📚 Year 10 Eduqas Psychology Key Terminology Memory Boost | 十年级 Eduqas 心理学关键术语速记指南
Mastering the technical vocabulary of GCSE Psychology is crucial for exam success. This guide provides quick definitions and clever mnemonics for every key term in Year 10 Eduqas Psychology, helping you lock the concepts into your long-term memory with ease.
掌握 GCSE 心理学的专业词汇是考试成功的关键。本指南为十年级 Eduqas 心理学中的每个关键术语提供了快速定义和巧妙的助记口诀，帮助你轻松地将概念植入长期记忆。
1. Research Methods: Core Variables | 研究方法：核心变量
Your research methods knowledge starts with the variables you manipulate and measure. Let's anchor these with simple memory hooks.
研究方法的知识从你操控和测量的变量开始。我们用简单的记忆钩子来锁定它们。
Independent Variable (IV): the variable the researcher manipulates. Think 'I Change' – I manipulate the IV to see its effect.
自变量 (IV)：研究者操控的变量。记住 "我改变"——我操控自变量以观察其效果。
Dependent Variable (DV): the variable the researcher measures. 'D Measure' – DV is what you Measure.
因变量 (DV)：研究者测量的变量。"你测量"——因变量是你所测量的结果。
Operationalisation: making variables specific and measurable so they can be manipulated or recorded. For example, defining 'memory' as the number of words recalled from a list of 20. Mnemonic: 'Operate clearly so others can replicate'.
操作化：使变量具体且可测量，以便操控或记录。例如，将 "记忆" 定义为从 20 个单词列表中回忆起的单词数量。助记："清晰操作，他人可重复"。
Experimental hypothesis: a precise, testable prediction that states the expected effect of the IV on the DV, e.g. 'Participants who drink caffeine will recall more words than those who do not.' Think 'If IV, then DV'.
实验假设：一个精确、可检验的预测，说明自变量对因变量的预期影响，例如 "饮用咖啡因的参与者会比没有饮用的参与者回忆起更多单词"。记住 "如果 IV，那么 DV"。
Null hypothesis: a statement that there will be no difference or relationship between the conditions. Every experiment tests the null. Mnemonic: 'Null means zero effect'.
零假设：声明条件之间没有差异或关系的陈述。每个实验都检验零假设。助记："零意味着零效应"。
Extraneous variable (EV): any variable other than the IV that might affect the DV. To prevent confounding, you must control them. 'EV – Eliminate Variables'.
额外变量 (EV)：除自变量外任何可能影响因变量的变量。为避免混淆，必须控制它们。助记："EV——消除变量"。
atically with the IV, so you cannot tell whether the IV or the confound caused the change. 'Confound = Cause Confusion'.
混淆变量：一种与自变量系统性变化的额外变量，导致无法确定是自变量还是混淆变量引起了变化。"混淆 = 造成混乱"。
2. Experimental Design and Controls | 实验设计与控制
How you allocate participants into conditions can make or break an experiment. Use these mnemonics to keep the three designs straight.
如何将参与者分配到不同条件中可能成就或毁掉一个实验。用这些助记符来区分三种设计。
: different participants are used in each condition. They are allocated randomly. Remember 'Independent = In-different people'.
独立组设计：每个条件使用不同的参与者。他们被随机分配。记住 "独立 = 不同的个体"。
sign: the same participants take part in all conditions. Prone to order effects. Mnemonic: 'Repeated = Same People, Same Story'.
重复测量设计：同一组参与者参加所有条件。容易出现顺序效应。助记："重复 = 相同的人，相同的故事"。
pants are paired based on key characteristics, then randomly assigned to conditions. Think 'Matched = Mirror Twins'.
配对组设计：根据关键特征将参与者配对，然后随机分配到各条件中。记住 "配对 = 镜像双胞胎"。
Order effects: in repeated measures, performance may improve due to practice or worsen due to fatigue. Counterbalancing (ABBA) is used to neutralise these. 'Order effects – Practice or Exhaustion'.
顺序效应：在重复测量中，表现可能因练习而提升或因疲劳而下降。使用平衡设计 (ABBA) 来中和。"顺序效应——练习或疲惫"。
rticipants to conditions purely by chance, which distributes participant variables evenly. 'Random = fair lottery'.
随机分配：完全凭机会将参与者分到各个条件，均匀分布参与者变量。"随机 = 公平抽签"。
le-blind: both participants and researcher are unaware, controlling for experimenter bias. 'Single = participant blind; Double = both blind'.
单盲程序：参与者不知道自己在哪个条件，减少需求特征。双盲：参与者和研究者都不知道，控制实验者偏见。"单盲 = 参与者盲；双盲 = 双方都盲"。
3. Ethical Guidelines Made Memorable | 伦理原则轻松记
Ethical principles protect participants from harm. Use the acronym 'CARD PE' to recall the six key guidelines in a flash.
伦理原则保护参与者免受伤害。用缩略词 "CARD PE" 快速记住六条关键准则。
Consent: participants must give informed consent. If under 16, parental consent is needed. 'C for Consent – can't proceed without it.'
知情同意：参与者必须给出知情同意。未满 16 岁需父母同意。"C 代表同意——没有它无法进行"。
Anonymity: data must remain confidential and participants not identifiable. 'A for Anonymity – answer anonymously.'
匿名：数据必须保密，参与者不可被识别。"A 代表匿名——匿名作答"。
Right to Withdraw: participants can leave at any time without penalty. 'R for Right to withdraw – you can walk away.'
退出权：参与者可随时退出而不受罚。"R 代表退出权——你可以离开"。
Debrief: at the end, the true aim is revealed and support offered. 'D for Debrief – talk it out.'
事后解说：结束时告知真实目的并提供支持。"D 代表事后解说——说清楚"。
Protection from Harm: participants should experience no more psychological or physical harm than in everyday life. 'P for Protection – keep them safe.'
免受伤害：参与者不应经历超出日常生活的心理或身体伤害。"P 代表保护——确保安全"。
Ethical issues: deception should be avoided unless essential, and must be justified. 'E for Ethics – always think ethically.'
伦理问题：除非必要且正当，否则应避免欺骗。"E 代表伦理——始终考虑伦理"。
4. Memory Models: MSM and WMM | 记忆模型：多储存模型与工作记忆模型
The Multi-Store Model (Atkinson & Shiffrin) and Working Memory Model (Baddeley & Hitch) are the foundations of memory theory. Their features can be memorised through imagery.
多储存模型 (阿特金森 & 谢夫林) 和工作记忆模型 (巴德利 & 希奇) 是记忆理论的基础。我们可以通过图像来记忆它们的特点。
information (iconic for visual, echoic for auditory). Duration is about 250 milliseconds. 'Sensory = snapshot camera'.
感觉登记：以特定感觉道编码信息 (图像记忆为视觉，声像记忆为听觉)。持续时间约 250 毫秒。"感觉 = 快照相机"。
Memory (STM): encodes acoustically, has a capacity of 7 ± 2 items and duration of about 18–30 seconds. To remember, think 'STM = Short Tune Memory, hum it for 20 seconds'.
短期记忆 (STM)：以声学编码，容量为 7±2 项，持续时间约 18–30 秒。记住 "STM = 短曲记忆，哼唱 20 秒"。
emory (LTM): encodes semantically, capacity is unlimited, duration potentially a lifetime. 'LTM = Library of meaning, shelves forever'.
长期记忆 (LTM)：以语义编码，容量无限，持续时间可能终生。"LTM = 意义图书馆，永远在架上"。
e boss of the Working Memory Model, allocates attention and coordinates the slave systems. 'Central Executive = CEO of the mind'.
中央执行器：工作记忆模型的老板，分配注意并协调附属系统。"中央执行器 = 心灵的 CEO"。
tion, has a phonological store (inner ear) and articulatory control process (inner voice). 'Phonological Loop = phone to your ear'.
语音回路：处理听觉信息，包含语音储存 (内耳) 和发音控制过程 (内心声音)。"语音回路 = 贴耳的电话"。
Visuospatial Sketchpad: holds visual and spatial information. 'Visuospatial Sketchpad = sketch of what you see'.
视空间画板：保存视觉和空间信息。"视空间画板 = 你看到的素描"。
uffer: integrates information from other stores and links to LTM. Added later by Baddeley. 'Episodic Buffer = episode binder'.
情景缓冲器：整合来自其他储存的信息并连接长期记忆，之后由巴德利添加。"情景缓冲器 = 情景粘合剂"。
5. Types of Memory and Forgetting | 记忆类型与遗忘
Long-term memory is not a single store. Likewise, forgetting is explained by several distinct theories. Lock these in with vivid tags.
长期记忆不是单一储存。同样，遗忘也有几种不同的理论解释。用生动的标签锁住它们。
Episodic memory: personal memory of events (time-stamped). 'Episodic = episodes of your life'.
情景记忆：关于个人事件的记忆 (带时间标签)。"情景 = 你生命中的剧集"。
Semantic memory: general factual knowledge, not time-stamped. 'Semantic = schema of facts'.
语义记忆：一般事实知识，无时间标签。"语义 = 事实图式"。
Procedural memory: memory for skills and actions, implicit. 'Procedural = proceed without thinking'.
程序记忆：对技能和动作的记忆，内隐。"程序 = 不假思索地进行"。
roactive interference: old learning disrupts new learning (Pro = forward, old blocks new). 'Proactive = past pushing forward'.
前摄干扰：旧学习干扰新学习 (Pro = 向前，旧的阻碍新的)。"前摄 = 过去往前推"。
roactive interference: new learning disrupts recall of old information (Retro = backward). 'Retroactive = recent rewrites old'.
倒摄干扰：新学习干扰对旧信息的回忆 (Retro = 向后)。"倒摄 = 新近改写旧的"。
eval failure: forgetting due to missing cues; information is available but not accessible. 'Retrieval failure = locked door without the key (cue)'.
提取失败：由于缺少线索而遗忘；信息可用但无法提取。"提取失败 = 上了锁却没有钥匙 (线索)"。
-dependent forgetting: recall is better when the environment matches the learning context. 'Context = same place, better trace'.
情境依赖遗忘：当环境与学习情境匹配时，回忆效果更好。"情境 = 相同地点，更好痕迹"。
6. Attachment: Bowlby’s Core Ideas | 依恋：鲍比的核心思想
Bowlby’s monotropic theory explains the infant-caregiver bond. Use 'Bear Cubs' to picture the key concepts.
鲍比的单调理论解释了婴儿与照料者的纽带。用 "熊宝宝" 来形象化关键概念。
one primary attachment bond, usually with the mother, which is more important than others. 'Monotropy = mono, one and only'.
单调性：婴儿形成一个主要的依恋纽带，通常是与母亲，这一纽带比其他关系更重要。"单调 = 单一，独一无二"。
ts must form within the first 2.5 years, or serious developmental consequences may follow. 'Critical period = 2 ½ year window'.
关键期：依恋必须在头 2.5 年内形成，否则可能导致严重的发展后果。"关键期 = 两年半的窗口"。
l Working Model: the first attachment provides a mental template for future relationships. 'Internal Working Model = first love blueprint'.
内部工作模型：第一个依恋为未来的关系提供了一个心理模板。"内部工作模型 = 初恋蓝图"。
Base: a caregiver provides a base from which the child can explore, returning for comfort. 'Secure base = safe harbour'.
安全基地：照料者提供一个孩子可以探索的基地，孩子可返回寻求安慰。"安全基地 = 安全港湾"。
Social Releasers: innate behaviours (smiling, crying, cooing) that trigger caregiving. 'Social releasers = baby charm buttons'.
社会释放器：触发照料行为的天生行为 (微笑、哭泣、咿呀)。"社会释放器 = 婴儿魅力按钮"。
ed separation from the mother in the critical period causes irreversible emotional damage. 'Deprivation = irreversible loss'.
母亲剥夺假说：在关键期长时间与母亲分离会导致不可逆的情绪损害。"剥夺 = 不可逆的丧失"。
7. Attachment: Ainsworth’s Strange Situation | 依恋：爱因斯沃斯的陌生人情境
Ainsworth identified three attachment types through the Strange Situation. Learn them as 'A, B, C' and their emotional flavours.
爱因斯沃斯通过陌生人情境确定了三种依恋类型。把它们记为 "A, B,
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