📚 Year 9 Edexcel Psychology: Key Formulas & Theorems Quick Reference | Year 9 Edexcel 心理学：公式定理速查手册
This quick-reference handbook brings together the essential statistical formulas, classic psychological models and research principles that Year 9 Edexcel Psychology students need at their fingertips. From calculating central tendency to recalling the multi-store model of memory, each entry is presented in clear, bilingual format to support both English and Chinese revision.
这本速查手册汇总了 Year 9 Edexcel 心理学学生需要掌握的核心统计公式、经典心理学模型和研究原理。从计算集中趋势到回忆记忆的多存储模型,每一条目均以清晰的双语形式呈现,方便英文和中文复习。
1. Calculating the Mean | 计算平均数
The mean is the arithmetic average of a set of scores. Add all the values together, then divide by the total number of values.
平均数是一组分数的算术平均值。将所有数值相加,然后除以数值的总个数。
Mean = ∑x ÷ N
Where ∑x is the sum of all data points and N is the number of data points.
其中 ∑x 表示所有数据点之和,N 表示数据点的个数。
2. Finding the Median | 计算中位数
The median is the middle value when all scores are arranged in order from smallest to largest. If there is an even number of scores, the median is the mean of the two middle values.
中位数是将所有分数按从小到大的顺序排列后位于中间的值。如果分数的个数为偶数,则中位数是中间两个数值的平均数。
Median for even N = (Valueₙ/₂ + Valueₙ/₂₊₁) ÷ 2
Always order the data first to avoid errors.
务必先对数据排序,以避免错误。
3. Identifying the Mode | 确定众数
The mode is the most frequently occurring value in a data set. A set may have one mode (unimodal), two modes (bimodal) or more. If no value repeats, there is no mode.
众数是一组数据中出现次数最多的数值。一组数据可以有一个众数、两个众数或多个众数。如果没有重复的数值,则没有众数。
The mode is especially useful for categorical data where averages cannot be calculated.
众数对于无法计算平均数的分类数据特别有用。
4. Measuring the Range | 计算范围
The range is a simple measure of spread (dispersion). It tells you how far apart the highest and lowest scores are.
范围是一种简单的离散量数,它告诉你最高分与最低分之间的差距。
Range = Maximum value – Minimum value
A large range suggests data are widely spread; a small range indicates scores are clustered together.
范围大表明数据分散;范围小表明分数集中。
5. Percentage Change | 百分比变化
Percentage change shows how much a quantity has increased or decreased in relative terms, often used to compare before-and-after measurements in studies.
百分比变化显示一个量相对增加或减少了多少,常用于比较研究中的前后测量值。
Percentage Change = ((New Value – Old Value) ÷ Old Value) × 100%
A positive result means an increase; a negative result means a decrease.
结果为正值表示增加;为负值表示减少。
6. The Multi-Store Model of Memory (Atkinson & Shiffrin) | 记忆的多存储模型
Atkinson and Shiffrin (1968) proposed that memory consists of three separate stores: the sensory register, short-term memory (STM) and long-term memory (LTM). Information flows linearly from sensory register to STM through attention, and from STM to LTM via maintenance rehearsal.
Atkinson 和 Shiffrin (1968) 提出记忆由三个独立的存储系统组成:感觉登记、短时记忆和长时记忆。信息通过注意从感觉登记线性流向短时记忆,再通过复述从短时记忆进入长时记忆。
Key features: sensory register has a large capacity but a very brief duration (¼–½ second); STM has a limited capacity and a duration of about 18–30 seconds without rehearsal; LTM has potentially unlimited capacity and duration, with information encoded mainly semantically.
关键特征:感觉登记容量大但保持时间极短(¼–½秒);短时记忆容量有限,无复述时保持约18–30秒;长时记忆的容量和保持时间几乎是无限的,编码主要为语义编码。
7. Miller’s Magic Number 7±2 | 米勒的神奇数字 7±2
George Miller (1956) found that the capacity of short-term memory is about seven items, plus or minus two. This means most people can hold between five and nine chunks of information in STM at once.
George Miller (1956) 发现短时记忆的容量大约为7个组块,加减2。这意味着大多数人一次能在短时记忆中保持5到9个信息组块。
STM Capacity = 7 ± 2 chunks
Chunking – grouping separate bits of information into larger, meaningful units – can increase the amount of material held in STM.
组块化——将独立的信息组合成更大、有意义的单元——可以增加短时记忆保持的信息量。
8. Yerkes-Dodson Law of Arousal | 耶克斯-多德森唤醒定律
The Yerkes-Dodson Law states that performance increases with physiological or mental arousal, but only up to an optimal point. Beyond that optimum, further arousal leads to a decline in performance. The curve is an inverted-U shape.
耶克斯-多德森定律指出,表现会随着生理或心理唤醒水平的提高而提升,但只到某个最佳点为止。超过这个最佳点后,进一步的唤 醒会导致表现下降。这一关系呈倒U形曲线。
For simple or well-learned tasks, the optimal arousal level tends to be higher; for complex or new tasks, the optimum is lower. This principle helps explain performance under pressure.
对于简单或早已熟练的任务,最佳唤醒水平较高;对于复杂或新任务,最佳唤醒水平较低。这一原理解释了压力之下的表现差异。
9. Piaget’s Stages of Cognitive Development | 皮亚杰认知发展阶段理论
Jean Piaget proposed that children pass through four distinct stages of cognitive development, each marked by new intellectual abilities.
皮亚杰提出儿童会经历四个不同的认知发展阶段,每个阶段都以新的智力能力为标志。
Sensorimotor (0–2 years): learning through senses and actions; object permanence develops. Preoperational (2–7 years): symbolic thinking, egocentrism, animism. Concrete operational (7–11 years): logical reasoning about concrete events, conservation mastered. Formal operational (11+ years): abstract and hypothetical thinking.
感知运动阶段(0–2岁):通过感官和动作学习;客体永恒性得以发展。前运算阶段(2–7岁):符号思维,自我中心,泛灵论。具体运算阶段(7–11岁):对具体事件进行逻辑推理,掌握守恒。形式运算阶段(11岁以上):抽象与假设思维。
10. Operant Conditioning – Reinforcement Principles | 操作性条件反射原理
B.F. Skinner demonstrated that behaviour is shaped and maintained by its consequences. Reinforcement increases the likelihood of a behaviour; punishment decreases it.
斯金纳证明行为由其后果塑造和维持。强化增加行为发生的可能性;惩罚则降低其可能性。
Positive reinforcement: adding a pleasant stimulus to strengthen behaviour. Negative reinforcement: removing an unpleasant stimulus to strengthen behaviour. Punishment: adding an unpleasant stimulus or removing a pleasant one to weaken behaviour. Note that negative reinforcement is not punishment – it increases behaviour by taking away something aversive.
正强化:添加愉快刺激以加强行为。负强化:消除不愉快刺激以加强行为。惩罚:添加不愉快刺激或移除愉快刺激以削弱行为。注意,负强化并非惩罚——它通过消除厌恶物来增加行为。
11. Independent Variable and Dependent Variable | 自变量与因变量
In an experiment, the independent variable (IV) is what the researcher deliberately manipulates or changes. The dependent variable (DV) is what is measured to see the effect of the IV.
在实验中,自变量是研究者有意操纵或改变的变量。因变量则是为了观察自变量带来的效果而测量的变量。
A simple rule: the IV is the ‘cause’ (what I change), and the DV is the ‘effect’ (what I measure). All other variables should be controlled to avoid confounding results.
一条简单的规则:自变量是“原因”(我改变什么),因变量是“效果”(我测量什么)。所有其他变量都应加以控制,以免混淆结果。
12. Hypotheses – Null and Alternative | 假设——零假设与备择假设
A hypothesis is a clear, testable prediction about the outcome of a study. Every experiment must state both a null hypothesis and an alternative hypothesis.
假设是对研究结果的明确、可验证的预测。每一个实验都必须陈述零假设和备择假设。
H₀ (Null): There will be no significant difference (or relationship) between the conditions.
H₁ (Alternative): There will be a significant difference (or relationship) between the conditions.
The alternative hypothesis can be directional (one‑tailed) if the expected direction is predicted, or non‑directional (two‑tailed) if the direction is not specified. In Year 9, you will usually write a simple directional or non‑directional prediction.
如果预测了预期的方向,备择假设可以是方向性的(单尾);如果未指定方向,则是非方向性的(双尾)。在Year 9学习中,你通常会写出简单的方向性或非方向性预测。
Published by TutorHao | Psychology Revision Series | aleveler.com
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