📚 GCSE Cambridge Psychology: Vocabulary & Terminology Quick Memorization Guide | GCSE Cambridge 心理学：词汇术语速记指南
Mastering psychological terminology is the first step to excelling in Cambridge GCSE Psychology. This guide breaks down essential terms across all core topics and embeds simple memory tricks to help you recall them clearly in exams. Use it as a quick reference or a revision checklist.
掌握心理学术语是在 Cambridge GCSE 心理学考试中取得优异成绩的第一步。本指南分解了所有核心主题中的关键术语，并嵌入简单的记忆技巧，帮助你考试时清晰回忆。可将其用作快速参考或复习清单。
1. Research Methods Terminology | 研究方法术语速记
Independent Variable (IV): The variable the researcher deliberately changes or manipulates. Remember 'I change it, I am the cause'.
自变量（IV）：研究者有意改变或操纵的变量。记住“我来改变它，我就是原因”。
Dependent Variable (DV): The variable that is measured; it depends on the IV. Think 'It Depends on what I Vary'.
因变量（DV）：被测量的变量；它取决于自变量。想想“它取决于我改变什么”。
Extraneous Variable: Any variable other than the IV that could affect the DV. Visualise 'Extra Noise' you try to control.
额外变量：除自变量外可能影响因变量的任何变量。想象成你要控制的“额外噪音”。
Confounding Variable: An extraneous variable that varies systematically with the IV, making it hard to pinpoint true cause. It 'confounds' the results.
混淆变量：一种额外变量，与自变量系统性地共变，使得难以确定真正的原因。它“混淆”了结果。
Demand Characteristics: Cues in an experiment that might reveal the study's purpose to participants, altering their behaviour. Just think of 'demanding' an answer from the setup.
需求特征：实验中可能向参与者透露研究目的的线索，从而改变他们的行为。只需想到实验设置“要求”某种答案。
Ecological Validity: The extent to which findings can be generalised to real-life settings. Link 'Eco' to 'Ecosystem' – the real world.
生态效度：研究结果能推广到真实生活情境的程度。将“Eco”与“生态系统”即真实世界联系起来。
2. Social Influence Terminology | 社会影响术语速记
Conformity: Yielding to group pressure, often without direct request. Picture a 'con' artist blending in – everyone conforms.
从众：屈从于群体压力，通常没有直接要求。想象一个“骗”子融入其中——每个人都从众。
Compliance: Outwardly agreeing with a group while privately disagreeing. It's like putting on a 'mask' – you comply on the surface.
顺从：在公开场合同意群体，但内心不同意。就像是戴上面具——表面上顺从。
Internalisation: Deeply accepting group norms as your own, both publicly and privately. The belief goes 'inside' you permanently.
内化：在公开和私下都深度接受群体规范作为自己的规范。这种信念永久地进入了你“内部”。
Obedience: Following direct orders from an authority figure. Think 'Obedience equals Order from above'.
服从：遵循权威人物的直接命令。想想“服从等于来自上方的命令”。
Agentic State: A mental state where an individual feels no personal responsibility because they act as an agent for an authority figure. Remember 'Agent 007' taking orders.
代理状态：一种心理状态，个体因作为权威人物的代理而行动，从而感觉没有个人责任。记住像“特工007”服从命令那样。
Authoritarian Personality: A personality type characterised by strict obedience to authority and hostility toward those of lower status. Link to 'Author' – rigid, rule-driven.
权威人格：一种以对权威严格服从、对低地位者抱有敌意为特征的人格类型。联想到“作者”般刻板、受规则驱动。
3. Cognitive Development Terminology | 认知发展术语速记
Schema: A mental framework or building block of knowledge. Think of a 'scheme' or folder in the brain for new information.
图式：一个心理框架或知识的构建块。把它想成大脑中的一个“方案”或文件夹，用来存放新信息。
Assimilation: Fitting new experiences into existing schemas without changing them. 'Assimilate' like adding a file to an existing folder – same size.
同化：将新经验纳入已有图式而不改变图式本身。像把文件放入已有文件夹——“同化”一体积不变。
Accommodation: Changing existing schemas or creating new ones to integrate novel information. 'Accommodate' new guests – you rearrange the room.
顺应：改变已有图式或创建新图式以整合新颖信息。要“顺应”新客人——你得重新布置房间。
Object Permanence: Understanding that objects continue to exist even when out of sight. For babies, out of sight is out of mind – permanence comes later.
客体永久性：明白事物即使看不见也依然存在。对婴儿而言，看不见就不存在——永久性稍后发展。
Conservation: Realising that quantity remains the same despite changes in appearance (e.g., liquid poured from a short wide glass to a tall thin one). Conserve the amount – 'It's the same!'
守恒：意识到尽管外观改变，数量保持不变（例如液体从矮宽杯倒入高瘦杯）。守住数量——“它是一样的！”
Egocentrism: The inability to see a situation from another person's point of view. Young children think everyone sees what they see – 'Ego' in the centre.
自我中心：无法从他人角度看待情境。年幼儿童认为别人看到的和自己一样——自我在中心。
4. Memory Terminology | 记忆术语速记
Encoding: The process of converting sensory input into a form that can be stored in memory. It's like typing data into a computer – the first step.
编码：将感官输入转换为可存入记忆的形式的过程。就像把数据输入电脑——第一步。
Storage: Maintaining information overtime. Think of a hard drive 'storing' files.
存储：长期保持信息。想想硬盘“存储”文件。
Retrieval: Accessing stored information when needed. 'Retrieve' is like pulling a file back onto the screen.
提取：需要时获取存储的信息。“提取”就像把文件重新拉回到屏幕上。
Short-Term Memory (STM) A temporary store with limited capacity (7±2 items) and duration (about 18-30 seconds). It's your mental 'sticky note'.
短时记忆（STM）：容量有限（7±2 项）、持续时间短（约18-30秒）的暂时储存。是你的心理“便利贴”。
Long-Term Memory (LTM): Relatively permanent memory store with potentially unlimited capacity. A vast 'library' of experiences and facts.
长时记忆（LTM）：相对永久、容量近乎无限的记忆储存。一个庞大的“图书馆”，存放经验和事实。
Multi-Store Model (MSM): Atkinson and Shiffrin's model describing memory as a flow through sensory register, STM and LTM. Use the acronym 'SSL' (Sensory, Short, Long).
多存储器模型（MSM）：阿特金森和希夫林提出的记忆模型，将记忆描述为感觉登记、短时记忆和长时记忆的流程。使用首字母缩写“SSL”（感觉、短时、长时）。
Interference: Forgetting because one memory disrupts another. Proactive (old blocks new) and Retroactive (new blocks old). 'Old vs New collision'.
干扰：由于一种记忆干扰另一种记忆而导致的遗忘。前摄（旧干扰新）和倒摄（新干扰旧）。“新旧碰撞”。
5. Attachment and Early Development | 依恋与早期发展术语速记
Attachment: A deep emotional bond between infant and caregiver. Think of a strong 'attach'ment – a tether that provides security.
依恋：婴儿与照料者之间深厚的情感纽带。想象一个坚固的“连接”——提供安全感的系绳。
Separation Anxiety: Distress shown by an infant when separated from a primary attachment figure. 'Separation' causes anxiety.
分离焦虑：婴儿与主要依恋对象分开时表现出的痛苦。“分离”引发焦虑。
Stranger Anxiety: Fear of unfamiliar people, typically emerging around 8 months. The baby suddenly notices 'stranger' = danger.
陌生人焦虑：对不熟悉的人的恐惧，通常在8个月左右出现。宝宝突然意识到“陌生人”=危险。
Secure Base: A caregiver acts as a base from which an infant can explore, returning for comfort. Like an explorer's home camp.
安全基地：照料者充当婴儿可以探索的基地，并返回寻求安慰。就像探险者的大本营。
Monotropy (Bowlby): The idea that infants form one special primary attachment which is crucial for emotional development. 'Mono' means one – that one special person.
单一依恋（鲍尔比）：婴儿形成一个特殊的原始依恋，对情感发展至关重要。“单一”的意思就是一个——那个特别的人。
Strange Situation: Ainsworth's controlled observation procedure to assess attachment types (secure, insecure-avoidant, insecure-resistant). Keywords: 'strange' room, reunion behaviour.
陌生情境：安斯沃思设计的受控观察程序，用于评估依恋类型（安全型、不安全-回避型、不安全-反抗型）。关键词：“陌生”房间，重聚行为。
6. Biological Psychology Terminology | 生物心理学术语速记
Neuron: A nerve cell that transmits electrical and chemical signals. Picture a tree – dendrites branch, axon extends signals down.
神经元：传递电信号和化学信号的神经细胞。想象一棵树——树突分叉，轴突向下传递信号。
Synapse: The tiny gap between neurons where neurotransmitters cross. Think of a 'gap' crossed by a chemical messenger 'boat'.
突触：神经元之间的微小间隙，神经递质在此穿过。想象化学信使“船”通过的“间隙”。
Neurotransmitter: Chemical messengers released into synapses (e.g., serotonin, dopamine). 'Chemical post' delivered across the gap.
神经递质：释放到突触中的化学信使（如血清素、多巴胺）。“化学邮件”跨越间隙递送。
Central Nervous System (CNS): Brain and spinal cord. The body's main control centre – 'Central Command'.
中枢神经系统（CNS）：大脑和脊髓。身体的主控中心——“中央指挥部”。
Fight or Flight Response: An automatic physiological reaction to perceived threat, involving adrenaline release. 'Fight or run' – survival mode.
战斗或逃跑反应：对感知到的威胁的一种自动生理反应，涉及肾上腺素释放。“战斗或逃跑”——生存模式。
Hormone: Chemical substance produced by glands, carried in the bloodstream to target organs. Longer-lasting messenger than neurotransmitters. Think of a 'hormone as a slow post'.
激素：由腺体产生、经血液运送到靶器官的化学物质。作用比神经递质更持久。把“激素”想成慢递。
7. Learning Theories Terminology | 学习理论术语速记
Classical Conditioning ion). A neutral stimulus (bell) is paired repeatedly, becoming a conditioned stimulus that elicits a conditioned response. Remember 'Pavlov's dogs – bell = food = drool'.
经典条件作用：通过联想进行学习，由巴甫洛夫发现。无条件刺激（食物）自然引发无条件反应（唾液）。一个中性刺激（铃声）反复配对，成为条件刺激，引发条件反应。记住“巴甫洛夫的狗——铃声=食物=流口水”。
Operant Conditioning: Learning through consequences. Behaviours followed by reinforcement are strengthened; those followed by punishment are weakened. 'Operate and get a result'.
操作条件作用：通过后果进行学习。被强化跟随的行为会加强；被惩罚跟随的行为会减弱。“操作并得到结果”。
Positive Reinforcement: Adding a pleasant stimulus to increase a behaviour (e.g., praise). '+' means add, not good – think of 'adding a reward'.
正强化：增加一个愉快刺激以增强行为（例如表扬）。“正”指添加，不一定是好事——想想“添加奖励”。
Negative Reinforcement: Removing an unpleasant stimulus to increase behaviour (e.g., taking away chores). '-' means subtract – 'remove a pain'. Do not confuse with punishment.
负强化：消除一个不愉快刺激以增强行为（例如免做家务）。“负”指减去——“消除痛苦”。不要与惩罚混淆。
Social Learning Theory: Bandura's theory stating we learn by observing and imitating role models. Four stages: Attention, Retention, Reproduction, Motivation (ARRM). A 'Role Model' is key.
社会学习理论：班杜拉提出的理论，认为我们通过观察并模仿榜样来学习。四个阶段：注意、保持、再现、动机（ARRM）。“榜样”是关键。
Vicarious Reinforcement: Learning from the consequences of others' actions. Watching someone get rewarded makes you more likely to copy. 'Vicarious' means through another's experience.
替代强化：通过他人行为的后果进行学习。看到某人得到奖励会使你更可能模仿。“替代”意味着通过他人的经验。
8. Psychological Problems and Therapies | 心理问题与治疗术语速记
Mental Health: A state of psychological well-being, not just absence of disorder. Think 'Health includes your mind too'.
心理健康：心理上的一种良好状态，不仅仅是没有疾病。想想“健康也包括你的心灵”。
Depression: A mood disorder characterised by persistent low mood, loss of interest, and fatigue. The 'downward spiral' – mind and body slowed.
抑郁症：一种以持续情绪低落、兴趣丧失、疲劳为特征的心境障碍。“向下螺旋”——身心迟缓。
Phobia: An excessive, persistent fear of an object or situation. 'Phobia' = fear out of proportion.
恐惧症：对物体或情境过度、持续的恐惧。“恐惧症”=不成比例的恐惧。
Cognitive Behavioural Therapy (CBT): A therapy aiming to change faulty thinking patterns and behaviours. The 'C' changes your 'B' through new thoughts. Remember 'Thoughts lead to feelings, lead to actions'.
认知行为疗法（CBT）：旨在改变错误思维模式和行为的一种疗法。用“C”改变想法来改变“B”。记住“想法导致感受，导致行动”。
Systematic Desensitisation: A therapy for phobias where relaxation is paired with gradual exposure to the feared object. 'Step-by-step' less fear – systematic.
系统脱敏：一种针对恐惧症的治疗方法，在放松状态下逐步暴露于恐惧物。“一步一步”减少恐惧——系统进行。
Biological Approach to Mental Health: Explains disorders through neurotransmitters, brain structure, and genetics. Drug therapy targets chemical imbalances. 'Biology' is the hardware.
心理健康的生物取径：通过神经递质、大脑结构和遗传学解释障碍。药物疗法针对化学失衡。“生物学”是硬件。
9. Key Figures and Their Theories | 重要人物及其理论速记
Wilhelm Wundt: Established the first psychology laboratory (1879) and used introspection. 'Father' of experimental psychology – Wundt started it all.
威廉·冯特：建立了首个心理学实验室（1879年），采用内省法。实验心理学之“父”——冯特开启了一切。
Sigmund Freud: Founded psychodynamic approach: unconscious mind, id, ego, superego. 'Freud's couch' – hidden drives.
西格蒙德·弗洛伊德：创立了心理动力取径：无意识、本我、自我、超我。“弗洛伊德的沙发”——隐藏的驱力。
Ivan Pavlov: Discovered classical conditioning through his dog experiments. 'Pavlov's dogs' – ringing of the bell elicits salivation.
伊万·巴甫洛夫：通过狗的实验发现了经典条件作用。“巴甫洛夫的狗”——铃声引发唾液分泌。
B.F. Skinner: Operant conditioning using the Skinner box. Believed consequences shape behaviour. 'Skinner's box' – press lever, get food pellet.
B.F. 斯金纳：操作条件作用，使用斯金纳箱。相信后果塑造行为。“斯金纳的箱子”——按压杠杆，得到食丸。
Albert Bandura: Social learning theory with Bobo doll experiments. 'Bandura's Bobo doll' – kids imitate aggression.
阿尔伯特·班杜拉：社会学习理论及波波玩偶实验。“班杜拉的波波玩偶”——孩子模仿攻击行为。
Jean Piaget: Theory of cognitive development in four stages: sensorimotor, preoperational, concrete operational, formal operational. 'Piaget's stages' – think S, P, C, F.
让·皮亚杰：认知发展的四阶段理论：感知运动阶段、前运算阶段、具体运算阶段、形式运算阶段。“皮亚杰的阶段”——记 S, P, C, F。
John Bowlby: Monotropic theory of attachment; emphasised a critical period. 'Bowlby's one special bond'.
约翰·鲍尔比：单一依恋理论；强调关键期。“鲍尔比的一个特殊纽带”。
10. Mnemonic Strategies for Exams | 考试记忆策略总结
Turn the first letters of a set of terms into a memorable phrase. For example, the four stages of Bandura's SLT can be 'All Red Roses Move' – Attention, Retention, Reproduction, Motivation. Invent silly, vivid mental images.
把一组术语的首字母变成一个好记的短语。例如，班杜拉社会学习理论的四个阶段可以用“All Red Roses Move”表示——注意、保持、再现、动机。创造滑稽、生动的心理图像。
Use the 'Method of Loci' – place terms along a familiar route in your house. Picture your living room sofa as 'Schema', the TV as 'Assimilation', and the bookshelf as 'Accommodation'. Walk through mentally during the exam.
使用“位置记忆法”——把术语放在你家中熟悉的路径上。把客厅沙发想象成“图式”，电视是“同化”，书架是“顺应”。考试时在脑海中走一遍。
nger concepts into pairs: classical conditioning = UCS-UCR, NS+UCS, CS-CR. Create a story: ' S) brings food (UCR). A bell (NS) rings each time. Soon the bell (CS) makes me hungry (CR)'.
把较长的概念分成对子：经典条件作用 = UCS-UCR, NS+UCS, CS-CR。编一个故事：“山姆大叔（UCS）带来食物（UCR）。每次都有铃声（NS）响起。很快铃声（CS）让我饿（CR）”。
For distinguishing reinforcement from punishment, repeat: 'Reinforce means increase; punish means decrease. Positive means add; negative means subtract.' Draw a 2x2 grid to lock it in.
为了区分强化和惩罚，重复：“强化意味着增加；惩罚意味着减少。正意味着添加；负意味着减去。”画一个2x2的网格来巩固记忆。
When revising, teach the content aloud as if to a friend, or create flashcards with a term on one side and the simple definition plus a doodle on the other. The Canadian psychologist Tulving showed the power of retrieval practice – test yourself frequently.
复习时，像对朋友讲课一样大声讲解内容，或者制作抽认卡，一面写术语，另一面写简单定义和涂鸦。加拿大心理学家Tulving展示了提取练习的力量——经常自我测试。
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