IGCSE AQA Psychology: Key Terminology Memorisation Guide | IGCSE AQA 心理学：词汇术语速记指南

📚 IGCSE AQA Psychology: Key Terminology Memorisation Guide | IGCSE AQA 心理学：词汇术语速记指南

Mastering key terminology is essential for success in IGCSE AQA Psychology. This guide breaks down crucial terms across all major topics, giving clear definitions, exam-ready examples and clever memory aids. Whether you are revising memory, perception, social influence or research methods, these explanations and mnemonics will help you recall the right words in exams.

掌握关键术语是 IGCSE AQA 心理学取得好成绩的关键。本指南按所有主要主题拆解重要术语，提供清晰定义、考试可用的例子和巧妙的记忆辅助。无论你在复习记忆、感知、社会影响还是研究方法，这些解释与助记法都能帮你在考场上准确回忆正确的词汇。

1. Research Methods: The Core Four Terms | 研究方法：四个核心术语

Independent Variable (IV) – the variable the researcher deliberately manipulates or changes, so that its effect on behaviour can be observed. Mnemonic: "I change the IV."

自变量（IV）——研究者有意操纵或改变的变量，用来观察它对行为产生的影响。记忆口诀："I（我）改变 IV。"

Dependent Variable (DV) – the variable that is measured; it literally "depends" on the IV. Mnemonic: "DV = the Data Value collected."

因变量（DV）——被测量的变量，它"依赖"于自变量。记忆口诀："DV = Data Value（收集到的数据值）。"

Operationalisation – stating exactly how a variable will be measured, e.g. "aggression = number of hits in ten minutes". A vague variable costs marks; an operationalised one earns them.

操作化定义（Operationalisation）——明确说明变量将如何被测量，例如"攻击性＝十分钟内击打的次数"。变量写得含糊会失分，写清操作化定义才能得分。

Extraneous variable – any unwanted variable that could affect the results if it is not controlled; a confounding variable is one that varies systematically with the IV, so we cannot tell which one caused the effect.

额外变量（Extraneous variable）——若未被控制就可能影响结果的多余变量；混淆变量（Confounding variable）则是与自变量同步变化的额外变量，导致我们无法判断究竟是谁造成了结果。

2. Hypotheses, Sampling and Bias | 假设、抽样与偏差

A hypothesis is a testable prediction. A directional (one-tailed) hypothesis predicts the direction of the result, while a non-directional (two-tailed) one simply predicts a difference. The null hypothesis predicts no difference, and it is what statistical tests actually check.

假设（hypothesis）是可检验的预测。方向性（单尾）假设预测结果的方向，非方向性（双尾）假设只预测存在差异。零假设（null hypothesis）预测不存在差异，而统计检验真正检验的正是它。

Common sampling methods: random (everyone in the target population has an equal chance), opportunity (whoever is available), volunteer (self-selecting), systematic (every nth person) and stratified (sample mirrors the population's subgroups). Opportunity samples are quick but unrepresentative.

常见抽样方法：随机抽样（总体中每人机会均等）、机会抽样（谁在场就选谁）、志愿者抽样（自我选择）、系统抽样（每第 n 个人）与分层抽样（样本结构与总体的子群体比例一致）。机会抽样快捷，但代表性差。

Reliability means consistency and repeatability; validity means measuring what you claim to measure. Ecological validity refers to how far findings apply to real-life settings. Mnemonic: "Reliable = Repeatable, Valid = Veraciously true to purpose."

信度（Reliability）指一致性与可重复性；效度（Validity）指是否测到了声称要测的东西。生态效度（Ecological validity）指研究结果在多大程度上适用于真实生活情境。记忆口诀："信度＝可重复，效度＝名副其实。"

Demand characteristics are clues in a study that make participants guess the aim and change their behaviour; social desirability bias is the tendency to give answers that make us look good. Both are controlled using standardised instructions, single-blind or double-blind procedures.

需求特征（Demand characteristics）是研究中让被试猜到研究目的并改变行为的线索；社会赞许性偏差（Social desirability bias）是倾向于给出让自己显得更好的答案。两者可借标准化指导语、单盲或双盲程序加以控制。

3. Ethics, Data and Simple Statistics | 伦理、数据与基础统计

The AQA ethics checklist is usually remembered as: informed consent, right to withdraw, confidentiality, protection from harm, debrief, and no deception unless it is justified and later revealed.

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AQA 的伦理清单通常这样记：知情同意、随时退出权、保密、保护被试免受伤害、事后说明（debrief），以及不得欺骗（除非有正当理由并在事后揭示）。

Data can be quantitative (numbers) or qualitative (words), and primary (collected by the researcher) or secondary (already existing). Quantitative data is easy to compare and analyse but loses detail; qualitative data is rich but harder to summarise.

数据可分为定量数据（数字）与定性数据（文字），也可分为一手数据（研究者自己收集）与二手数据（已存在的资料）。定量数据便于比较和分析，但丢失细节；定性数据丰富，却更难归纳。

Measures of central tendency: mean (add all scores, divide by how many), median (middle value when ordered) and mode (most frequent value). Mnemonic: "Mean = add and divide; Median = Middle; Mode = Most often." The range is the highest score minus the lowest.

集中量数：平均数（mean）（全部相加再除以个数）、中位数（median）（排序后居中的值）、众数（mode）（出现最多的值）。口诀："Mean 相加再除；Median 取中间；Mode 出现最多。"全距（range）是最高分减最低分。

Graphs matter too: bar charts for categories, histograms for continuous data, scatter diagrams for correlations. On a scatter graph, an upward slope shows a positive correlation (both variables rise together), a downward slope a negative one.

图表同样重要：分类数据用条形图，连续数据用直方图，相关关系用散点图。散点图向上倾斜表示正相关（两个变量同向上升），向下倾斜表示负相关。

4. Memory: The Multistore Model | 记忆：多存储模型

The three processes of memory are encoding, storage and retrieval – mnemonic "ESR". Encoding is turning information into a form the brain can hold; storage is keeping it; retrieval is getting it back out.

记忆的三个过程是编码（encoding）、存储（storage）与提取（retrieval）——口诀"ESR"。编码是把信息转成大脑可保存的形式，存储是保留信息，提取是把信息取出来。

The multistore model (Atkinson and Shiffrin, 1968) describes three stores: sensory memory, short-term memory (STM) and long-term memory (LTM). Information flows in only if we pay attention, and into LTM only through rehearsal.

多存储模型（multistore model）（Atkinson 与 Shiffrin，1968）描述三个存储：感觉记忆、短时记忆（STM）与长时记忆（LTM）。只有注意到信息才可能进入下一阶段，也只有经过复述才可能进入长时记忆。

Chunking groups separate items into one meaningful unit, effectively expanding STM capacity – that is why "0 7 7 0 0 9 1 1 8" is easier as "07700 911 8". Maintenance rehearsal repeats information to keep it alive; elaborative rehearsal links it to meaning, which is far better for long-term recall.

组块（chunking）把零散项目合并成一个有意义的单位，从而扩大短时记忆容量——这就是为什么"0 7 7 0 0 9 1 1 8"记成"07700 911 8"更容易。保持性复述靠重复维持信息；精细复述把信息与意义联系起来，对长期回忆有效得多。

5. Forgetting and Reconstructive Memory | 遗忘与重构记忆

Trace decay suggests memory fades with time and lack of use; interference suggests other memories disrupt it. Proactive interference is when old learning blocks new; retroactive interference is when new learning blocks old. Mnemonic: "PRO = Previous Ruins the New."

痕迹消退（trace decay）认为记忆随时间与不使用而变淡；干扰（interference）则认为其他记忆造成了破坏。前摄干扰是旧学习妨碍新学习；倒摄干扰是新学习妨碍旧记忆。口诀："PRO＝先前（Previous）破坏新内容。"

Retrieval failure happens when the memory exists but the right cue is missing. It appears as context-dependent forgetting (different place) or state-dependent forgetting (different mood or physiological state). This supports the idea that forgetting is about access, not loss.

提取失败（retrieval failure）指记忆仍在，但缺少正确的提取线索，表现为情境依存遗忘（换了地点）或状态依存遗忘（情绪或生理状态不同）。这支持"遗忘是取不出，而非不存在"的观点。

The primacy-recency effect explains why, in free recall, the first items (primacy – rehearsed into LTM) and last items (recency – still in STM) are remembered best, while middle items are forgotten. This is a key strength of the multistore model.

首因-近因效应解释了自由回忆中为何开头项（首因，已复述进入长时记忆）和末尾项（近因，仍在短时记忆）记得最好，而中间项最容易被遗忘。这是多存储模型的重要证据支持。