📚 Year 11 CIE Psychology: Key Terms Quick-Memorisation Guide | CIE IGCSE 心理学：关键术语速记指南
Mastering the core terminology of CIE IGCSE Psychology not only helps you answer 'define' and 'explain' questions but also strengthens your ability to evaluate research. This guide employs simple memory hooks, vivid comparisons and clear translations to anchor around 80 must-know terms across all key topics.
掌握 CIE IGCSE 心理学的核心术语不仅能帮助你回答“定义”和“解释”类问题，还能加强你评估研究的能力。本指南运用简单的记忆钩子、生动的对比和清晰的翻译，帮助你牢固记住所有关键主题中的约 80 个必知术语。
1. Research Methods | 研究方法
The independent variable (IV) is the factor that the researcher deliberately changes or manipulates to gauge its impact on the dependent variable. Think: 'I Vary the IV'.
自变量（IV） 是研究者有意改变或操纵的因素，用于测量其对因变量的影响。联想记忆：“我改变 IV”。
The dependent variable (DV) is what the researcher measures; it 'depends' on the IV. Remember: 'Data Valuables' – the DV holds the data you value.
因变量（DV） 是研究者测量的结果，它“取决于” IV。记忆法：“数据价值”——DV 存放着你有价值的数据。
Operationalisation means defining what you are going to measure and how you will measure it in a clear, concrete way. For example, defining 'aggression' as the number of times a child hits a doll.
操作化 是指用清晰、具体的方式定义你要测量什么以及如何测量。例如，将“攻击性”定义为儿童击打玩偶的次数。
A null hypothesis states there will be no difference or no relationship between variables, whereas an alternative hypothesis (experimental) predicts a difference or relationship. Tip: 'Null = Nothing new'.
虚无假设 陈述变量之间没有差异或关系，而 备择假设（实验假设）则预测存在差异或关系。窍门：“Null = Nothing new（无新鲜事）”。
An extraneous variable is any unwanted factor other than the IV that could affect the DV. If it is not controlled and actually does influence the DV, it becomes a confounding variable. Picture an 'unwanted guest' (extraneous) that spoils the party (confounding).
额外变量 是除 IV 之外可能影响 DV 的任何无关因素。如果它未被控制并确实影响了 DV，就变成了 混淆变量。想象一下“不速之客”（额外变量）搅乱了聚会（混淆）。
Demand characteristics are cues in an experiment that allow participants to guess the aim and alter their behaviour accordingly. To combat this, researchers often use a single-blind procedure, where participants do not know the condition they are in.
需求特征 是指实验中的一些线索让参与者猜测到实验目的并相应地改变行为。为克服这一点，研究者常用 单盲程序，即参与者不知道自己处于哪个实验条件。
Standardised procedures ensure that every participant experiences the same environment, instructions and timings. It helps control extraneous variables and allows replication.
标准化程序 确保每位参与者经历相同的环境、指导语和时间安排，有助于控制额外变量并让实验可重复。
When comparing experimental designs, independent groups design uses different participants in each condition; repeated measures design uses the same participants in all conditions; and matched pairs design pairs participants on key traits before assigning them to different conditions. The table below summarises strengths and weaknesses.
在比较实验设计时，独立组设计 每个条件使用不同的参与者；重复测量设计 所有条件使用同一批参与者；配对设计 则根据关键特质将参与者配对后再分配到不同条件。下表总结了各自的优缺点。
| Design | English Description | 中文简述 |
|---|---|---|
| Independent groups | No order effects; individual differences may bias results. | 无顺序效应；个体差异可能影响结果。 |
| Repeated measures | Controls participant variables; order effects (practice, fatigue) are a risk. | 控制参与者变量；存在顺序效应（练习、疲劳）风险。 |
| Matched pairs | Reduces participant variables and avoids order effects; matching is difficult and time-consuming. | 减少参与者变量且无顺序效应；匹配过程困难且耗时。 |
Counterbalancing is used in repeated measures to control order effects: half the participants do condition A then B, and the other half do B then A.
平衡设计 用于重复测量中控制顺序效应：一半参与者先做条件 A 再做 B，另一半则相反。
In a laboratory experiment, the researcher manipulates the IV in a highly controlled setting. A field experiment manipulates the IV in a natural environment, while a natural experiment takes advantage of a naturally occurring IV that the researcher does not manipulate.
在 实验室实验 中，研究者在高度受控的环境中操纵 IV。现场实验 在自然环境中操纵 IV，而 自然实验 则利用自然发生的 IV，研究者不进行操纵。
Correlation tells us about a relationship between two co-variables but does not demonstrate causation. A positive correlation means both increase together; a negative correlation means as one increases, the other tends to decrease.
相关 揭示两个共变量之间的关系，但不证明因果关系。正相关 表示两者同增同减；负相关 表示一个增加时另一个往往减少。
2. Memory | 记忆
Encoding transforms sensory input into a form that can be stored. Think of it as 'photographing' a scene so the brain can file it. Storage is holding information over time, and retrieval is accessing it later.
编码 将感觉传入转化成可储存的形式，可类比为“拍摄”场景以供大脑存档。储存 是信息随时间保持，提取 则是日后使用这些信息。
The sensory register is a fleeting, large-capacity store for each sense (iconic for vision, echoic for sound). Duration is very brief – around 0.5 seconds for iconic memory. Mnemonic: 'Sensory is Super-Short'.
感觉登记 是针对每种感官的短暂、大容量存储（图像记忆对应视觉，声像记忆对应听觉）。持续时间极短，如图像记忆约 0.5 秒。口诀：“感觉超短”。
Short-term memory (STM) chunks of information for about 15-30 seconds without rehearsal. To extend STM, we can use maintenance rehearsal (repeating information) or elaborative rehearsal (linking to existing knowledge).
短时记忆（STM） 在不加复述的情况下可容纳 7±2 个组块，保持约 15-30 秒。延长 STM 可通过 维持性复述（重复信息）或 精细复述（与已有知识相联系）。
Long-term memory (LTM) is divided into episodic (personal events), semantic (facts and meanings) and procedural (skills and how-to knowledge). Picture three drawers: one for events, one for facts, one for actions.
长时记忆（LTM） 分为 情景记忆（个人事件）、语义记忆（事实和含义）和 程序性记忆（技能和操作知识）。想象三个抽屉：一个装事件，一个装事实，一个装动作。
Anterograde amnesia is the inability to form new memories after brain damage, whereas retrograde amnesia is loss of memories from before the damage. 'Anterograde = After the event can't record'.
顺行性遗忘 指大脑损伤后无法形成新记忆，而 逆行性遗忘 是损伤之前的记忆丧失。巧记：“顺行 = 随后无法记录”。
Forgetting can occur due to proactive interference (old information disrupts new) or retroactive interference disrupts old). Think PRO-active = PRO-trudes forward; RETRO-active = RE-writes backwards.
遗忘可能源于 前摄干扰（旧信息干扰新信息）或 倒摄干扰（新信息干扰旧信息）。联想：前摄 = 向前推挤；倒摄 = 向后重写。
Context-dependent forgetting occurs when the environment during recall differs from that during learning. State-dependent forgetting involves internal state, e.g., learning while drunk, recalling better when drunk again.
情境依赖性遗忘 发生在回忆时的环境与学习时的环境不同时。状态依赖性遗忘 涉及内部状态，例如醉酒时学习，醉酒时回忆效果更好。
3. Perception | 知觉
Sensation is the detection of physical energy by sensory receptors; perception is the brain's interpretation of these signals. It's like receiving raw materials (sensation) and building a statue (perception).
感觉 是感觉接收器检测物理能量；知觉 是大脑对这些信号的解释。好比收到原材料（感觉）后塑造雕像（知觉）。
The absolute threshold is the smallest detectable level of a stimulus 50% of the time. The difference threshold (just noticeable difference, JND) is the minimum change needed to notice a difference.
绝对阈限 是在 50% 次数中能察觉到的最低刺激强度。差别阈限（最小可觉差）是能察觉到变化的最小差异。
Monocular depth cues work with one eye: linear perspective (parallel lines converge), relative size (smaller objects appear further away), overlap (occlusion) and texture gradient (detail decreases with distance).
单眼深度线索只需一只眼：线条透视（平行线汇聚）、相对大小（较小物体看起来更远）、重叠（遮挡）和 纹理梯度（细节随距离减少）。
Binocular cues require both eyes: retinal disparity (each eye sees a slightly different image; the brain fuses them for depth) and convergence (eyes turn inward for close objects).
双眼线索需要双眼：双眼视差（每只眼看到的图像略有差异，大脑将其融合以感知深度）和 辐合（看近物时双眼向内转动）。
Size constancy allows us to perceive an object as the same size despite changes in retinal image size. Shape constancy keeps a door looking like a door even as its shape on the retina changes when it opens.
大小恒常性 让我们即使视网膜像大小改变，仍感知物体大小不变。形状恒常性 则使门在打开时尽管视网膜形状变化，我们仍将其知觉为矩形。
Top-down processing uses prior knowledge, expectations and context to interpret sensory data. Bottom-up processing builds perception from raw sensory input alone. The Muller-Lyer illusion is often explained by top-down cues from experience with corners in buildings.
自上而下加工 利用先前知识、预期和情境来解释感觉信息。自下而上加工 则仅从原始感觉输入构建知觉。缪勒-莱耶错觉常被解释为源自建筑棱角的经验引发的自上而下线索。
4. Language and Thought | 语言与思维
A phoneme is the smallest unit of sound in a language (e.g., /p/ in 'pat'), while a morpheme is the smallest unit of meaning (e.g., 'un-' or 'cat'). Phoneme = sound; morpheme = meaning.
音素 是语言中最小的声音单位（如 ‘pat’ 中的 /p/），语素 则是最小的意义单位（如 ‘un-’ 或 ‘cat’）。音素关联声音；语素关联意义。
Babbling (repetitive consonant-vowel combinations) emerges around 6 months. The holophrase stage uses one word to express a complete idea (e.g., 'milk' meaning 'I want milk'). Telegraphic speech combines two or three words omitting function words, like 'Mummy shoe'.
咿呀学语（重复辅音-元音组合）在 6 个月左右出现。单词句阶段 用一个词表达完整意思（如“奶”表示“我要喝奶”）。电报式言语 合并两三个词并省略功能词，如“妈妈鞋”。
Chomsky proposed a language acquisition device (LAD) – an innate brain mechanism that enables children to acquire language naturally. The critical period hypothesis claims that there is an optimal window in early life for language development.
乔姆斯基提出 语言习得机制（LAD）——一种与生俱来的大脑机制，使儿童能自然地掌握语言。关键期假说 认为生命早期存在语言发展的最佳窗口期。
The Sapir-Whorf hypothesis (linguistic relativity) suggests that the language we speak shapes the way we think. A strong version says language determines thought; a weak version says it influences it.
萨丕尔-沃尔夫假说（语言相对论） 认为我们所说的语言塑造我们的思维方式。强版本声称语言决定思维；弱版本认为语言影响思维。
Piaget's concept of a schema is a mental framework that organises knowledge. We use assimilation to fit new information into existing schemas and accommodation to change schemas when new information does not fit.
皮亚杰提出的 图式 是组织知识的心智框架。同化 将新信息纳入现有图式，顺应 则在新信息无法适应时改变图式。
5. Social Influence | 社会影响
Conformity is a change in behaviour or beliefs to match those of a group. Normative social influence leads us to conform because we wish to be liked and accepted; informational social influence happens when we conform because we believe the group knows better.
从众 是指为了与群体一致而改变行为或信念。规范性社会影响 让我们因为渴望被喜欢和接纳
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