📚 CCEA Year 10 Psychology: Key Terms Memory Guide | CCEA 十年级心理学：关键术语速记指南
Psychology is a subject rich in specialist vocabulary, and Year 10 CCEA students need to master a wide range of terms across topics such as memory, attachment, social influence, and research methods. This guide breaks down essential terminology into manageable clusters, explains each term clearly, and provides unique memory aids – from acrostics to vivid mental images – so you can recall them quickly during exams and coursework. Use this reference alongside your class notes to strengthen your psychological vocabulary and build confidence.
心理学是一门专业词汇丰富的学科，CCEA 十年级学生需要掌握涵盖记忆、依恋、社会影响和研究方法等多个领域的大量术语。本指南将核心术语整理成易管理的小组，清晰解释每一个概念，并给出独特的记忆辅助方法——从首字母缩写到生动的心理图像——以帮助你在考试和作业中快速回忆。将这本参考材料与课堂笔记结合使用，强化你的心理学词汇量，树立信心。
1. Understanding Research Methods | 理解研究方法术语
In psychology, research methods provide the foundation for scientific investigation. The independent variable (IV) is the factor you deliberately change, while the dependent variable (DV) is what you measure as a result. Think of the IV as the 'cause' and the DV as the 'effect' – the mnemonic 'I Change, D Measure' helps lock this in. A hypothesis is a precise, testable prediction about the relationship between variables, and an operational definition explains exactly how you will measure or manipulate each variable, avoiding vague language.
在心理学中，研究方法是科学探究的基础。自变量（IV）是你有意改变的因素，而因变量（DV）是你测量的结果。可以把自变量看作“原因”，因变量看作“结果”——助记口诀“I Change, D Measure”有助于牢牢记住这一点。假设是对变量之间关系的精确、可检验的预测，操作定义则准确说明你将如何测量或操纵每一个变量，从而避免模糊语言。
alidity (whether the study truly measures what it claims to measure). A good memory trick: 'Reliability = Repeatable; Validity = True Value' eous variables prevents them from becoming confounding variables that could distort the IV–DV relationship. The mnemonic 'Only Change One Thing' reminds you why standardised procedures matter.
为了确保研究结果可信，心理学家会考察信度（重复试验时结果的一致性）和效度（研究是否真正测量了它声称要测量的内容）。一个好的记忆技巧：“信度 = 可重复；效度 = 真实值”。控制外源变量可以防止它们成为混淆变量，扭曲自变量与因变量之间的关系。助记口诀“只改变一个因素”提醒你标准化程序为何重要。
| Term | Memory Aid |
|---|---|
| Independent Variable (IV) | I Control this |
| Dependent Variable (DV) | Data we View |
| Confounding Variable | Confuses the cause |
2. Memory and Forgetting | 记忆与遗忘
ms: sensory register, short-term memory (STM), and long-term memory (LTM). Use the acronym 'SLS' – Sensory (fleeting, large capacity), Limited (STM holds about 7±2 items for around 18– aborative rehearsal moves information from STM to LTM by linking it to existing knowledge.
记忆的多重储存模型（Atkinson 和 Shiffrin）描述了三个不同的储存系统：感觉登记、短期记忆和长期记忆。可以运用首字母缩写“SLS”——Sensory（瞬时、容量大）、Limited（短时记忆容量约为 7±2 个项目，保持 18–30 秒）、Storehouse（长时记忆容量和持续时间均无限）。精细复述通过将新信息与已有知识联系起来，将信息从短时记忆转入长时记忆。
Forgetting can be explained by decay (memory trace fades over time), displacement (new information pushes old items out of STM), and retrieval failure (the information is available but cannot be accessed without the right cues). The 'Tip of the Tongue' phenomenon illustrates retrieval failure. Strengthen retrieval with the mnemonic 'DDR': Decay, Displacement, Retrieval failure.
遗忘可以通过痕迹消退（记忆痕迹随时间消失）、干扰（新信息将短期记忆中的旧项目挤出去）和提取失败（信息存在，但缺乏适当的线索无法提取）来解释。“话到嘴边”现象就是提取失败的例证。使用“DDR”口诀强化记忆：消退（Decay）、取代（Displacement）、提取失败（Retrieval failure）。
- Encoding – transforming sensory input into a form memory can store (think 'Code').
- Storage – maintaining information over time ('Store').
- Retrieval – accessing stored information ('Recall').
编码——将感觉输入转换为记忆可以储存的形式（联想“代码”）；储存——长时间保持信息；提取——访问所储存的信息。
3. Attachment and Early Development | 依恋与早期发展
Attachment is a deep emotional bond between infant and caregiver, crucial for survival and later relationships. Bowlby’s monotropic theory stresses one primary attachment figure (usually the mother) and the concept of the internal working model – a mental template for future relationships. Remember 'Bowlby’s Blueprint': early bond shapes all later bonds through that internal model.
依恋是婴儿与照料者之间深厚的情感纽带，对生存和日后的人际关系至关重要。鲍尔比的单依恋理论强调一个主要的依恋对象（通常是母亲），以及内部工作模型的概念——一种未来关系的心理模板。记住“Bowlby’s Blueprint”（鲍尔比的蓝图）：早期的联结通过内部模型塑造日后所有关系。
Ainsworth’s Strange Situation classified attachment into three types: secure (upset when caregiver leaves, happy on return – about 65–70% of infants), insecure-avoidant (indifferent to caregiver’s presence or absence), and insecure-resistant/ambivalent (clingy but also rejecting). Think of the three 'S’s: Secure, Stay-away (avoidant), Stressed-clingy (resistant). Cultural variations and the role of the father are also key topics; remember 'Father can be a secure base too'.
安斯沃思的陌生情境实验将依恋分为三种类型：安全型（照料者离开时不安，回来时高兴——约占65%–70%的婴儿）、不安全-回避型（对照料者的存在与否漠不关心）和不安全-反抗/矛盾型（既黏人又拒绝）。想象三个“S”: Secure (安全)、Stay-away (回避)、Stressed-clingy (反抗)。文化差异和父亲的角色同样重要；记住“父亲也可以是安全基地”。
4. Social Influence: Conformity & Obedience | 社会影响：从众与服从
Conformity is a change in behaviour or belief to match the majority, often due to real or imagined group pressure. Asch’s line study demonstrated normative social influence – we conform to fit in – and informational social influence – we conform because we believe others are right. Distinguish with: 'N for Normative (Need to belong), I for Informational (I think they know better)'.
从众是指为了与大多数人一致而改变行为或信念，通常由于真实或想象的群体压力。阿希的线段实验展示了规范社会影响——我们从众是为了融入群体——和信息社会影响——我们从众是因为相信别人是对的。区分口诀：“N代表规范（Need to belong），I代表信息（I think they know better）”。
Obedience involves following direct orders from an authority figure. Milgram’s shock experiment revealed that ordinary people can commit harmful acts when instructed by a perceived legitimate authority. Factors increasing obedience include proximity of the authority, prestige of the setting, and the absence of disobedient role models. Use the word 'PASTE' for factors: Proximity, Authority (prestige), Setting (institution), Teacher responsibility shift, and gradual commitment.
服从涉及听从权威人物的直接命令。米尔格拉姆的电击实验揭示，普通人在感受到合法权威的指令时，可能会做出伤害行为。增加服从的因素包括权威的接近性、场所的声望以及缺乏不服从的榜样。用“PASTE”来记忆因素：Proximity（接近性）、Authority（权威声望）、Setting（机构环境）、分配责任和渐进承诺。
5. The Brain and Behaviour | 大脑与行为
cord; the peripheral nervous system (PNS) connects the CNS to the rest of the body. Think 'Central = Core, Peripheral = Pathways' mory), parietal lobe (sensation, spatial awareness), occipital lobe (vision). The mnemonic 'Freud Tore His Pants Off' – F (frontal), T (temporal), H (parietal?), wait – adjust: 'Flock To Pretty Oceans' (Frontal, Temporal, Parietal, Occipital).
神经心理学术语常常显得令人生畏，但分解记忆会很有帮助。中枢神经系统由脑和脊髓组成；周围神经系统则将中枢神经系统与身体其余部分连接起来。联想“Central = 核心，Peripheral = 通路”。关键脑区：额叶（计划、人格）、颞叶（听觉、记忆）、顶叶（感觉、空间意识）、枕叶（视觉）。可用“Flock To Pretty Oceans”（Frontal, Temporal, Parietal, Occipital）来记忆顺序。
Neurons communicate via electrical impulses and chemical neurotransmitters. The process: dendrites receive signals, the axon carries them, and the myelin sheath insulates for speed. 'Dendrite Detect, Axon Acts'. Neurotransmitters like serotonin (mood) and dopamine (reward) are vital. Remember 'SAD' – Serotonin Affects Depression, while 'DOPA-mine makes you feel like you’ve scored a goal' (reward pathway).
神经元通过电冲动和化学神经递质进行交流。过程是：树突接收信号，轴突传导信号，髓鞘起绝缘作用以提高速度。“树突检测，轴突行动”。神经递质如血清素（调控情绪）和多巴胺（奖赏）至关重要。记住“SAD”——血清素影响抑郁，而“多巴胺让你感觉像进了球”（奖赏通路）。
6. Mental Health Vocabulary | 心理健康词汇
The CCEA specification introduces key terms related to psychological well‑being. Depression involves persistent low mood, loss of interest, and can be understood through the cognitive triad (negative views of self, world, and future). Visualise a triangle with 'Me, My World, My Tomorrow' – all seen through a dark lens. Phobia is an irrational fear leading to avoidance; the two‑process model explains it via classical conditioning (acquisition) and operant conditioning (maintenance).
CCEA 课程大纲引入了与心理健康相关的关键术语。抑郁症涉及持续的消极情绪、兴趣丧失，可以通过认知三联征（对自我、世界和未来的负面看法）来理解。想象一个三角，上面写着“我、我的世界、我的明天”——都透过黑暗的滤镜来看。恐惧症是一种导致回避的非理性恐惧；双过程模型通过经典条件作用（习得）和操作条件作用（维持）加以解释。
Addiction is a compulsive need for a substance or behaviour despite negative consequences. Key terms: tolerance (needing more for same effect), withdrawal (physical or psychological distress when use stops), and relapse (return to the behaviour). Use 'TWR' – Tolerance, Withdrawal, Relapse. Remember, mental health exists on a continuum, and cultural factors can influence diagnosis; the mnemonic 'Culture Counts in Diagnosis' reminds you of this.
成瘾是一种强迫性地需要某种物质或行为，尽管有不良后果。关键术语：耐受性（需要更大剂量才能达到同样效果）、戒断（停止使用时出现的生理或心理痛苦）和复发（重新恢复该行为）。用“TWR”来记忆。记住，心理健康是一个连续体，文化因素会影响诊断；“文化在诊断中被重视”这句话可提醒你这一点。
7. Cognitive Psychology: Perception & Thinking | 认知心理学：知觉与思维
Perception is the brain’s interpretation of sensory input, and it can be distorted by visual illusions. Gregory’s constructivist theory argues that perception is actively constructed using past experience, whereas Gibson’s direct theory claims all information needed comes from the environment (affordances). Contrast them with 'Gibson’s Garden' – rich environment already provides cues.
知觉是大脑对感觉输入的解释，可被视错觉扭曲。格雷戈里的建构主义理论认为，知觉是利用过去经验主动建构的，而吉布森的直接理论则主张所有必要信息都来自环境（“可知度”）。用“Gibson’s Garden”记忆：丰富的环境已提供了线索。
Key terms in thinking include schema (mental framework that organises knowledge), assimilation (fitting new information into existing schemas), and accommodation (altering schemas to fit new information). Use the metaphor of a filing cabinet: if a new file fits, you assimilate; if you need new folders, you accommodate. Cognitive biases like confirmation bias (seeking evidence that supports our views) can be recalled with 'I’m Right, Prove Me Wrong – Oh wait, I only look for proof I’m right.'
思维中的关键术语包括图式（组织知识的心理框架）、同化（将新信息纳入现有图式）和顺应（改变图式以适应新信息）。用文件柜的比喻：如果新文件能放进去，就是在同化；如果需要新文件夹，就是在顺应。诸如确认偏误（寻找支持自己观点的证据）等认知偏差，可以用“我是对的，证明我错了——哦等等，我只找证明我对的证据”来联想。
8. Learning: Conditioning & Reinforcement | 学习：条件作用与强化
duces an unconditioned response (UCR, salivation). A neutral stimulus (bell) becomes a conditioned stimulus (CS) when paired with the UCS, eventually eliciting a conditioned response (CR). The chain: UCS → UCR; NS + UCS → CS → CR. Use 'Pavlov’s Dogs: Bell = Food Signal' to embed the process.
由巴甫洛夫开创的经典条件作用通过联想进行学习。无条件刺激（如食物）自然地产生无条件反应（分泌唾液）。中性刺激（铃声）在与无条件刺激配对后成为条件刺激，最终引发条件反应。链条：无条件刺激→无条件反应；中性刺激+无条件刺激→条件刺激→条件反应。记住“巴甫洛夫的狗：铃声 = 食物信号”。
Operant conditioning, associated with Skinner, is learning through consequences. Positive reinforcement (adding a pleasant stimulus) and negative reinforcement (removing an unpleasant stimulus) both increase the likelihood of a behaviour being repeated. Punishment decreases behaviour. Use the mnemonic 'RIP': Reinforcement Increases, Punishment decreases. Continuous reinforcement leads to faster learning, while partial reinforcement creates greater resistance to extinction.
与斯金纳相关的操作条件作用是通过后果进行学习。正强化（添加愉悦刺激）和负强化（移除不愉快刺激）都会增加行为重复的可能性。惩罚则减少行为。记住口诀“RIP”：强化增加（Reinforcement Increases），惩罚减少（Punishment decreases）。连续强化使学习更快，而部分强化则使行为更难消退。
9. Ethical Considerations in Psychology | 心理学中的伦理考量
Ethical guidelines protect participants and uphold the reputation of psychological research. The key principles can be recalled with the acronym 'Can Do Well In Psychology Class': Confidentiality, Deception (avoid unless justified), Withdrawal right, Informed consent, Protection from harm, Competence. Always ensure confidentiality, allow right to withdraw, gain informed consent, and debrief participants afterwards.
伦理准则保护参与者并维护心理学研究的声誉。关键原则可以用字母组合“Can Do Well In Psychology Class”来记忆：保密（Confidentiality）、欺骗（除非合理否则避免）、退出权（Withdrawal right）、知情同意（Informed consent）、免受伤害（Protection from harm）、专业能力（Competence）。始终确保保密性，允许退出，获得知情同意，并在事后进行解释说明。
When evaluating studies, ask yourself: were participants put under undue stress? Could they have given truly voluntary consent? Remember Milgram’s obedience study prompted the development of ethical codes because of the high levels of distress observed. The mnemonic 'Distressed Participants Mean Stronger Rules' links historical controversy to modern practice.
在评估研究时，问自己：参与者是否承受了过度的压力？他们能否真正给予自愿同意？记住，米尔格拉姆的服从研究因为观察到高水平的困扰，推动了伦理规范的发展。“Distressed Participants Mean Stronger Rules”（参与者痛苦意味着更严格的规则）这个口诀将历史争议与现代实践联系起来。
10. Applying Mnemonics to Psychology Terms | 用记忆术攻克术语
Throughout this guide you have seen acronyms (like DDR for forgetting), acrostics (RIP for reinforcement/punishment), and vivid imagery (the cognitive triangle for depression). The best memory aids are personal – create your own sentences where the first letter of each word stands for a term. For the Big Five personality traits (OCEAN: Openness, Conscientiousness, Extraversion, Agreeableness, Neuroticism) you might use 'Only Cats Enjoy Active Naps'. For the six ethical principles, adapt acronyms to your own life.
本指南中你看到了首字母缩写（如遗忘的 DDR）、藏头诗（强化的 RIP）和生动图像（抑郁的认知三角）。最好的记忆辅助工具是个性化的——创造你自己的句子，让每个单词的首字母代表一个术语。对于大五人格特质（OCEAN：开放性、尽责性、外向性、宜人性、神经质），你可能会用“Only Cats Enjoy Active Naps”。对于六项伦理原则，可根据自己的生活改编首字母组合。
Spacing out your review sessions (the spacing effect) massively boosts long-term retention. Use a simple three‑day rotation: Day 1 – read and create mnemonics, Day 2 – test yourself without notes, Day 3 – revisit weak areas. Combine with dual coding by drawing simple brain sketches beside terms like hippocampus (memory) and amygdala (emotion). The hippocampus 'looks like a seahorse' (its Greek meaning) – draw a seahorse next to it to anchor the term.
间隔复习（间隔效应）能极大提升长期记忆。采用简单的三天循环：第一天——阅读并创作记忆术，第二天——不看书自测，第三天——重温薄弱环节。结合双重编码，在海马体（记忆）和杏仁核（情绪）等术语旁画出简单的脑图。海马体看起来像海马（其希腊语原意）——在旁边画一个海马，以固定该术语。
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