📚 GCSE Eduqas Psychology: Key Terms and Quick Memorisation Guide | GCSE Eduqas 心理学：词汇术语速记指南
Building a solid vocabulary is one of the most powerful strategies for success in GCSE Eduqas Psychology. Whether you are tackling research methods, memory, social influence, or brain and neuropsychology, precise terminology is the key to unlocking high-grade answers. This guide breaks down essential terms into themed sections, providing clear English definitions, accurate Mandarin translations, and memory hints to help you learn efficiently. Use it as a revision checklist, a quick-reference companion, or a flashcard builder until every term becomes second nature.
建立扎实的词汇基础是您在 GCSE Eduqas 心理学中取得成功的最有效策略之一。无论您正在学习研究方法、记忆、社会影响还是大脑与神经心理学，精准的术语都是获得高分的关键。本指南将核心术语按主题分成若干小节，提供清晰的英文定义、准确的中文翻译以及记忆提示，帮助您高效学习。请将它用作复习清单、快速查阅伴侣或闪卡制作素材，直到每个术语都变得像本能一样熟悉。
1. Research Methods Terms | 研究方法术语
Independent Variable (IV): The factor that the researcher deliberately changes or manipulates in an experiment to observe its effect. Always identify the IV by asking, 'What is the experimenter altering?'
自变量 (IV)：在实验中研究者特意改变或操控的变量，目的是观察其影响。通过问“实验者在改变什么？”来识别自变量。
Dependent Variable (DV): The factor that is measured in an experiment; its value depends on changes made to the IV. Think of the DV as the 'outcome' or 'result' you record.
因变量 (DV)：在实验中测量的变量；其数值取决于自变量的变化。可以把因变量看作您记录下来的“结果”或“测量值”。
Hypothesis: A clear, testable prediction stating the expected relationship between the IV and the DV. It often takes the form: 'If [IV changes], then [DV changes]'.
假设：一个清晰、可检验的预测，说明自变量与因变量之间预期的关系。通常采用“如果[自变量变化]，那么[因变量变化]”的形式。
Operationalisation: The process of defining variables in a way that makes them measurable. For example, 'aggression' might be operationalised as the number of times a child hits a toy. This step makes replication possible.
操作化：用一种使变量可测量的方式来定义它们的过程。例如，“攻击性”可被操作化为孩子击打玩具的次数。这一步使实验的重复成为可能。
Confounding Variable: An uncontrolled variable that may unintentionally affect the DV, making it difficult to determine if the IV is the true cause. A good experimental design works hard to minimise these.
混淆变量：一个未被控制的变量，它可能无意中影响因变量，使得难以判断自变量是否是真正的原因。好的实验设计会着力减少这类变量。
2. Memory Terms | 记忆术语
Encoding: The initial process of transforming sensory information into a form that can be stored in memory. It can be visual (picture), acoustic (sound), or semantic (meaning). Acoustic encoding is often used in short-term memory tasks.
编码：将感觉信息转化为可存储形式的初始过程。编码可以是视觉的（图像）、听觉的（声音）或语义的（意义）。短时记忆任务中常使用听觉编码。
Storage: The retention of encoded information over time. According to the multi-store model, information passes from sensory register to short-term memory and, through rehearsal, to long-term memory.
存储：将编码后的信息随时间保留下来。按照多储存器模型，信息从感觉登记进入短时记忆，再通过复述转入长时记忆。
Retrieval: The process of accessing stored information when needed. Retrieval failure (tip-of-the-tongue phenomenon) explains why we sometimes cannot recall something we know is there.
提取：在需要时获取已存储信息的过程。提取失败（“话到嘴边”现象）解释了为什么我们有时无法记起我们知道存在的信息。
Anterograde Amnesia: Inability to form new long-term memories after the onset of amnesia, as seen in famous case studies like HM. It highlights the role of the hippocampus in memory consolidation.
顺行性遗忘：失忆发生后无法形成新的长时记忆，如在著名案例HM中见到的那样。这凸显了海马体在记忆巩固中的作用。
Reconstructive Memory: The view that memory is not a perfect recording but is actively rebuilt from fragments, influenced by schemas (mental frameworks). Bartlett's 'War of the Ghosts' study illustrated this by showing how cultural expectations distort recall.
重构记忆：认为记忆并非完美的录像回放，而是由片段主动重建而成的观点，受到图式（心理框架）的影响。巴特利特的“幽灵之战”研究通过展示文化期望如何扭曲回忆说明了这一点。
3. Perception Terms | 感知术语
Sensation: The detection of physical stimuli from the environment by sensory receptors (e.g., light on the retina). Sensation is the raw data input; it does not involve interpretation.
感觉：感觉器官对环境中物理刺激的探测（例如，光线投射到视网膜上）。感觉是原始数据输入；它不涉及解释。
Perception: The brain's active interpretation and organisation of sensory information to give it meaning. The same sensation can lead to different perceptions depending on context and expectations.
知觉：大脑对感觉信息进行主动解释和组织以赋予其意义的过程。同样的感觉可能因情境和预期而产生不同的知觉。
Visual Illusion: A mismatch between sensation and perception where the brain misinterprets visual cues. Examples include the Ponzo illusion (linear perspective makes two identically sized objects appear different) and the Muller-Lyer illusion (arrowheads alter perceived line length).
视错觉：感觉与知觉之间的不匹配，大脑错误解读了视觉线索。例子包括庞佐错觉（线条透视使两个相同大小的物体看起来不同）和缪勒-莱尔错觉（箭头改变了对线段长度的感知）。
Monocular Depth Cue: A cue that uses information from one eye alone to perceive depth and distance. Examples: relative size (smaller objects appear farther away), height in plane (objects higher in the visual field seem more distant), and linear perspective (parallel lines converge in the distance).
单眼深度线索：只依赖一只眼睛的信息来感知深度和距离的线索。例子：相对大小（较小的物体看起来更远）、平面高度（视野中位置较高的物体显得更远）和线条透视（平行线在远处汇聚）。
Constancy (Size): The perceptual ability to see an object as maintaining the same size despite changes in the retinal image size as distance changes. This is influenced by depth cues and our knowledge of the object's typical size.
大小恒常性：尽管视网膜成像的大小随距离变化而变化，但仍能将一个物体感知为保持同样大小的知觉能力。这受到深度线索和我们对物体典型大小的认识的影响。
4. Development Terms | 发展术语
Attachment: A strong, enduring emotional bond between an infant and caregiver. John Bowlby argued that attachment has a biological basis and serves the evolutionary function of keeping the infant safe.
依恋：婴儿与看护者之间强烈、持久的情感纽带。约翰·鲍尔比认为依恋有其生物学基础，并承担着保证婴儿安全的进化功能。
Secure Attachment: A healthy attachment style where the infant shows distress at separation but is easily comforted on reunion, and uses the caregiver as a secure base for exploration. Mary Ainsworth’s 'Strange Situation' identified this pattern.
安全型依恋：一种健康的依恋类型，婴儿在分离时表现出痛苦，但重聚时很容易得到安抚，并以看护者为安全基地进行探索。玛丽·艾因斯沃斯的“陌生情境”实验识别了这一模式。
Conservation: The understanding (according to Piaget) that certain physical properties of objects remain unchanged even when their appearance changes. A child who lacks conservation will think that a taller, thinner beaker contains more water than a short, wide one, even though they saw the same liquid poured.
守恒：（根据皮亚杰）指理解物体的某些物理属性即使在外观改变后仍保持不变。尚未获得守恒的儿童会认为高而细的烧杯比矮而粗的烧杯含有更多的水，尽管他们看到的是同样的液体倒进去的。
Egocentrism: A child’s inability to see a situation from another person's point of view. In Piaget’s three mountains task, pre-operational children chose a picture showing their own perspective rather than that of a doll sitting opposite them.
自我中心：儿童无法从他人的角度看待情境。在皮亚杰的三山任务中，前运算阶段的儿童选择了显示自己视角的图片，而不是对面玩偶的视角。
Sensorimotor Stage: Piaget’s first stage of cognitive development (birth to about 2 years), where infants learn through sensory experiences and motor actions. The key achievement in this stage is object permanence – knowing that objects continue to exist when out of sight.
感觉运动阶段：皮亚杰认知发展的第一个阶段（出生至约2岁），婴儿通过感官体验和运动行为来学习。该阶段的关键成就是客体永久性——知道物体在视线之外时依然存在。
5. Social Influence Terms | 社会影响术语
Conformity: A change in a person’s behaviour or opinions as a result of real or imagined pressure from a group. Asch’s line study showed that about 75% of participants conformed at least once when faced with an incorrect unanimous majority.
从众：由于来自群体的真实或想象的压力而导致个人行为或意见的改变。阿希的线段实验表明，大约75%的参与者在面对一致但错误的大多数时至少从众了一次。
Normative Social Influence: Conforming because we want to be liked and accepted by the group. It leads to public compliance but not necessarily private acceptance. The fear of being the odd one out is powerful.
规范社会影响：因为想要被群体喜欢和接纳而从众。它导致公开顺从，但不一定导致私下接纳。害怕成为异类的心理非常强大。
Informational Social Influence: Conforming because we believe the group has the correct information, especially in ambiguous situations. We look to others for guidance on how to behave and what to think.
信息社会影响：因为我们相信群体掌握了正确的信息而从众，尤其是在模糊情境中。我们会向他人寻求如何行为和思考的指导。
Obedience: Following a direct order from an authority figure. Milgram’s electric shock experiment revealed that 65% of ordinary men would administer what they believed were lethal shocks when ordered by an experimenter in a lab coat.
服从：遵从权威人物的直接命令。米尔格拉姆的电击实验揭示，65%的普通男性会应穿实验室白大褂的实验员的命令，施加他们认为致命的电击。
Agentic State: A mental state proposed by Milgram where an individual acts as an agent for another person and feels no personal responsibility for their actions. Being in the agentic state helps explain why people obey horrific orders.
代理状态：米尔格拉姆提出的一种心理状态，个体作为他人的代理人行事，对自己的行为没有个人责任感。处于代理状态有助于解释为什么人们会服从可怕的命令。
6. Brain & Neuropsychology Terms | 大脑与神经心理学
Neuron: A specialised nerve cell that transmits electrical and chemical signals in the nervous system. The three main types are sensory neurons, motor neurons, and relay (interneurons). Each neuron has dendrites, a cell body, and an axon.
神经元：一种专门在神经系统中传递电信号和化学信号的神经细胞。三种主要类型是感觉神经元、运动神经元和联络（中间）神经元。每个神经元都有树突、细胞体和轴突。
Synapse: The tiny gap between the terminal button of one neuron and the dendrite of the next. Neurotransmitters are released into the synapse to carry the signal across. This is where many psychoactive drugs have their effects.
突触：一个神经元的终扣与下一个神经元的树突之间的微小间隙。神经递质被释放到突触中以传递信号。许多精神活性药物正是在这里发挥作用。
Central Nervous System (CNS): The part of the nervous system comprising the brain and spinal cord. It receives, processes, and sends out information to the body. The spinal cord also handles rapid reflex actions independently.
中枢神经系统 (CNS)：由脑和脊髓组成的神经系统部分。它接收、处理并向身体发出信息。脊髓还能够独立处理快速的反射动作。
Amygdala: An almond-shaped structure in the limbic system heavily involved in processing emotions, especially fear and aggression. Overactivity in the amygdala has been linked to anxiety disorders and impulsive aggression.
杏仁核：边缘系统中一个杏仁状的结构，深度参与情绪加工，尤其是恐惧和攻击性。杏仁核的过度活跃与焦虑障碍和冲动性攻击有关。
Neuroplasticity: The brain’s ability to reorganise itself by forming new neural connections throughout life. This allows healthy areas to take over functions damaged by injury, demonstrating that the brain is not completely rigid.
神经可塑性：大脑终身通过形成新的神经连接来重组自身的能力。这使得健康区域能够接管因损伤而丧失的功能，证明大脑并非完全僵化。
7. Psychological Problems Terms | 心理问题术语
Phobia: An excessive, irrational fear of a specific object, situation, or activity that is out of proportion to any actual danger. Phobias are classed as anxiety disorders in the DSM and often lead to avoidance behaviour.
恐惧症：对特定物体、情境或活动的过度、非理性的恐惧，与实际危险不成比例。恐惧症在DSM中被归类为焦虑障碍，往往导致回避行为。
Depression: A mood disorder characterised by persistently low mood, loss of enjoyment, low energy, and negative thoughts about the self, world, and future (Beck’s negative triad). It significantly impairs daily functioning.
抑郁症：一种以持续情绪低落、丧失愉悦感、精力不足和对自己、世界、未来的消极想法（贝克的消极认知三联）为特征的心境障碍。它极大地损害日常功能。
Addiction: A compulsive physiological or psychological need for a habit-forming substance or behaviour, despite harmful consequences. Key diagnostic criteria include withdrawal symptoms, tolerance, and loss of control over use.
成瘾：尽管有害后果仍对成瘾物质或行为产生强迫性的生理或心理需求。关键诊断标准包括戒断症状、耐受性和使用失控。
Cognitive Behavioural Therapy (CBT): A structured talking therapy that helps patients identify and alter negative thought patterns and behaviours. For depression, CBT challenges automatic negative thoughts and encourages behavioural activation.
认知行为疗法 (CBT)：一种结构化的谈话疗法，帮助患者识别并改变消极的思维模式和行为。对于抑郁症，CBT会挑战自动产生的消极想法并鼓励行为激活。
Biological Explanation: An approach to explaining psychological disorders in terms of genetics, brain chemistry (e.g., low serotonin linked to depression), and brain structure. This explanation often leads to treatments such as medication.
生物学解释：一种从遗传学、脑化学（例如，5-羟色胺水平低与抑郁症相关）和脑结构角度解释心理障碍的方法。这种解释通常导向药物治疗等干预手段。
8. Research Design & Data Terms | 研究设计与数据术语
Independent Groups Design: An experimental design where different participants are used in each condition of the IV. It avoids order effects but may be influenced by participant variables (individual differences between the groups).
独立组设计：一种实验设计，自变量的每个条件使用不同的参与者。它避免了顺序效应，但可能受到参与者变量（组间个体差异）的影响。
Repeated Measures Design: All participants take part in all conditions of the experiment. This controls for participant variables perfectly, but it can suffer from order effects (practice, fatigue, or boredom) which must be balanced using counterbalancing.
重复测量设计：所有参与者都参与实验的所有条件。这完美地控制了参与者变量，但可能出现顺序效应（练习、疲劳或无聊），必须通过平衡法来控制。
Qualitative Data: Non-numerical, descriptive data providing rich, in-depth information about thoughts, feelings, and experiences. Collected via open-ended questions, interviews, and observations; more difficult to analyse statistically but offers higher ecological validity.
定性数据：非数值性的、描述性的数据，提供关于思想、感受和体验的丰富、深入的信息。通过开放式问题、访谈和观察收集；统计上更难分析，但生态效度更高。
Quantitative Data: Numerical data that can be counted or measured, making statistical analysis straightforward. It is easier to compare and present in graphs, but may fail to capture the full depth of human experience.
定量数据：可计数或测量的数值型数据，使统计分析直观明了。更容易进行比较并用图表呈现，但可能无法捕捉到人类体验的全部深度。
Primary Data: Original data collected first-hand by the researcher specifically for the aim of the study (e.g., conducting a new questionnaire). It offers full control but is time-consuming and expensive to gather.
一手数据：研究者为了研究目的亲自收集的原始数据（例如，实施一份新的问卷）。它提供了完全的控制，但收集起来耗时且昂贵。
Secondary Data: Data that already exists having been collected by someone else, such as official statistics, previously published studies, or historical records. It is cheaper and quicker but may not exactly fit the current research question.
二手数据：已经存在的由他人收集的数据，如官方统计、先前发表的研究或历史记录。它更便宜、更快捷，但可能并不完全符合当前的研究问题。
9. Ethics Terms | 伦理术语
Informed Consent: Participants must be given all the information they need to make an educated decision about whether to take part, including the aim, procedure, risks, and their right to withdraw. For under-16s, parental consent is also required.
知情同意：必须向参与者提供他们做出是否参与的知情决定所需的所有信息，包括研究目的、程序、风险以及他们随时退出的权利。未满16岁者还需获得父母同意。
Debriefing: After the study, the researcher must explain the true purpose, reveal any deception, and restore the participant to the state they were in before. Debriefing is crucial for undoing any harm caused and for educational feedback.
事后解释：研究结束后，研究者必须解释真实目的，揭示任何欺骗，并使参与者恢复到研究前的状态。事后解释对于消除造成的任何伤害和提供教育反馈至关重要。
Right to Withdraw: Participants must know from the start that they can stop participating at any time without giving a reason and without penalty. Their data should also be removable up to a specified point.
退出权：参与者必须从一开始就知道他们可以无需给出理由、不受惩罚地在任何时候停止参与。他们的数据在特定时间点之前也应可以被移除。
Confidentiality: The protection of participants' personal data so that individuals cannot be identified from published results. Researchers often use codes or pseudonyms and store data securely. Confidentiality is a promise, not just good practice.
保密性：保护参与者的个人数据，使得个体无法从发表的结果中被识别出来。研究者通常使用代号或化名，并安全地存储数据。保密是一项承诺，而不仅仅是良好的做法。
Protection from Harm: Researchers must ensure participants will not suffer physical or psychological harm greater than what they would face in ordinary life. Ethical committees weigh the value of the research against potential distress.
免受伤害：研究者必须确保参与者不会遭受超出日常生活中可能遇到的生理或心理伤害。伦理委员会会权衡研究的价值与潜在的痛苦。
10. Key Theorists & Approaches Terms | 关键理论家与方法论术语
Classical Conditioning (Pavlov): Learning through association. An unconditioned stimulus (UCS) naturally produces an unconditioned response (UCR). When a neutral stimulus (NS) is repeatedly paired with the UCS, the NS becomes a conditioned stimulus (CS) producing a conditioned response (CR). Pavlov’s dogs are the classic example.
经典条件作用（巴甫洛夫）：通过联结进行学习。无条件刺激 (UCS) 自然引发无条件反应 (UCR)。当一个中性刺激 (NS) 反复与 UCS 配对时，NS 变成条件刺激 (CS)，引发条件反应 (CR)。巴甫洛夫的狗是经典范例。
Operant Conditioning (Skinner): Learning through consequences. Positive reinforcement (adding a pleasant consequence) strengthens behaviour; negative reinforcement (removing an unpleasant stimulus) also strengthens behaviour. Punishment aims to weaken behaviour. Skinner’s box experiments demonstrated these principles with rats.
操作条件作用（斯金纳）：通过后果进行学习。正强化（添加愉快后果）增强行为；负强化（移除不愉快刺激）也增强行为。惩罚旨在削弱行为。斯金纳箱实验用大鼠演示了这些原理。
Social Learning Theory (Bandura): Learning by observing and imitating role models, especially if the model’s behaviour is seen to be rewarded (vicarious reinforcement). Bandura’s Bobo doll experiment showed children imitating aggressive behaviour after observing an adult model. Attention, retention, reproduction, and motivation are key mediational processes.
社会学习理论（班杜拉）：通过观察和模仿榜样来学习，特别是当榜样行为被看到受到奖励（替代强化）时。班杜拉的波波玩偶实验表明，儿童在观察到成人榜样的攻击行为后会模仿。注意、保持、再现和动机是关键的中介过程。
Beck's Negative Triad: A cognitive explanation for depression suggesting that depressed people hold systematic negative biases about the self ('I am worthless'), the world ('The world is unfair'), and the future ('Things will never improve'). These automatic negative thoughts maintain the depressive episode.
贝克的消极认知三联：一种对抑郁症的认知解释，认为抑郁的人对自己（“我没用”）、世界（“世界不公平”）和未来（“情况永远不会好转”）持有系统性的消极偏见。这些自动消极想法维持着抑郁发作。
Nature vs Nurture Debate: The argument about whether behaviour is determined by genetics and biology (nature) or by environment and experience (nurture). Most psychologists now adopt an interactionist approach, recognising that both forces interact dynamically.
先天与后天之争：关于行为是由遗传和生物学（先天）决定还是由环境和经验（后天）决定的争论。如今大多数心理学家采取交互论立场，认识到这两种力量是动态相互作用的。
11. Memory Models Terms | 记忆模型术语
Multi-Store Model (Atkinson and Shiffrin): A structural model proposing three separate stores: sensory register (brief, large capacity), short-term memory (STM, limited capacity and duration), and long-term memory (LTM, potentially unlimited). Information moves between stores via attention and rehearsal.
多储存器模型（阿特金森和谢夫林）：一个结构模型，提出三个独立的储存器：感觉登记（短暂、大容量）、短时记忆 (STM，容量和持续时间有限) 和长时记忆 (LTM，潜在地无限)。信息通过注意和复述在储存器之间移动。
Working Memory Model (Baddeley and Hitch): A more active and detailed model of STM, replacing the passive store with four components: central executive (attention, decision-making), phonological loop (verbal/sound information), visuospatial sketchpad (visual and spatial information), and episodic buffer (integrates information, links to LTM).
工作记忆模型（巴德利和希奇）：一个更为活跃且详细的短时记忆模型，用一个包含四个成分的系统取代了被动的储存器：中央执行器（注意、决策）、语音回路（言语/声音信息）、视空间画板（视觉和空间信息）和情景缓冲器（整合信息，与长时记忆连接）。
Episodic Memory: A type of long-term memory for personally experienced events and episodes, which are time-stamped. Remembering your first day at secondary school is an episodic memory. It is declarative (explicit) and part of Tulving’s classification.
情景记忆：一种长时记忆，存储的是个人经历的事件和片段，并带有时间标记。记得上中学的第一天就是情景记忆。它是陈述性（外显）记忆，属于图尔文分类的一部分。
Semantic Memory: Another declarative long-term memory store containing facts and general knowledge about the world, such as knowing that Paris is the capital of France. These memories are not tied to the specific time and place they were learned.
语义记忆：另一种陈述性长时记忆储存库，包含关于世界的事实和一般知识，例如知道巴黎是法国的首都。这些记忆不与其学习时的具体时间和地点绑定。
Procedural Memory: A non-declarative (implicit) memory for motor skills and actions, such as riding a bicycle. It is extremely durable and often automatic, and can be damaged without affecting episodic memory, supporting dissociative evidence.
程序性记忆：一种非陈述性（内隐）记忆，负责运动技能和动作，例如骑自行车。它极其持久且常常是自动化的，受损时可能不影响情景记忆，这为分离性证据提供了支持。
12. Statistical and Data Handling Terms | 统计与数据处理术语
Mean: The arithmetic average calculated by adding all scores together and dividing by the number of scores. The mean is the most sensitive measure of central tendency because it includes every data point, but it can be distorted by extreme outliers.
平均数：通过将所有分数相加再除以分数的数量计算出的算术平均值。平均数是最灵敏的集中趋势量数，因为它包含了每一个数据点，但可能被极端异常值扭曲。
Median: The middle value in an ordered list of scores. If there are two middle numbers, the median is halfway between them. It is unaffected by extreme scores and so is a better measure of central tendency when the data are skewed.
中位数：在一组排序分数中居于中间位置的数值。如果有两个中间数，中位数就是它们的中间值。它不受极端分数的影响，因此在数据偏态时是更好的集中趋势量数。
Mode: The most frequently occurring score in a set of data. It is the only measure of central tendency suitable for nominal (categorical) data. A set of data can have more than one mode (bimodal/multimodal).
众数：一组数据中出现频率最高的分数。它是唯一适用于名义（类别）数据的集中趋势量数。一组数据可以有多个众数（双众数/多众数）。
Range: A simple measure of dispersion calculated as the difference between the highest and lowest scores. It gives a quick sense of spread but is heavily affected by outliers and ignores the distribution of the middle values.
全距：一种简单的离散趋势量数，用最高分减去最低分计算得出。它能快速提供数据分散程度的概念，但严重受异常值影响，且忽略了中间值的分布。
Correlation: A statistical technique that measures the strength and direction of a relationship between two co-variables. A correlation coefficient (e.g., +0.8 or -0.6) indicates the relationship, but correlation does not imply causation – a third variable may be involved.
相关：一种测量两个共变量之间关系强度与方向的统计技术。相关系数（例如+0.8或-0.6）表明关系，但相关并不意味着因果——可能有第三个变量介入。
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