📚 GCSE AQA Psychology: Glossary & Terminology Quick Memorisation Guide | GCSE AQA 心理学：词汇术语速记指南
Memorising the precise terminology for GCSE AQA Psychology can feel overwhelming, but it is the foundation of success in every exam question. This guide pairs every key term with a memorable explanation and a strategy to lock it into your long‑term memory.
记忆 GCSE AQA 心理学的精确术语可能会让人感到不知所措，但它是每道考题成功的基础。本指南将每个关键术语与易于记忆的解释以及将其锁定在长期记忆中的策略相结合。
1. Why Terminology Is Your Secret Weapon | 为什么术语是你的秘密武器
AQA mark schemes reward the correct use of specialist vocabulary. A one‑mark question often hinges on writing a single term such as 'encoding' rather than a vague description. Command words like 'identify', 'state', and 'outline' directly test your ability to retrieve the right label.
AQA 评分方案奖励准确使用专业词汇。一道一分的题目往往取决于写出 '编码' 这样的单一术语，而非模糊描述。'识别'、'陈述'、'概述' 等指令词直接考查你提取正确标签的能力。
Psychology terms are not just words — they carry precise definitions that distinguish one theory from another. Using them confidently transforms an average answer into a top‑band response.
心理学词语不仅仅是词汇——它们承载着区分理论与理论的精确定义。自信地使用它们可以将普通答案转变为顶级答案。
2. Memory: The Building Blocks | 记忆：基本构成
Encoding – changing sensory input into a form the memory system can store. Think of it as scanning a photo into your computer: if you scan poorly, the file is blurry. The term 'encoding' appears across all memory topics.
编码 – 将感觉输入转化为记忆系统可以储存的形式。想象将照片扫描进电脑：如果扫描差，文件就模糊。'编码' 这个术语出现在所有记忆主题中。
Storage – holding information in the memory over time. The duration varies: short‑term memory holds about 18–30 seconds without rehearsal. To remember storage, link it to 'store'; think of a supermarket shelf holding tins.
储存 – 长时间在记忆中保存信息。时长各异：短时记忆在无复述时约保持 18–30 秒。要记住储存，联系'商店'；想象超市货架存放着罐头。
Retrieval – getting information out of storage when needed. Retrieval failure is a major cause of forgetting. Mnemonic: 're‑trie-val' sounds like 're‑tree‑val'; picture pulling a memory from a tree.
提取 – 在需要时把信息从储存中取出。提取失败是遗忘的主要原因。记忆法：'retrieval' 听起来像 're‑tree‑val'；想象从树上提取一个记忆。
Episodic memory – personal experiences with time and place details (e.g., your first day at school). Semantic memory – facts and knowledge about the world (e.g., Paris is the capital of France). Procedural memory – memory for skills and actions (e.g., riding a bike). Use the acronym ESP: Episodic (stories), Semantic (school facts), Procedural (physical).
情景记忆 – 具有时间和地点细节的个人经历（例如，第一天上学）。语义记忆 – 关于世界的事实和知识（例如，巴黎是法国首都）。程序性记忆 – 对技能和动作的记忆（例如，骑自行车）。使用首字母缩写 ESP：Episodic（故事），Semantic（学校知识），Procedural（身体动作）。
3. Perception: Making Sense of Sensation | 感知：理解感觉
Sensation – ation (your senses receive signals at the station); Perception = Process + interpretation.
感觉 – 感受器接收的原始数据。感知解释这些数据。简单技巧：Sensation（感觉） = See + station（你的感官在车站接收信号）；Perception（感知） = Process + interpretation。
Visual illusion – a mismatch between physical reality and what you perceive. The Ponzo illusion and Muller‑Lyer illusion are crucial examples. To recall the Muller‑Lyer illusion, think of 'arrowheads' – lines ending in arrows pointing inward or outward appear longer or shorter.
视错觉 – 物理现实与你所感知之间的不匹配。庞佐错觉和缪勒‑莱尔错觉是重要例子。要记起缪勒‑莱尔错觉，想想 '箭头'——末端向内或向外的箭头会显得更长或更短。
Monocular depth cues – ed only one eye, such as relative size, texture gradient, and linear perspective. Remember 'Mono = one'. Binocular depth cues – cues needing both eyes: retinal disparity and convergence. Remember 'Bi = two'.
单眼深度线索 – 只需一只眼睛的线索，如相对大小、纹理梯度和线条透视。记住 'Mono = 一'。双眼深度线索 – 需要双眼的线索：视网膜像差和辐合。记住 'Bi = 二'。
Direct perception (Gibson) – the idea that we perceive the environment directly from the sensory information available, without the need for interpretation. Affordances are clues the environment offers directly. Opposite is constructivist theory (Gregory) – perception is a construction based on past experience and expectations. Use the sentence 'Gibson gives you the gift of direct info' to remember Gibson = direct.
直接知觉（吉布森） – 认为我们直接从可用的感觉信息中感知环境，无需解释。功能提供是环境直接提供的线索。相反的是建构主义理论（格里高利） – 知觉是基于过去经验和期望的构建。使用句子 'Gibson gives you the gift of direct info' 记住吉布森 = 直接。
4. Development: How We Grow and Learn | 发展：我们如何成长与学习
Schema – a mental framework of beliefs and expectations that helps us organise and interpret information. Piaget argued children's schemas develop through assimilation and accommodation. Visualise 'schema' as a filing cabinet drawer: new information goes in (assimilation) or the drawer itself changes (accommodation).
图式 – 一个帮助我们组织和解释信息的信念与期望的心理框架。皮亚杰认为儿童的图式通过同化和顺应发展。将 '图式' 想象成一个文件柜抽屉：新信息放进去（同化）或抽屉本身改变（顺应）。
Conservation – understanding that quantity remains the same despite changes in appearance (e.g., liquid poured into a differently shaped glass). Piaget’s classic task. Mnemonic: 'Con + serve': a container serves the same amount no matter the shape.
守恒 – 理解尽管外观改变但数量保持不变（例如，倒入不同形状杯子的液体）。皮亚杰的经典任务。记忆法：'Con + serve'：无论形状如何，容器提供相同数量。
Egocentrism – tion from another person’s point of view. The three mountains task is the key study. Think 'ego = I'; the child’s 'I' is at the centre of everything.
自我中心 – 无法从他人角度看问题。三山实验是关键研究。想想 'ego = 我'；孩子的 '我' 是一切的中心。
Fixed mindset – believing intelligence is fixed and unchangeable. Growth mindset – believing intelligence can grow with effort. Dweck’s theory. Use 'fixed = frozen' and 'growth = garden' to keep them separate.
固定心态 – 相信智力是固定不可改变的。成长心态 – 相信智力可以通过努力增长。德韦克的理论。用 'fixed = frozen（冻结）' 和 'growth = garden（花园）' 区分。
5. Social Influence: The Power of Others | 社会影响：他人的力量
Conformity – with a group, also called majority influence. Asch’s line study demonstrated this. Recall: 'Conform = form together'; everyone forms the same shape.
从众 – 为了与群体保持一致而改变行为或信念，也称多数影响。阿希的线条实验证明了这点。回想：'Conform = form together'；所有人形成相同形状。
Obedience – e classic example. Contrast obedience (to a person) with conformity (to a group). Think of 'Obedience = Obey an order from an Officer'.
服从 – 遵从权威人物的直接命令。米尔格拉姆的电击实验是经典例子。对比服从（对个人）与从众（对群体）。想想 'Obedience = Obey an order from an Officer（服从警官命令）'。
Bystander effect – the finding that individuals are less likely to help in an emergency when other people are present. Diffusion of responsibility explains this. Remember 'bystander stands by'; the more standers, the less each does.
旁观者效应 – 发现当有他人在场时，个体在紧急情况下提供帮助的可能性降低。责任扩散解释了这一点。记住 'bystander stands by（旁观者站着看）'；站着的人越多，每个人做的越少。
Deindividuation – loss of personal self‑awareness and individual accountability when in a crowd, often leading to anti‑social behaviour. 'De‑indi‑vid‑uation' – remove 'individual' and you lose your identity.
去个体化 – 在人群中失去个人自我意识和个体责任感，常导致反社会行为。'De‑indi‑vid‑uation'——去掉 '个体' 就失去身份。
6. Brain and Neuropsychology: Hardware of Behaviour | 大脑与神经心理学：行为的硬件
Central nervous system (CNS) – ages between the CNS and the body. A simple hierarchy: CNS = command centre; PNS = cables.
中枢神经系统 (CNS) – 脑和脊髓。周围神经系统 (PNS) 在中枢神经系统与身体之间传递信息。一个简单层级：CNS = 指挥中心；PNS = 电缆。
Neuron – r. The structure: dendrites → cell body → axon → terminal buttons. Remember the direction: 'Dennis Can't Act Today' (Dendrite → Cell body → Axon → Terminal).
神经元 – 传递信息的神经细胞。GCSE 需知三种：感觉、中继、运动。结构：树突 → 细胞体 → 轴突 → 终扣。记住方向：'Dennis Can't Act Today'（Dendrite → Cell body → Axon → Terminal）。
Synaptic transmission – the process by which neurotransmitters are released from one neuron and bind to receptors on the next. Vesicles release chemical, lock‑and‑key fit. Visualise a key (neurotransmitter) fitting a lock (receptor).
突触传递 – 神经递质从一个神经元释放并与下一个神经元受体结合的过程。囊泡释放化学物质，锁钥吻合。想象一把钥匙（神经递质）插入锁孔（受体）。
Localisation of function – the idea that specific areas of the brain are responsible for specific functions. Motor cortex (movement), somatosensory cortex (touch), visual cortex (sight), Broca’s area (speech production), Wernicke’s area (comprehension). Create a silly phrase: 'My Very Silly Brother Went bananas' – Motor, Visual, Somatosensory, Broca, Wernicke.
功能定位 – 大脑特定区域负责特定功能。运动皮层（运动）、体感皮层（触觉）、视觉皮层（视觉）、布洛卡区（言语产生）、韦尼克区（理解）。编造可笑句子：'My Very Silly Brother Went bananas'——Motor, Visual, Somatosensory, Broca, Wernicke。
7. Psychological Problems: Key Terms for Mental Health | 心理问题：心理健康关键术语
Depression – a mood disorder characterised by persistent low mood and loss of interest. DSM‑5 criteria include depressed mood and anhedonia (loss of pleasure). 'Anhedonia' can be remembered by 'an‑he‑don‑ia = no hedonism = no pleasure'.
抑郁症 – 一种以持续情绪低落和兴趣丧失为特征的心境障碍。DSM‑5 标准包括情绪低落和快感缺失。'Anhedonia' 可通过 'an‑he‑don‑ia = no hedonism = no pleasure' 记忆。
Phobia – an irrational fear of an object or situation. Classical conditioning (Little Albert) explains acquisition; operant conditioning explains maintenance through avoidance (negative reinforcement). Link phobia to 'Fear + Phobic'.
恐惧症 – 对物体或情境的非理性恐惧。经典条件作用（小阿尔伯特）解释习得；操作条件作用通过回避（负强化）解释维持。将 phobia 联系 'Fear + Phobic'。
Systematic desensitisation – a behavioural therapy for phobias using a hierarchy of fear with relaxation. 'Systematic' = step‑by‑step; 'desensitisation' = removing sensitivity. Visualise climbing a ladder of fears while staying calm.
系统脱敏 – 一种使用恐惧等级与放松治疗恐惧症的行为疗法。'Systematic' = 逐步；'desensitisation' = 去除敏感。想象爬恐惧梯子同时保持平静。
Negative schema – ts everything grey. Remember the triad: Self, World, Future = SWF = So Worrying Framework.
负性图式 –（贝克）关于自我、世界和未来的负性思维模式（认知三联征）。图式就像染灰一切的镜片。记住三联征：Self, World, Future = SWF = So Worrying Framework（如此担忧的框架）。
8. Research Methods: The Language of Investigation | 研究方法：调查的语言
Independent variable (IV) – the variable the researcher changes or manipulates. Dependent variable (DV) – the variable that is measured. Use the story: 'I change the IV, and the effect Depends on it.'
自变量 (IV) – 研究者改变或操纵的变量。因变量 (DV) – 测量的变量。使用故事：'我改变 IV，效果取决于它 (Depends)。'
Hypothesis – about the relationship between variables. It must include IV, DV, and be directional (one‑tailed) or non‑directional (two‑tailed). Think 'Hypo = hypothesis, the scoop of what you predict'.
假设 – 关于变量关系的可检验预测。必须包含 IV、DV，且为方向性（单尾）或非方向性（双尾）。想 'Hypo = hypothesis，你预测的勺子'。
Sampling methods: random, opportunity, volunteer, stratified. Random = everyone has an equal chance (like pulling names from a hat). Stratified = strata = layers; proportional representation. Make a flashcard with 'ROVS' cars driving along.
抽样方法：随机、机会、志愿、分层。随机 = 每个人机会均等（如从帽子里抽名字）。分层 = strata = 层；按比例代表。制作抽认卡 'ROVS' 汽车行驶。
Ethical issues – informed consent, deception, protection from harm, privacy and confidentiality. Use the mnemonic 'Can Do Pickles Happily' – Consent, Deception, Protection, Harm (right to withdraw could be added).
伦理问题 – 知情同意、欺骗、避免伤害、隐私与保密。使用记忆术 'Can Do Pickles Happily' —— Consent, Deception, Protection, Harm（可加上退出权利）。
9. Advanced Mnemonic Arsenal for AQA Psychology | AQA 心理学高级记忆武器库
Acronyms condense lists into pronounceable words. For the types of long‑term memory (episodic, semantic, procedural), remember ESP. For the aim of Milgram’s study, 'Obedience Aim': Milgram aimed to see how far people obey.
首字母缩略词将列表浓缩成可发音单词。对于长时记忆类型（情景、语义、程序），记住 ESP。对于米尔格拉姆实验目的，'Obedience Aim'。
Visual association: link abstract terms to vivid, bizarre images. To remember 'depth cues', imagine a giant cue stick poking into a deep pool. The stranger the image, the better it sticks.
视觉联想：将抽象术语与生动怪异的图像联系起来。要记住 '深度线索'，想象一根巨大的台球杆戳进深池。图像越奇怪，印象越深。
The method of loci: place terms along a familiar route. For the stages of memory (encoding, storage, retrieval), place an encoder at your front door, a store cupboard in the kitchen, and a retrieval dog in the garden. Walk the route mentally.
位置记忆法：将术语放在熟悉的路线上。对于记忆阶段（编码、储存、提取），在前门放一个编码器，厨房放一个储物柜，花园放一只取物狗。在脑中走这条路。
Story chaining: connect terms into a mini‑story. 'The SENSATION train arrived at the PERCEPTION platform, carrying SCHEMAS in every carriage. The conductor checked the ENCODING ticket before allowing STORAGE in the luggage rack.' Telling the story reinforces order and meaning.
故事链条：将术语连成一个小故事。'感觉列车抵达感知站台，每节车厢都载着图式。列车员检查编码车票才允许在行李架上储存。' 讲述故事强化顺序和意义。
10. Taming Frequently Confused Pairs | 驯服常见混淆对
Conformity vs Obedience – Conformity is to a group (peer pressure), obedience is to an authority figure (order). Picture a crowd forming (conformity) vs a boss ordering (obedience).
从众 vs 服从——从众是对群体（同伴压力），服从是对权威人物（命令）。想象人群形成（从众）对老板下令（服从）。
Independent variable vs Dependent variable – The independent variable is manipulated; the dependent variable depends on it. Label IV as the 'cause' toy and DV as the 'effect' toy.
自变量 vs 因变量——自变量被操纵；因变量取决于它。将 IV 标记为 '原因' 玩具，DV 为 '结果' 玩具。
Negative reinforcement vs Punishment – headache). Punishment decreases a behaviour. Reinforce = strengthen; Punish = weaken. Use 'neg‑REIN‑force': remove to strengthen.
负强化 vs 惩罚——负强化通过移除不愉快事物增加行为（如吃药消除头痛）。惩罚减少行为。强化 = 增强；惩罚 = 削弱。使用 'neg‑REIN‑force'：移除以增强。
Sensory memory vs Short‑term memory – Sensory memory is raw, very brief (iconic <1 sec, echoic 2‑3 sec); it is modality‑specific (visual/auditory). Short‑term memory is coded acoustically, limited capacity 5‑9 items. Picture sensory as a fleeting spark and STM as a small post‑it note.
感觉记忆 vs 短时记忆——感觉记忆是原始的，非常短（图像记忆 <1 秒，声像记忆 2‑3 秒）；它是特定模态的（视觉/听觉）。短时记忆以听觉编码，容量有限 5‑9 项。想象感觉记忆为短暂火花，STM 为一张小额便利贴。
11. Exam Technique: Terminology That Scores Full Marks | 考试技巧：获得满分的术语用法
In 'Identify' or 'State' questions, a single term is enough if it precisely answers the stem. Example: 'Which type of memory is for personal events?' – write 'Episodic memory' not 'memory for events'.
在 '识别' 或 '陈述' 题中，如果精准回答题干，一个术语就够了。例如：'哪种记忆用于个人事件？'——写 '情景记忆'，而不是 '事件记忆'。
In 'Outline' or 'Describe' questions, define the term first then elaborate. 'Outline what is meant by encoding.' Start with 'Encoding is the process of changing sensory input into a form that can be stored.' Then add an example.
在 '概述' 或 '描述' 题中，先定义术语再阐述。'概述编码的含义。' 开头 '编码是将感官输入转化为可储存形式的过程。' 然后加例子。
Use the 'PEEL' structure to embed terminology in evaluation paragraphs: Point, Evidence (including named study), Explanation via terms, Link back. For example, when evaluating the multi‑store model, use 'sensory register', 'capacity', 'duration' accurately.
使用 'PEEL' 结构将术语嵌入评估段落：观点、证据（包括命名研究）、通过术语解释、回连。例如，评估多存储模型时，准确使用 '感觉登记'、'容量'、'时长'。
Avoid 'terminology dumping' – do not string terms without explanation. Instead, thread one or two key terms into a coherent sentence that demonstrates understanding.
避免 '术语堆砌'——不要没有解释地堆砌术语。相反，将一两个关键术语编织进展示理解的连贯句子中。
12. Your Daily Revision Routine | 你的每日复习常规
Create a glossary wall: write each term on a separate sticky note with a visual clue. Group them by topic colour (e.g., blue for memory, green for social influence). Each day, move the notes from 'struggling' to 'mastered' columns.
创建词汇墙：将每个术语写在单独的便利贴上并附上视觉线索。按主题颜色分组（例如，蓝色表示记忆，绿色表示社会影响）。每天，将便利贴从 '挣扎' 栏移到 '掌握' 栏。
Self‑quizzing: cover the definition, say it aloud. Use the Leitner system with flashcards: terms you get right move to a box you review less often; those you get wrong stay in daily practice.
自我测验：覆盖定义，大声说出。使用莱特纳系统配抽认卡：答对的术语移到复习频率较低的盒子；答错的留在每日练习中。
Explain it to a rubber duck: verbalising 'deindividuation' as if teaching someone else solidifies the neural pathway. If you can't explain it simply, you haven't memorised it deeply enough.
向橡皮鸭解释：像教别人一样说出 '去个体化' 能巩固神经通路。如果你无法简单解释，说明记忆还不够深入。
Published by TutorHao | Psychology Revision Series | aleveler.com
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