📚 Year 11 WJEC Psychology: Formula & Theorem Quick Reference Handbook | WJEC 心理学公式定理速查手册
This quick reference guide brings together all the essential formulas, statistical calculations, and key theoretical 'laws' you need for Year 11 WJEC Psychology. Use it to revise research methods maths, memory models, and critical percentages from social influence studies.
本速查手册汇集了 Year 11 WJEC 心理学所有必备公式、统计计算和核心理论“定律”。用于复习研究方法中的数学、记忆模型以及社会影响研究中的关键百分比数据。
1. Calculating the Mean | 平均数计算
The mean is the arithmetic average. To find the mean, add up all the scores in a data set, then divide the total by the number of scores.
平均值是算术平均数。计算平均值需要将数据集中所有分数相加，再用总和除以分数的个数。
Mean = (Sum of all scores) ÷ Number of scores
平均值 = 所有分数的总和 ÷ 分数的个数
2. Finding the Median and Mode | 中位数与众数的确定
The median is the middle value when all scores are arranged from smallest to largest. If there is an even number of scores, the median is the mean of the two middle numbers.
中位数是将所有分数按从小到大的顺序排列后位于中间位置的数值。如果分数个数为偶数，中位数是中间两个数的平均值。
The mode is the value that appears most frequently in a data set. A set may have one mode, more than one mode, or no mode at all.
众数是在数据集中出现频率最高的数值。一组数据可能有一个众数、多个众数，也可能没有众数。
3. Range as a Measure of Spread | 极差：离散趋势的度量
The range tells us how spread out the scores are. It is calculated by subtracting the lowest score from the highest score.
极差反映数据的分散程度。它的计算方法是最高分减去最低分。
Range = Highest score − Lowest score
极差 = 最高分 − 最低分
4. Percentage Change | 百分比变化
Percentage change is useful when you need to compare how much a value has increased or decreased relative to the original figure. Multiply the result by 100 to express it as a percentage.
当你需要比较某个数值相对于原始数值增加或减少了多少时，可用百分比变化。将结果乘以 100 得出百分比。
rcentage change = ((New value − Original value) ÷ Original value) × 100%
百分比变化 =（（新值 − 原值）÷ 原值）× 100%
5. Short-term Memory Duration: Peterson & Peterson | 短期记忆持续时间：皮特森与皮特森实验
Peterson and Peterson (1959) showed that without rehearsal, information held in short-term memory decays rapidly. Participants recalled only about 10% of trigrams after an 18-second delay filled with a distraction task.
Peterson 和 Peterson（1959）证明，若无复述，短时记忆中的信息会迅速衰退。在完成干扰任务的 18 秒延迟后，被试仅能回忆起约 10% 的三字母组。
Key theorem: The typical duration of short-term memory without rehearsal is approximately 18–30 seconds.
核心定律：无复述情况下短时记忆的典型持续时间约为 18–30 秒。
6. Short-term Memory Capacity: Miller’s Magic Number | 短期记忆容量：米勒的神奇数字
Miller (1956) proposed that the capacity of short-term memory is about 7 items, plus or minus 2. By chunking information into meaningful groups, we can remember more effectively.
Miller（1956）提出短时记忆的容量约为 7 加减 2 个组块。如果把信息组块化为有意义的单元，我们可以更有效地记忆。
STM capacity ≈ 7 ± 2 chunks
短时记忆容量 ≈ 7 ± 2 组块
7. Multi-Store Model: Key Facts | 多储存记忆模型关键事实
Atkinson and Shiffrin’s model describes three separate memory stores with distinct coding, capacity, and duration. The summary below gives the essential specifications for each store.
Atkinson 和 Shiffrin 的模型描述了三个独立的记忆存储，每个都有不同的编码、容量和持续时间。下表总结了各存储的关键参数。
| Store (English) | 存储（中文） | Coding | Capacity | Duration |
|---|---|---|---|---|
| Sensory register | 感觉记忆 | Sense-specific | Very large | ¼–½ second |
| Short-term memory | 短时记忆 | Mainly acoustic | 7 ± 2 items | 18–30 seconds |
| Long-term memory | 长时记忆 | Mainly semantic | Unlimited | Potentially a lifetime |
8. Working Memory Model Components | 工作记忆模型的组成部分
Baddeley and Hitch (1974) replaced the idea of a single short-term store with a multi-component working memory. The table below lists the key components and their functions.
Baddeley 和 Hitch (1974) 用多成分的工作记忆取代了单一短时存储的概念。下表列出了各关键成分及其功能。
| Component (English) | 组成部分（中文） | Role | 功能 |
|---|---|---|---|
| Central executive | 中央执行器 | Directs attention, coordinates slave systems | 引导注意，协调辅助系统 |
| Phonological loop | 语音环路 | Processes auditory and verbal information; has phonological store and articulatory control process | 处理听觉和言语信息；包含语音储存和发音控制过程 |
| Visuo-spatial sketchpad | 视觉空间画板 | Manipulates visual and spatial information | 处理视觉和空间信息 |
| Episodic buffer (added later) | 情景缓冲区（后期添加） | Integrates information into a single episode; links to LTM | 将信息整合成连贯情节；与长时记忆相连接 |
9. Ebbinghaus Forgetting Curve | 艾宾浩斯遗忘曲线
Ebbinghaus discovered that forgetting occurs most rapidly during the first few hours after learning and then levels off. His curve shows a sharp initial decline in memory retention, followed by a more gradual decline.
艾宾浩斯发现遗忘最快发生在学习后的最初几小时内，随后趋于平缓。他的遗忘曲线显示记忆保留量一开始急剧下降，之后下降速度减缓。
Theorem: The rate of forgetting follows a logarithmic pattern – rapid at first, then slowing over time.
定律：遗忘速率呈对数规律 —— 先快后慢。
10. Asch’s Conformity Key Statistic | 阿希从众研究关键数据
In Asch’s (1951) line-judgement experiment, about 37% of all responses were conforming, meaning participants gave an obviously wrong answer to match the group. Approximately 75% of participants conformed at least once.
在 Asch（1951）的线段判断实验中，约 37% 的反应为从众反应，即被试为了与团体一致而给出明显错误的答案。约 75% 的被试至少在一轮判断中表现出从众。
Conformity rate ≈ 37% of critical trials
从众率 ≈ 关键试次的 37%
11. Milgram’s Obedience Key Statistic | 米尔格拉姆服从研究关键数据
In Milgram’s (1963) obedience study, 65% of participants continued to the maximum 450-volt shock level, obeying the authority figure despite the learner’s protests. All participants went to at least 300 volts.
在 Milgram（1963）的服从研究中，65% 的被试持续施加电击至最高 450 伏，不顾学习者的抗议而服从权威人物。所有被试都至少施加了 300 伏电击。
Obedience to 450V = 65%
服从至 450V 的比例 = 65%
12. Experimental Design Terminology | 实验设计术语速查
Mastering these terms is essential for discussing methodology in WJEC Psychology. They form the basic 'vocabulary' for identifying variables and hypotheses.
掌握这些术语对 WJEC 心理学的方法论讨论至关重要。它们是识别变量和假设的基本“词汇”。
| Term (English) | 术语（中文） | Definition | 定义 |
|---|---|---|---|
| Independent variable (IV) | 自变量 | The variable manipulated by the researcher | 研究者操纵的变量 |
| Dependent variable (DV) | 因变量 | The variable measured; changes as a result of the IV | 测量的变量；随自变量的变化而变化 |
| Extraneous variable | 额外变量 | A variable other than the IV that might affect the DV if not controlled | 非自变量但若不加控制可能影响因变量的变量 |
| Hypothesis | 假设 | A precise, testable prediction about the effect of the IV on the DV | 关于自变量对因变量影响的可检验的精确预测 |
| Null hypothesis | 虚无假设 | States that the IV will have no effect on the DV | 陈述自变量对因变量没有影响 |
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