感）
- Synapse / 突触
- Neurotransmitter / 神经递质
- Localisation of function / 功能定位
- Plasticity / 可塑性
- Independent variable, dependent variable / 自变量、因变量
- Operationalisation / 操作性定义
- Random allocation / 随机分配
- Counterbalancing / 平衡法
- Demand characteristics / 需求特征
- Ecological validity / 生态效度
- Directional vs. non-directional hypothesis / 方向性假设与非方向性假设
- Confounding variable / 混淆变量
Go beyond the checklist: pair each term with a specific study. For example, 'normative social influence' is strongly illustrated by Asch's line judgement study, while 'plasticity' is supported by Maguire et al. (2000). Building these connections makes it far easier to write
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