📚 GCSE OCR Psychology: Glossary and Terminology Quick Memorisation Guide | GCSE OCR 心理学：词汇术语速记指南
Command of psychological terminology can make or break your GCSE OCR Psychology grade. This guide breaks down key terms topic by topic, pairing plain-English definitions with memorable shortcuts, so the words stick when you need them most.
掌握心理学专业术语是决定你 GCSE OCR 心理学成绩的关键。本指南分主题拆解核心词汇，用通俗的定义搭配易记的技巧，让你在关键时刻想得起、写得对。
1. Variables: The Building Blocks of Experiments | 变量：实验的基石
Independent Variable (IV): The factor the researcher deliberately changes or manipulates. Think 'I Vary' – you are the one varying it. If you are testing whether revision time affects test scores, the amount of revision is the IV.
自变量（IV）： 研究者有意改变或操控的因素。记住 'I Vary'（我来变）—— 它是你主动改变的变量。比如，如果你研究复习时间对考试成绩的影响，复习时长就是 IV。
Dependent Variable (DV): The factor you measure; it 'depends' on the IV. In the same study, the test score is the DV. Shortcut: D for 'Data you collect'.
因变量（DV）： 你测量的结果；它“依赖”于 IV。同一研究中，考试成绩就是 DV。捷径：D 代表 'Data you collect'（你收集的数据）。
Extraneous Variable: Researchers try to control these so they do not become confounding variables. Memory hook: 'Extra' variables = extra problems you need to lock down.
额外变量： 除了 IV 之外，任何可能影响 DV 的多余变量。研究者会设法控制它们，以防变成混淆变量。记忆挂钩：“额外”变量 = 需要你关紧的额外麻烦。
2. Experimental Designs: Who Does What? | 实验设计：谁做什么？
Repeated Measures: The same participants take part in every condition of the experiment. Advantage: participant variables (like intelligence, age) are kept constant. Disadvantage: order effects – fatigue or practice might influence performance. Quick recall: 'Repeat the same people'.
重复测量： 同一批被试参与实验的所有条件。优点：被试变量（如智力、年龄）被恒定保持。缺点：顺序效应 —— 疲劳或练习可能影响表现。快速回忆：“重复同一群人”。
Independent Groups: r effects. Disadvantage: individual differences between groups can bias results. Mnemonic: 'Independent groups = independent people'.
独立组： 每个条件使用不同的被试，随机分配。优点：没有顺序效应。缺点：组间的个体差异可能使结果产生偏差。助记：“独立组 = 独立的人”。
Matched Pairs: Participants are paired on a key characteristic (e.g. memory span), then each pair member is randomly assigned to a different condition. It blends the strengths of the other two designs. Think 'pair up before you split up'.
匹配对： 被试依据一个关键特征（如记忆广度）被配对，然后每对中的两人被随机分配到不同条件。它结合了前两种设计的优点。想到“先配对，再分开”。
3. The Multi-Store Model of Memory | 记忆的多贮存模型
Sensory Memory: : The brief store that holds incoming sensory information for a fraction of a second. Iconic (visual) and echoic (auditory) are the main types. Tip: 'Sensory = split-second snapshot'.
感觉记忆： 短暂保存传入感觉信息的存储，仅几分之一秒。主要类型有图像记忆（视觉）和声像记忆（听觉）。技巧：“感觉记忆 = 一瞬即去的快照”。
Short-Term Memory (STM): A limited-capacity store of 7±2 items (Miller's magic number) lasting about 18–30 seconds. Information here is often coded acoustically (by sound). Remember: 'STM sounds like a phone number you repeat in your head'.
短时记忆（STM）： 容量有限的存储，7±2 个组块（米勒的神奇数字），持续约 18-30 秒。信息常以声学方式编码。记住：“STM 就像你在脑海里重复的一串电话号码”。
Long-Term Memory (LTM): A potentially permanent store with unlimited capacity and duration. Coding tends to be semantic (by meaning). Memory hook: 'LTM lasts and means something to you'.
长时记忆（LTM）： 容量和持续时间基本无限的永久库。编码方式多为语义（根据意义）。记忆挂钩：“LTM 延续很久，而且对你有意义”。
4. Memory Processes: Encoding, Storage, Retrieval | 记忆过程：编码、存储、提取
Encoding: Transforming sensory input into a code that the brain can process. Think of it as typing data into a computer. For STM, encoding is often acoustic; for LTM, it is often semantic. Label: 'Enter the info'.
编码： 将感觉输入转换成大脑能处理的代码。好比往电脑里敲数据。STM 常为声学编码，LTM 常为语义编码。标签：“输入信息”。
Storage: Keeping the encoded information over time. This is the ‘save’ button. Rehearsal helps move information from STM to LTM.
存储： 随时间推移保存已编码的信息。这就是“保存”键。复述有助于将信息从 STM 转入 LTM。
Retrieval: ringing it to mind with few cues) and recognition (identifying it from options). Reminder: 'Retrieval = re-find the file'.
提取： 在需要时读取已存储的信息。主要分两种：回忆（少线索下浮现于脑海）和再认（从选项中识别）。提示：“提取 = 重新找到文件”。
5. Sensation and Perception | 感觉与知觉
Sensation: the environment (light, sound waves). It is purely biological and bottom-up. Catchphrase: 'Sensation = raw detection'.
感觉： 感受器探测环境中的物理能量（光波、声波）的过程。它是纯粹自下而上的生物过程。口号：“感觉 = 原始探测”。
Perception: The brain' sory input. It is influenced by expectations and past experience (top-down). Keep in mind: 'Perception = putting a label on sensation'.
知觉： 大脑对感觉进行的主动解释与组织，赋予感觉输入以意义。它受到预期和经验（自上而下）的影响。牢记：“知觉 = 给感觉贴上标签”。
Monocular depth cues: Clues about distance that need only one eye, e.g., linear perspective, relative size, occlusion. Binocular depth cues: Require two eyes, notably retinal disparity and convergence. Recall rhyme: 'One eye mono, two eyes bino – cues that show how far things go'.
单眼深度线索： 只需一只眼睛的距离线索，如线条透视、相对大小、遮挡。 双眼深度线索： 需要双眼，主要是视网膜像差和辐辏。背口诀：“单眼 mono，双眼 bino ——看多远全靠这些 cue 来帮”。
6. Social Influence: Conformity, Obedience, Deindividuation | 社会影响：从众、服从、去个体化
Conformity: n behaviour or belief to fit in with a group, often due to real or imagined pressure. Asch' 51) showed clear conformist behaviour even when the group was obviously wrong. Memory tag: 'Conform = go along with the crowd'.
从众： 行为或信念因真实或想象的压力而改变，以融入群体。阿希线条实验（1951）表明，即使团体明显错误，人们仍会表现出从众行为。记忆标签：“从众 = 随大流”。
Obedience: Following a direct order from an authority figure. Milgram's electric shock experiment (1963) revealed high levels of obedience to authority. Useful distinction: 'Conformity is peer pressure; obedience is an order from above'.
服从： 遵从权威人物的直接指令。米尔格拉姆电击实验（1963）揭示了对权威的高度服从。实用区分：“从众是同辈压力；服从是上级命令”。
Deindividuation: nd personal identity within a crowd, leading to disinhibited behaviour. Linked to Zimbardo's prison study and anonymity. Mnemonic: 'De-individuation = your individuality disappears in the mob'.
去个体化： 个体在群体中丧失自我意识和个人身份的心理状态，导致去抑制行为。与津巴多监狱实验和匿名状态相关。助记：“去个体化 = 你的个性在人群中消失”。
7. Developmental Psychology: Piaget's Stage Theory | 发展心理学：皮亚杰的阶段理论
Sensorimotor stage (0–2 years): Infants learn through senses and movement. Object permanence develops – knowing something exists even when out of sight. Peek-a-boo teaches this!
感觉运动阶段（0–2 岁）： 婴儿通过感觉和动作学习。客体永久性发展起来 —— 知道东西即使看不见也仍然存在。躲猫猫游戏就在教这个！
Pre-operational stage (2–7 years): Children use symbols (words, pictures) but struggle with logic and perspective-taking. Egocentrism means they see the world only from their own viewpoint. The three mountains task illustrates this. Conservation not yet understood.
前运算阶段（2–7 岁）： 儿童使用符号（语言、图像），但缺乏逻辑和观点采择能力。自我中心意味着他们只从自己的视角看世界。三山任务说明了这一点。守恒概念尚未掌握。
Concrete operational stage (7–11 years): Logical thinking improves, but it is tied to concrete objects. Children now pass conservation tasks (number, mass, volume) and can classify objects.
具体运算阶段（7–11 岁）： 逻辑思维增强，但离不开具体事物。儿童此时能通过守恒任务（数量、质量、体积），并能分类物体。
Formal operational stage (11+ years): Abstract, hypothetical reasoning becomes possible. Adolescents can think about possibilities, test hypotheses systematically and engage in moral reasoning.
形式运算阶段（11 岁以上）： 出现抽象、假设推理能力。青少年能思考可能性，系统检验假设，并进行道德推理。
Quick stage-order mnemonic: 'Some People Can't Focus' – Sensorimotor, Pre-operational, Concrete, Formal.
阶段顺序速记口诀：“Some People Can't Focus” —— Sensorimotor, Pre-operational, Concrete, Formal。
8. Research Hypotheses and Correlations | 研究假设与相关
Alternative (experimental) hypothesis: A clear, testable prediction that states there WILL be a difference or relationship, e.g. 'There will be a difference in recall between quiet and noisy conditions.' Often directional (one-tailed) or non-directional (two-tailed).
备择（实验）假设： 明确、可检验的预测，声明“会”存在差异或关系，例如“安静与嘈杂条件下的回忆成绩将存在差异”。常分为有方向假设（单尾）和无方向假设（双尾）。
Null hypothesis: The assumption that nothing is happening – ce or correlation is due to chance. It is the statement researchers try to disprove. Think 'null = zero effect'.
零假设： 假设什么都没发生 —— 任何观察到的差异或相关均由偶然因素引起。这是研究者试图推翻的陈述。想到“零 = 零效应”。
Positive correlation: As one variable increases, the other also increases (e.g., hours of revision and exam score). Negative correlation: As one variable increases, the other decreases (e.g., stress and sleep quality). Zero correlation: No consistent relationship. Remember: 'Correlation does NOT imply causation'.
正相关： 一个变量增加，另一个也增加（如复习时长与考试成绩）。 负相关： 一个变量增加，另一个减少（如压力与睡眠质量）。 零相关： 没有一贯关系。记住：“相关不代表因果”。
9. Ethical Guidelines in Psychological Research | 心理学研究的伦理准则
Informed consent: Participants must agree to take part knowing the nature and purpose of the research, except in justified deception. For under 16s, parental consent is needed. Keyword: 'Permission with full info'.
知情同意： 被试必须在知晓研究性质与目的的情况下同意参与，除非有正当欺骗理由。16 岁以下需父母同意。关键词：“信息全，才同意”。
Deception: Misleading or withholding information from participants. It should only be used when essential and must be followed by a thorough debrief. Reminder: 'Deception is a last resort, always debrief'.
欺骗： 误导或对被试隐瞒信息。仅在必要时使用，且事后必须详尽解释。提醒：“欺骗是最后手段，务必事后解释”。
Confidentiality: : Personal data must be protected and not shared without permission. Data is usually anonymised. Shortcut: 'Confidential = keep it locked'.
保密： 个人数据必须保护，未经许可不得分享。数据通常匿名化。捷径：“保密 = 锁起来”。
Right to withdraw: Participants must be told they can leave the study at any time without penalty. They can also withdraw their data afterwards. Watchword: 'You can walk away anytime'.
退出权： 被试必须被告知可以随时退出且不受惩罚，事后也可撤回数据。口号：“你可以在任何时候走开”。
10. Descriptive Statistics: Measures of Central Tendency and Spread | 描述性统计：集中趋势与离散度量
Mean: The arithmetic average – vide by the number of scores. Sensitive to every value but easily skewed by outliers. Tip: 'Mean = the balance point, but extreme scores pull it out of line'.
平均数： 算术平均值 —— 所有分数相加除以个数。对每个数值敏感，但易受异常值影响而偏斜。提示：“平均数是平衡点，但极端分数会把它拉偏”。
Median: : The middle score when data are arranged in order. Unaffected by outliers, so it is preferred for skewed data. Memory cue: 'Median = middle of the motorway'.
中位数： 按序排列后位于中间的分数。不受异常值影响，因此更适合偏态数据。记忆线索：“中位数 = 高速公路上的中间车道”。
Mode: : The most frequently occurring score. The only measure you can use with nominal (category) data. Catchy phrase: 'Mode = most often'.
众数： 出现频率最高的分数。唯一可用于称名数据（分类）的度量。顺口溜：“众数就是最多”。
Range: A simple measure of spread: highest score minus lowest score. It tells you how spread out the data are but is affected by a single extreme value. Quick equation: Range = maximum – minimum.
极差： 离散度的简单度量：最高分减最低分。它告诉你数据的分布广度，但受单个极端值影响。快速公式：极差 = 最大值 – 最小值。
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