📚 Year 10 Edexcel Psychology: Core Knowledge Review | Year 10 Edexcel 心理学：核心知识点梳理
Welcome to your comprehensive Year 10 Edexcel Psychology revision guide. This article brings together the core knowledge across all the major topics – from research methods and memory to brain, social influence and developmental psychology. Each point is presented in both English and Chinese to help you master key terminology and build deep understanding for your assessments. Use this resource to structure your revision, test yourself and strengthen exam skills.
欢迎阅读这份全面的 Year 10 Edexcel 心理学复习指南。本文梳理了所有重要主题的核心知识点——从研究方法、记忆到大脑、社会影响和发展心理学。每个要点都以中英双语呈现，帮助你掌握关键术语，为考试评估打下坚实基础。请善用此资源，规划复习、自我检测并提升应考技巧。
1. Introduction to Psychology | 心理学导论
Psychology is the scientific study of behaviour and mental processes. It uses empirical methods to collect data, develop theories and explain why people think, feel and act in certain ways.
心理学是用科学方法研究行为和心理过程的学科。它通过实证手段收集数据、发展理论，以解释人们为何会产生特定的想法、感受和行动。
Psychology is not just common sense – it tests ideas using controlled observations, experiments and statistical analysis. This distinguishes psychological findings from everyday opinions.
心理学并非简单的常识——它通过控制观察、实验和统计分析来检验观点。这正是心理学发现区别于日常直觉的关键所在。
The Edexcel GCSE course explores how we develop, remember, perceive, influence each other and are shaped by our biology. All these topics are grounded in research studies you must know.
Edexcel GCSE 课程探索我们如何发展、记忆、感知、彼此影响以及如何被生物因素塑造。所有这些主题都建立在你必须掌握的研究证据之上。
2. Research Methods | 研究方法
Every topic in psychology relies on research methods. You need to understand experimental designs: independent groups (different participants in each condition), repeated measures (same participants in all conditions) and matched pairs (participants matched on a key variable, then split).
心理学的每个主题都依赖研究方法。你需要理解实验设计：独立组设计（每个条件下不同被试）、重复测量设计（相同被试参与所有条件）和配对设计（被试在一个关键变量上匹配后分到两组）。
In an experiment the independent variable (IV) is what the researcher manipulates, while the dependent variable (DV) is what is measured. Extraneous variables are any other factors that could affect the DV and must be controlled.
实验中，自变量（IV）是研究者操纵的因素，因变量（DV）是被测量的结果。额外变量是任何可能影响因变量的其他因素，必须加以控制。
Standardisation, counterbalancing and random allocation are methods used to reduce bias. Ethical guidelines demand informed consent, protection from harm, confidentiality, the right to withdraw and avoidance of deception unless necessary.
标准化程序、平衡法和随机分配是用来减少偏差的方法。伦理准则要求知情同意、保护被试免受伤害、保密、退出权，以及除非必要否则避免欺骗。
Data can be quantitative (numerical) or qualitative (descriptive). Levels of measurement include nominal (categories), ordinal (ranked) and interval/ratio (equal intervals with a true zero).
数据可以是定量（数值型）或定性（描述型）的。测量尺度包括定类（分类数据）、定序（排序数据）和定距/定比（等距且有绝对零点）。
3. Memory: The Multi-Store Model | 记忆：多贮存模型
Atkinson and Shiffrin (1968) proposed the Multi-Store Model, which describes memory as three separate stores: sensory register, short-term memory (STM) and long-term memory (LTM). Information flows between them through attention and rehearsal.
Atkinson 和 Shiffrin（1968）提出了多贮存模型，将记忆描述为三个独立的存储系统：感觉登记、短期记忆（STM）和长期记忆（LTM）。信息通过注意和复述在它们之间流动。
The sensory register holds incoming sensory information for a very brief duration (less than half a second). If we pay attention to it, the information passes into STM.
感觉登记以极短的时间（不足半秒）保存输入的感觉信息。如果我们注意到这些信息，它们会进入短期记忆。
STM has a limited capacity of around 7±2 items (Miller, 1956) and lasts about 18– ehearsal (Peterson & Peterson, 1959). Encoding in STM is mainly acoustic (Baddeley, 1966).
短期记忆容量有限，约 7±2 个组块（Miller, 1956），在没有复述的情况下保持约 18–30 秒（Peterson & Peterson, 1959）。短期记忆的编码主要以声学方式为主（Baddeley, 1966）。
LTM has potentially unlimited capacity and duration. Encoding in LTM is mainly semantic. Maintenance rehearsal keeps information in STM and can transfer it into LTM.
长期记忆的容量和持续时间在理论上无限。长期记忆的编码主要是语义性的。维持性复述可使信息停留在短期记忆中，并能将其转入长期记忆。
4. Memory: Forgetting and Reconstructive Memory | 记忆：遗忘与重构记忆
Forgetting can be explained by interference, where one memory disrupts another. Proactive interference occurs when old information hinders new learning; retroactive interference is when new learning disrupts recall of old information.
遗忘可用干扰理论解释，即一个记忆干扰另一个。前摄干扰指旧信息干扰新学习；倒摄干扰是新学习干扰对旧信息的回忆。
Retrieval failure theory suggests forgetting occurs when we lack the necessary cues. Context-dependent forgetting happens when the environment at recall differs from the environment at learning (Godden & Baddeley, 1975).
提取失败理论认为，当我们缺少必要线索时会发生遗忘。情境依存性遗忘是指回忆时的环境与学习时不同，导致遗忘（Godden & Baddeley, 1975）。
Bartlett (1932) argued memory is reconstructive. Using the story 'The War of the Ghosts', he found participants altered details to fit their own schemas, adding, omitting or rationalising parts of the original.
Bartlett（1932）认为记忆是重构性的。通过使用《幽灵战争》的故事，他发现参与者会改变细节以符合自己已有的图式，对原文进行添加、省略或合理化。
This challenges the idea that memory works like a video recorder. Instead, memories are reconstructed each time we recall them and can be influenced by expectations and cultural background.
这挑战了记忆像录像机一样工作的观点。实际上，记忆在每次回忆时都被重构，并可能受到期望和文化背景的影响。
5. Perception | 知觉
Sensation is the detection of physical stimuli by sensory receptors. Perception is the brain's process of organising and interpreting sensory information, giving it meaning.
感觉是感觉感受器对物理刺激的察觉。知觉是大脑组织并解释感觉信息、赋予其意义的过程。
Visual illusions, such as the Müller-Lyer illusion and the Ponzo illusion, occur when perception does not match physical reality. They provide evidence that perception involves active interpretation.
视错觉（如穆勒-莱耶错觉和庞佐错觉）发生时，知觉与物理现实不一致。这为知觉包含主动解释提供了证据。
Gibson's direct theory (1966) argues that the sensory information we receive is rich enough to enable perception without prior experience. Key concepts are the optic array and affordances – what the environment offers us.
Gibson 的直接知觉理论（1966）认为我们接收的感觉信息足够丰富，无需先前经验即可产生知觉。关键概念包括光阵和功能承受性——环境为我们提供的行为可能性。
Gregory's constructivist theory (1970) argues perception is a top-down process. We use prior knowledge, expectations and inference to construct a perception, which explains why we experience illusions when we misapply cues.
Gregory 的建构主义理论（1970）认为知觉是自上而下的加工。我们运用先前的知识、期望和推论来建构知觉，这也解释了当我们错误地应用线索时会出现错觉。
Factors such as culture, emotion and perceptual set can influence how we perceive ambiguous stimuli. This shows perception is not purely bottom-up but shaped by experience.
文化、情绪和知觉定势等因素会影响我们对模糊刺激的知觉。这表明知觉并非纯粹自下而上，而是受到经验的塑造。
6. Brain and Neuropsychology | 大脑与神经心理学
Neurons are the building blocks of the nervous system. A typical neuron has dendrites, a cell body, an axon covered in a myelin sheath, and terminal buttons. Synaptic transmission occurs when neurotransmitters cross the synaptic gap.
神经元是神经系统的基本单位。典型神经元具有树突、细胞体、包覆髓鞘的轴突和终扣。当神经递质穿过突触间隙时，便发生突触传递。
The cerebral cortex is divided into four lobes: frontal lobe (thinking, personality), parietal lobe (sensory integration), occipital lobe (vision) and temporal lobe (hearing, memory).
大脑皮层分为四个叶：额叶（思维、人格）、顶叶（感觉整合）、枕叶（视觉）和颞叶（听觉、记忆）。
The case of Phineas Gage (1848) provided early evidence for localisation of function. After a metal rod damaged his frontal lobes, Gage's personality changed dramatically, becoming impulsive and disinhibited.
Phineas Gage（1848）的案例为大脑功能定位提供了早期证据。铁棒损伤其额叶后，盖奇的性格发生了巨变，变得冲动且缺乏自制。
Penfield's electrical stimulation studies mapped the motor and sensory cortices, showing that touching specific brain areas could produce movement or sensations. This further supported the idea of localised function.
Penfield 的电刺激研究绘制了运动和感觉皮层地图，证明触碰特定脑区可引起动作或感觉反应，进一步支持了功能定位的观点。
7. Social Influence | 社会影响
Conformity is a type of social influence involving a change in behaviour or belief to fit in with a group. Asch (1951) found that about 75% of participants conformed at least once when asked to judge line lengths in an unambiguous task.
从众是一种社会影响，指改变行为或信念以融入群体。Asch（1951）发现，在一项判断线段长度的明确任务中，约 75% 的被试至少从众一次。
Key factors affecting conformity include group size (conformity increases up to around 4-5 people), unanimity (a single dissenter greatly reduces conformity) and task difficulty (higher conformity when the task is harder).
影响从众的关键因素包括群体规模（从众随人数增加而增强，约至 4–5 人后稳定）、群体一致性（有一个异议者会大幅降低从众）和任务难度（任务越难从众越高）。
Obedience involves following direct orders from an authority figure. Milgram (1963) found that 65% of participants were willing to administer a potentially lethal electric shock when instructed by an experimenter.
服从指遵从权威人物的直接命令。Milgram（1963）发现，65% 的被试愿意按照实验者的指示实施可能致命的电击。
Situational factors affecting obedience include proximity of the victim and authority figure, location (prestige of the setting) and uniform. Milgram's variations showed these cues significantly influenced obedience levels.
影响服从的情境因素包括受害者与权威人物的接近程度、地点（环境声望）和制服。Milgram 的变体实验表明这些线索显著影响服从程度。
Bystander intervention cases show that people are less likely to help when others are present. Latané and Darley (1968) attributed this to diffusion of responsibility and pluralistic ignorance – we assume nothing is wrong if no one else reacts.
旁观者干预案例表明，有他人在场时人们帮助的可能性更低。Latané 和 Darley（1968）将此归因于责任分散和多元无知——如果无人反应，我们便会假定并无异常。
8. Development | 发展心理学
Piaget's theory of cognitive development outlines four stages. The sensorimotor stage (0–2 years) sees the development of object permanence. The pre-operational stage (2–7 years) is marked by egocentrism and lack of conservation.
皮亚杰的认知发展阶段论包括四个阶段。感觉运动阶段（0–2岁）发展出客体永久性。前运算阶段（2–7岁）的特点是自我中心和缺乏守恒概念。
The concrete operational stage (7–11 years) includes logical thinking about concrete events and mastery of conservation. The formal operational stage (11+ years) allows abstract reasoning and hypothetical thinking.
具体运算阶段（7–11岁）能对具体事件进行逻辑思考并掌握守恒概念。形式运算阶段（11岁以后）能进行抽象推理和假设性思考。
Dweck's mindset theory distinguishes between a fixed mindset (believing intelligence is unchangeable) and a growth mindset (believing effort can develop abilities). Praise for effort rather than ability encourages a growth mindset and resilience.
Dweck 的思维模式理论区分了固定型思维（相信智力无法改变）和成长型思维（相信努力可以发展能力）。对努力而非能力的表扬能鼓励成长型思维和韧性。
Early brain development involves rapid synapse formation followed by synaptic pruning, which strengthens frequently used connections. Experience and stimulation during critical periods shape brain architecture.
早期大脑发育涉及突触快速形成，随后通过突触修剪加强常用连接。关键期内的经验和刺激塑造大脑基本构造。
9. Psychological Problems: Depression | 心理问题：抑郁症
Mental health exists on a continuum from healthy functioning to severe disorder. Unipolar depression is a mood disorder characterised by persistent low mood, loss of pleasure (anhedonia), fatigue, changes in appetite and sleep, and negative thoughts.
心理健康存在于从健康功能到严重障碍的连续体上。单相抑郁症是一种情绪障碍，特征为持续情绪低落、快感缺失、疲劳、食欲和睡眠改变以及消极思维。
The biological explanation of depression includes the monoamine hypothesis, which suggests low levels of serotonin and other neurotransmitters are linked to depressive symptoms. Drug therapies often aim to increase serotonin availability.
抑郁症的生物学解释包括单胺假说，该假说认为血清素等神经递质水平低与抑郁症状有关。药物治疗常旨在提高血清素可用性。
Psychological explanations focus on cognitive processes. Beck's cognitive triad describes negative views of the self, the world and the future. Ellis's ABC model explains how activating events (A) plus irrational beliefs (B) lead to emotional consequences (C).
心理学解释关注认知过程。贝克的认知三联征描述了对自己、世界和未来的消极看法。埃利斯的 ABC 模型解释了激发事件（A）加上非理性信念（B）如何导致情绪后果（C）。
Wiles et al. (2013) found that CBT (cognitive behavioural therapy) was more effective than a placebo for patients with moderate to severe depression and led to a meaningful change in symptoms. CBT combines cognitive restructuring and behavioural activation.
Wiles 等（2013）发现，对于中重度抑郁症患者，认知行为疗法（CBT）比安慰剂更有效，并能显著改善症状。CBT 结合了认知重构与行为激活。
10. Key Studies at a Glance | 关键研究一览
The table below summarises several essential studies for your Edexcel portfolio. Knowing the aim, method, findings and conclusion of each study will help you build strong evaluation points.
下表总结了几项 Edexcel 课程必备研究。掌握每项研究的目的、方法、结果和结论将有助于你构建有力的评价要点。
| Study / 研究 | Method / 方法 | Key Finding / 关键发现 |
|---|---|---|
| Peterson & Peterson (1959) | Lab experiment with trigrams and distractor task | STM duration about 18-30 sec without rehearsal |
| Baddeley (1966) | Lab experiment; word lists acoustically/semantically similar | STM mainly acoustic coding; LTM mainly semantic |
| Bartlett (1932) | Serial reproduction of 'The War of the Ghosts' | Memory is reconstructive and influenced by schemas |
| Asch (1951) | Lab experiment; line judgment with confederates | 75% conformed at least once; conformity influenced by group size and unanimity |
| Milgram (1963) | Controlled observation; fake shock generator | 65% obeyed to 450V; situational factors strongly affected obedience |
| Phineas Gage (1848) | Case study; natural brain trauma | Frontal lobe damage linked to personality change |
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