📚 Year 10 CCEA Psychology: Quick Reference Formula & Theorem Handbook | CCEA 心理学公式定理速查手册
Welcome to the Quick Reference Handbook for Year 10 CCEA Psychology. This guide compiles essential formulas, key theorems, and critical experimental findings that every student needs to memorise. From descriptive statistics used in research methods to the vital parameters of memory models, attachment types, and social influence studies, this handbook provides a bilingual quick-glance reference to boost your revision efficiency.
欢迎使用 CCEA 十年级心理学公式定理速查手册。本指南汇集了每位学生必须记忆的关键公式、重要定理与核心实验数据。从研究方法中的描述性统计，到记忆模型的关键参数、依恋类型以及社会影响研究，本手册提供双语速查参考，助力你的复习效率。
1. Descriptive Statistics Formulas | 描述性统计公式
The mean is the arithmetic average of a set of scores. It is calculated by adding all the scores together and dividing by the total number of scores.
均值是一组数据的算术平均数。计算方法是将所有分数相加，然后除以分数的总个数。
Mean = Σx / n
The median is the middle value when all scores are arranged in numerical order. If there is an even number of scores, the median is the average of the two middle scores.
中位数是将所有分数按数值顺序排列后处于中间位置的值。如果分数个数为偶数，则中位数为中间两个分数的平均值。
The mode is the most frequently occurring score in a data set. A data set may have one mode, more than one mode (bimodal/multimodal), or no mode if all values occur only once.
众数是指数据集中出现频率最高的分数。数据集可以有一个众数、多个众数（双峰/多峰），或者如果所有值都只出现一次则没有众数。
The range is a measure of dispersion that shows the spread of scores. It is calculated by subtracting the smallest score from the largest score.
极差（范围）是衡量数据离散程度的指标，表示分数的分布范围。计算方法是用最大值减去最小值。
Range = Highest score – Lowest score
2. Percentage Change Formula | 百分比变化公式
Percentage change is frequently used to compare the difference between two conditions or across time in psychological research. The formula measures the relative change as a proportion of the original value.
百分比变化常用于心理学研究中比较两种条件或跨时间的差异。该公式衡量相对于原始值的相对变化程度。
Percentage Change = (New value – Original value) ÷ Original value × 100%
If the result is positive, it indicates a percentage increase; if negative, a percentage decrease. This helps researchers report the magnitude of change clearly.
若结果为正值，表示百分比增加；若为负值，则表示百分比减少。这有助于研究者清晰地报告变化的大小。
3. Short-Term Memory Capacity and Duration | 短时记忆的容量与持续时间
) proposed that the capacity of short-term memory (STM) is 7±2 items, often referred to as 'the magical number seven, plus or minus two' hunking can expand the amount of information held by grouping items into meaningful units.
米勒（1956）提出短时记忆的容量为 7±2 个项目，常被称为“神奇的数字七加减二”。组块可以通过将项目组合成有意义的单元来扩展所容纳的信息量。
The duration of STM was investigated by Peterson and Peterson (1959). They found that without rehearsal, information decays rapidly, with recall dropping to less than 10% after 18–30 seconds.
彼得森夫妇（1959）研究了短时记忆的持续时间。他们发现，在没有复述的情况下，信息迅速衰退，18–30 秒后回忆率降至低于 10%。
| Feature | 特征 | Detail | 细节 |
|---|---|
| Capacity (Miller) | 容量 | 7 ± 2 items (chunks) 7 ± 2 个项目（组块） |
| Duration (Peterson & Peterson) | 持续时间 | About 18–30 seconds without rehearsal 若不进行复述，约 18–30 秒 |
| Encoding | 编码 | Mainly acoustic (sound-based) 主要是声学编码（基于声音） |
4. Long-Term Memory Encoding | 长时记忆编码
Baddeley (1966) demonstrated that long-term memory (LTM) mainly relies on semantic encoding, meaning we remember information by its meaning. He gave participants lists of words that were acoustically or semantically similar and tested recall.
巴德利（1966）证明长时记忆主要依赖语义编码，即我们通过意义来记忆信息。他向参与者呈现声学相似或语义相似的单词列表，并测试其回忆情况。
In immediate recall, acoustic confusion was more common, supporting STM's acoustic nature. After a delay, semantic errors became prominent, indicating LTM's preference for meaning. This principle explains why elaborative rehearsal (linking to existing knowledge) is more effective than mere repetition.
在即时回忆中，声学混淆更常见，这支持了短时记忆的声学性质。延迟后，语义错误变得突出，表明长时记忆偏爱意义加工。这一原理解释了为何精细复述（与已有知识联系）比简单重复更有效。
5. Multi-Store Memory Model Parameters | 多存储记忆模型参数
The Atkinson-Shiffrin multi-store model (1968) describes three separate memory stores: sensory register, short-term memory, and long-term memory. Each store differs in capacity, duration, and coding. The following table summarises their key parameters.
阿特金森-希夫林多存储模型（1968）描述了三个独立的记忆存储：感觉登记、短时记忆和长时记忆。每个存储在容量、持续时间和编码方面均不相同。下表总结了它们的关键参数。
| Store | 存储 | Capacity | 容量 | Duration | 持续时间 | Coding | 编码 |
|---|---|---|---|
| Sensory Register | 感觉登记 | Very large (all sensory input) 非常巨大（所有感官输入） | 0.5–2 seconds 0.5–2 秒 | Sense-specific (iconic, echoic) 感觉道特异（视觉图像、听觉声像） |
| Short-Term Memory | 短时记忆 | 7 ± 2 items 7 ± 2 个项目 | 18–30 seconds 18–30 秒 | Mainly acoustic 主要声学 |
| Long-Term Memory | 长时记忆 | Potentially unlimited 潜在无限 | Up to a lifetime 可维持终身 | Mainly semantic 主要语义 |
6. Working Memory Model Components | 工作记忆模型的成分
Baddeley and Hitch (1974) proposed the working memory model as an alternative to the unitary STM in the multi-store model. It consists of a central executive supervising several slave systems.
巴德利与希奇（1974）提出工作记忆模型，以替代多存储模型中单一的短时记忆。该模型由一个中央执行系统监控多个附属系统构成。
The central executive directs attention and coordinates the subsystems. It has limited capacity and cannot store large amounts of data. The phonological loop processes auditory information and has two subparts: the phonological store (inner ear) and the articulatory control process (inner voice).
中央执行系统引导注意力并协调各子系统。其容量有限，无法存储大量数据。语音回路处理听觉信息，包含两个子部分：语音存储（内耳）和发音控制过程（内部言语）。
The visuospatial sketchpad handles visual and spatial information, allowing us to mentally manipulate images. The episodic buffer (added later in 2000) integrates information from the other components and links working memory to LTM, providing a sense of conscious awareness.
视空间模板处理视觉和空间信息，使我们能够在心理上操控图像。情景缓冲区（后于 2000 年添加）整合来自其他成分的信息，并将工作记忆与长时记忆连接，提供有意识的觉察体验。
7. Forgetting Curve and Interference Theory | 遗忘曲线与干扰理论
Ebbinghaus (1885) studied his own memory for nonsense syllables and discovered the forgetting curve. Forgetting is rapid shortly after learning, with about 50% of information lost within the first hour, and then the rate slows over time.
艾宾浩斯（1885）通过研究自己对无意义音节的记忆发现了遗忘曲线。学习后短时间内遗忘迅速，大约一小时内会丢失约 50% 的信息，随后遗忘速率随时间减慢。
Although there is no simple formula for the forgetting curve, students can recall that the steepest drop occurs immediately, followed by a gradual plateau. Revision sessions should be spaced to reactivate memory traces before they decay too far.
尽管遗忘曲线没有简单的公式，但学生可记住最陡峭的下降发生在学习后即刻，随后趋于平缓。应间隔安排复习，以便在记忆痕迹衰退过度之前重新激活它们。
Interference theory offers another explanation for forgetting. Proactive interference occurs when old learning disrupts recall of new information. Retroactive interference occurs when new learning disrupts recall of old information. These effects are stronger when materials are similar.
干扰理论为遗忘提供了另一种解释。前摄干扰指旧的学习干扰对新信息的回忆。倒摄干扰指新的学习干扰对旧信息的回忆。当材料相似时，这些效应更强。
8. Schaffer & Emerson Attachment Stages | 舍弗与埃默森的依恋阶段
Schaffer and Emerson (1964) studied 60 Glasgow infants and identified four stages of attachment development based on observations of separation anxiety and stranger distress.
舍弗和埃默森（1964）研究了 60 名格拉斯哥婴儿，基于分离焦虑和陌生人焦虑的观察，识别出依恋发展的四个阶段。
| Stage | 阶段 | Age | 月龄 | Key Features | 关键特征 |
|---|---|---|
| Asocial Stage | 非社会期 | 0–6 weeks 0–6 周 | Responds to social and non-social stimuli similarly; not yet forming specific bonds. 对社会和非社会刺激反应相似；尚未形成特定纽带。 |
| Indiscriminate Attachment | 无区别依恋 | 6 weeks – 7 months 6 周到 7 个月 | Enjoys human company; no stranger anxiety; accepts comfort from anyone. 喜欢与人相处；无陌生人焦虑；接受任何人的安抚。 |
| Specific Attachment | 特定依恋 | 7–9 months 7–9 个月 | Shows separation anxiety and stranger distress; primary attachment figure emerges (usually mother). 表现出分离焦虑和陌生人焦虑；出现主要依恋对象（通常是母亲）。 |
| Multiple Attachments | 多重依恋 | 9 months onwards 9 个月以后 | Forms attachments to several regular caregivers; 29% had formed multiple attachments within one month of first specific attachment. 与多个固定照料者形成依恋；29% 的婴儿在形成第一个特定依恋的一个月内已形成多重依恋。 |
9. Ainsworth's Strange Situation Attachment Types | 安斯沃思陌生情境依恋类型
Mary Ainsworth (1978) designed the Strange Situation to assess the quality of attachment in infants aged 12–18 months. The procedure involves a series of separations and reunions with the caregiver. Three main attachment types were identified, along with typical percentages.
玛丽·安斯沃
Published by TutorHao | Year 10 Psychology Revision Series | aleveler.com
更多咨询请联系16621398022（同微信）
或截图后用「扫一扫 → 相册」选择本图