📚 Year 13 CIE Psychology: A Rapid Vocabulary Memorisation Guide | CIE A2心理学词汇术语速记指南
Mastering terminology is the key to scoring high marks in CIE A-Level Psychology essays and short-answer questions. This guide provides bite-sized bilingual definitions paired with mnemonic tricks, helping you quickly recall even the most challenging terms across biological, cognitive, social, and applied psychology.
掌握术语是CIE A-Level心理学论文和简答题中取得高分的关键。本指南提供精简的双语定义，并配以记忆技巧，帮助你快速回忆生物、认知、社会及应用心理学中最棘手的术语。
1. Biopsychology & Neurotransmission | 生物心理学与神经传递
Neurotransmitter: A chemical messenger that crosses the synaptic gap between neurons. Think of a 'transmitter' like a radio signal – it sends information across a tiny gap.
神经递质：穿过神经元之间突触间隙的化学信使。把它想象成"递质"——就像快递员在突触间隙传递包裹。
Reuptake: The process by which excess neurotransmitters are reabsorbed by the presynaptic neuron. Visualise a vacuum cleaner with a 're-uptake' hose sucking back spilt liquid.
再摄取：多余的神经递质被突触前神经元重新吸收的过程。想象一台吸尘器打开"再吸取"功能，把溢出的液体吸回去。
Agonist: A drug that mimics a neurotransmitter to activate receptors. Mnemonic: 'Agony mist' – an agonist adds to the chemical mist to produce an effect.
激动剂：一种模仿神经递质以激活受体的药物。记忆法："激"动剂——它主动增加化学信使的效力，像喷出的雾气一样。
fMRI (functional Magnetic Resonance Imaging): A brain-imaging technique that detects changes in blood flow to measure neural activity. The 'f' stands for function – it shows which brain areas are working during tasks.
功能性磁共振成像 (fMRI)：通过检测血流变化来测量大脑活动的成像技术。'f'代表功能——它能显示做任务时哪些脑区正在工作。
Amygdala: An almond-shaped structure in the limbic system crucial for fear processing and emotional memories. Picture an 'almond' (amygdala) quivering with fear.
杏仁核：边缘系统中杏仁状的结构，对处理恐惧和形成情绪记忆至关重要。把"杏仁"想象成正在瑟瑟发抖的样子。
Localisation of function: The theory that specific brain areas are responsible for particular behaviours or mental processes. Remember 'local' – each function has a local address in the brain.
功能定位：特定脑区负责特定行为或心理过程的理论。记住"定位"——每种心理功能在大脑中都有一个具体的本地地址。
2. Cognitive Psychology & Memory | 认知心理学与记忆
Schema: A mental framework that organises and interprets incoming information. Think of a 'scheme' – you have a mental script for how a restaurant visit should go.
图式：组织和解释信息的心理框架。就像大脑中的"剧本"——你知道去餐厅吃饭大致会发生什么。
Reconstructive memory: The theory that memory is not a flawless recording but is actively rebuilt from schemas and post-event information. 'Re-construct' – you rebuild a Lego model from scattered pieces.
重构记忆：记忆并非完美录像，而是通过图式和事后信息主动重建的理论。"重构"——就像凭印象重新拼搭乐高模型。
Leading question: A question phrased to suggest a certain answer. A 'leading' person guides you somewhere; a leading question guides your response.
诱导性问题：暗示特定答案的问法。诱导性问题会"引导"你给出提问者想要的回答。
Cognitive interview: A police interviewing technique using strategies like context reinstatement and varied retrieval to enhance eyewitness recall. 'Cognition' + 'interview' – using mind tools to interview.
认知访谈：警方使用的访谈技巧，通过恢复情境和变化检索路径来提高目击者记忆。"认知"+"访谈"——用心理策略进行问询。
Working memory model: Baddeley & Hitch's multi-component model replacing the unitary short-term store. Key parts: central executive (supervisor), phonological loop (speech sounds), visuospatial sketchpad (visual images). Imagine a bossy elf speaking into a sound loop while sketching pictures.
工作记忆模型：Baddeley和Hitch提出的多成分模型，取代单一短时记忆。主要部分：中央执行器（主管）、语音环路（言语声音）、视空间画板（视觉图像）。想象一个颐指气使的小精灵在循环播放声音并到处涂鸦。
3. Social Influence & Group Processes | 社会影响与群体过程
Conformity: Yielding to real or imagined group pressure. Asch's line-judgement studies illustrate this. 'Conform' – all shapes conform to one pattern, much like everyone agreeing on a line length.
从众：屈从于真实或想象的群体压力。Asch的线条判断实验就是例证。"从众"——大家都跟从同一种判断。
Obedience: Following direct commands from an authority figure. Milgram's shock experiments show its power. 'Obey' – starts with 'O', like an Officer's order you must follow.
服从：遵循权威人物直接命令的行为。Milgram的电击实验展示了服从的力量。记住"服从"——听到长官的命令你就照做。
Social identity theory: Tajfel's theory that part of our self-concept derives from group memberships, leading to in-group favouritism. 'Identity' comes from a group badge you wear.
社会认同理论：Tajfel的理论，自我概念部分来自群体成员身份，并导致内群体偏爱。"认同"——你佩戴着群体的徽章，从中获得身份感。
Deindividuation: Loss of self-awareness in crowds, often resulting in disinhibited behaviour. 'De-individual' – you lose your individual identity, like wearing a mask in a mob.
去个体化：在人群中失去自我意识，常导致行为失控。"去个体化"——你不再是一个独立的个体，就像戴上面具的暴民。
Bystander effect: The phenomenon where the presence of more bystanders reduces the likelihood of anyone helping a victim. Diffusion of responsibility spreads the duty thin. 'Bystander' – you stand by, expecting others to act.
旁观者效应：在场旁观者越多，任何人伸出援手的可能性反而越小的现象。责任扩散分散了义务。记住"旁观者"——站在一旁袖手旁观。
4. Learning & Conditioning | 学习与条件作用
Classical conditioning: Learning through association, as with Pavlov's dogs linking a bell to food. 'Classic' – the old-fashioned bell-and-salivation story.
经典条件作用：通过联结进行学习，正如巴甫洛夫的狗将铃声与食物关联起来。"经典"——耳熟能详的铃声流口水故事。
Operant conditioning: Learning through consequences; behaviour is shaped by reinforcement and punishment. 'Operate' – you operate on the environment, and outcomes shape your actions.
操作条件作用：通过后果进行学习；行为由强化和惩罚塑造。"操作"——你对环境进行操作，结果就会塑造行为。
Positive reinforcement: pleasant stimulus to increase a behaviour. Like giving a sticker for homework completion. 'Positive' = add, think of
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