📚 Year 11 Edexcel Psychology Key Vocabulary & Terminology Quick-Memorisation Guide | Edexcel 心理学关键术语速记指南
Mastering psychology terminology is half the battle in your Edexcel Year 11 exam. This guide breaks down essential terms into themed chunks and pairs each definition with a simple memory shortcut, so you can recall them accurately under pressure. Read through the English and Chinese explanations together — the bilingual pairing reinforces your brain's semantic encoding and helps you truly understand rather than just memorise.
掌握心理学术语是 Edexcel Year 11 考试成功的一半。本指南将核心术语按主题分组，每个定义都配有简单易记的助记法，帮助你在考试压力下准确回忆。请同时阅读中英文解释 —— 双语配对能够强化大脑的语义编码，让你真正理解而非死记硬背。
1. Independent Variable (IV) & Dependent Variable (DV) | 自变量与因变量
The independent variable is the factor the researcher deliberately changes or manipulates in an experiment. It is the 'cause' you are testing. The dependent variable is the factor you measure to see if it was affected by the change. It is the 'effect' or outcome.
自变量是研究者有意改变或操纵的因素，是你正在检验的“原因”。因变量是你测量的因素，用以观察它是否受到自变量变化的影响，它是“结果”或后果。
Memory tip: Think 'I change the IV, then I record the DV.' IV starts with I, just like 'I control it.' DV starts with D, like 'Data I collect.' Another trick: IV comes first alphabetically and comes first in the experiment — you change it first, then you measure the DV afterwards.
记忆技巧： 想一想“我改变IV，然后记录DV”。IV以I开头，正如“我掌控它”。DV以D开头，正如“我收集的数据”。另一个窍门：按字母顺序IV在前，实验中也是先改变IV，再测量DV。
2. Extraneous Variables & Confounding Variables | 额外变量与混淆变量
An extraneous variable is any variable other than the IV that could potentially affect the DV if not controlled. The researcher tries to spot these in advance and keep them constant or balanced. A confounding variable is a type of extraneous variable that actually does change systematically alongside the IV, ruining the results because you can no longer tell which variable caused the effect on the DV.
额外变量是除IV外任何可能影响DV的变量，研究者需要提前识别并保持其恒定或平衡。混淆变量是一种特殊额外变量，它会与IV一起系统性地变化，从而破坏结果，因为你无法判断究竟是哪个变量影响了DV。
Memory tip: Extraneous variables are 'extra' things lurking in the background — you control them before they become trouble. Confounding variables 'confuse' your conclusion — they sneak in and mix up cause and effect. Picture an uninvited guest at a party: extraneous is the guest standing quietly in the corner (you can still manage it); confounding is the one who starts dancing with the host and makes everyone confused about who is leading!
记忆技巧： 额外变量是潜伏在背后的“额外”因素 —— 在它们成为麻烦之前控制住。混淆变量“混淆”了你的结论 —— 它们偷偷溜进来，搅乱了因果关系。想象派对上的不速之客：额外变量是安静站在角落的客人（你还能管住）；混淆变量是那个和主人一起跳舞、让大家分不清谁在主导的家伙！
3. Null Hypothesis & Alternative Hypothesis | 零假设与备择假设
The null hypothesis states that there will be no significant difference or relationship between the variables you are testing — any observed effect is due to chance alone. The alternative hypothesis (also called experimental hypothesis) predicts there will be a significant difference or relationship, and it can be directional (one-tailed) or non-directional (two-tailed).
零假设陈述你检验的变量之间不存在显著差异或关系 —— 任何观察到的效应纯粹由偶然引起。备择假设（又称实验假设）预测变量之间存在显著差异或关系，它可以是定向的（单尾）或非定向的（双尾）。
Memory tip: 'Null' sounds like 'nil' — nt is innocent (no effect); alternative hypothesis = defendant is guilty (there is an effect). You need strong evidence to reject innocence.
记忆技巧： “Null”听起来像“nil”—— 什么都没有，零差异。研究者试图拒绝零假设，而非直接证明备择假设。想想法庭：零假设 = 被告无罪（无效应）；备择假设 = 被告有罪（有效应）。你需要强有力的证据才能拒绝无罪假定。
4. Standardised Procedure & Standardised Instructions | 标准化程序与标准化指导语
A standardised procedure means every participant experiences the experiment in exactly the same way — same environment, same timing, same materials. Standardised instructions are the exact words read out to every participant to explain what they must do. Both are crucial for reliability and replicability, ensuring that the only thing varying between participants is the IV, not how they were treated.
标准化程序意味着每位参与者以完全相同的方式经历实验 —— 相同的环境、时间安排和材料。标准化指导语是向每位参与者宣读的完全相同的话语，用以解释他们需要做什么。两者对于信度和可重复性至关重要，确保参与者之间唯一变化的是IV，而非他们被对待的方式。
Memory tip: Imagine cooking from a recipe — the recipe is your standardised procedure. If you change the oven temperature randomly for each batch, you cannot compare the cakes fairly. Standardised instructions are like reading the recipe aloud word-for-word to every helper — no paraphrasing, no extra hints.
记忆技巧： 想象照着食谱烹饪 —— 食谱就是你的标准化程序。如果每炉随意改变烤箱温度，就无法公正比较蛋糕。标准化指导语就像向每位助手逐字逐句朗读食谱 —— 不能释义，不能给额外提示。
5. Random Allocation & Counterbalancing | 随机分配与平衡法
Random allocation means assigning participants to different conditions of an experiment purely by chance, for example by drawing names from a hat or using a random number generator. This reduces researcher bias and helps evenly distribute participant characteristics across groups. Counterbalancing is used in repeated measures designs to control order effects: half the participants do Condition A then B, while the other half do B then A.
随机分配指纯粹按偶然性将参与者分配到实验的不同条件中，例如从帽子里抽名字或使用随机数生成器。这能减少研究者偏差，有助于将参与者特征均匀分布到各组。平衡法用于重复测量设计以控制顺序效应：一半参与者先做条件A再B，另一半先做B再A。
Memory tip: Random allocation = lottery draw for group membership. Counterbalancing = 'ABBA' — imagine the pop group swapping song orders: half the audience hears 'Dancing Queen' first, the other half hears 'Mamma Mia' first, so tiredness affects both songs equally.
记忆技巧： 随机分配 = 抽签决定分组。平衡法 = "ABBA" —— 想象这个流行乐队对调歌曲顺序：一半观众先听《Dancing Queen》，另一半先听《Mamma Mia》，这样疲劳对两首歌的影响相同。
6. Short-Term Memory (STM) & Long-Term Memory (LTM) | 短时记忆与长时记忆
being used, with a capacity of about 7±2 items (Miller, 1956) and a duration of around 18– tion, where information is held after semantic encoding and organised for later retrieval.
短时记忆是当前正在使用的信息的临时存储，容量约7±2个项目（Miller, 1956），不经复述的持续时间约18–30秒。长时记忆是相对永久的存储，容量和持续时间可能无限，信息在语义编码后保存在此并被组织以便后续提取。
Memory tip: STM is like a tiny kitchen counter — you can only keep about seven ingredients on it at once before things start falling off. LTM is the giant walk-in pantry behind the kitchen — everything is stored in labelled jars, ready to be retrieved when you need a specific ingredient.
记忆技巧： STM像小小的厨房台面 —— 一次只能摆放约七种食材，多了就会掉下去。LTM是厨房后面巨大的步入式储藏室 —— 所有东西都存放在贴好标签的罐子里，需要特定食材时随时可取。
7. Semantic Encoding & Acoustic Encoding | 语义编码与听觉编码
Semantic encoding involves processing information by its meaning — you link new facts to existing knowledge, creating deeper, more durable memory traces. Acoustic encoding processes information by how it sounds, for example repeating a phone number in your head. Semantic encoding generally produces stronger long-term recall than acoustic encoding.
语义编码是通过意义加工信息 —— 你将新事实与已有知识联系起来，形成更深、更持久的记忆痕迹。听觉编码通过声音加工信息，例如在脑海中重复电话号码。语义编码通常比听觉编码产生更强的长时回忆。
Memory tip: Semantic = 'meaning' (both start with 'm' sound). Acoustic = 'sound' ic), you remember it far longer than when you just echo the sound of the words (acoustic).
记忆技巧： 语义 = 'meaning'（两者都以'm'音开头）。听觉 = 'sound'（想想原声吉他的声音）。当你深入理解一个概念时（语义），记忆比仅仅复述词语声音时（听觉）持久得多。
8. Classical Conditioning & Operant Conditioning | 经典条件作用与操作条件作用
Classical conditioning is learning by association, discovered by Pavlov. A neutral stimulus (e.g. bell) is repeatedly paired with an unconditioned stimulus (e.g. food) until the neutral stimulus alone triggers the conditioned response (salivation). Operant conditioning, proposed by Skinner, is learning through consequences: behaviours followed by reinforcement are strengthened, and behaviours followed by punishment are weakened.
经典条件作用是由巴甫洛夫发现的通过联想进行的学习。一个中性刺激（如铃声）反复与无条件刺激（如食物）配对，直到中性刺激单独引发条件反应（唾液分泌）。操作条件作用由斯金纳提出，是通过后果进行的学习：得到强化的行为增强，得到惩罚的行为减弱。
Memory tip: Classical conditioning = 'automatic associations' — Pavlov's dogs didn't choose to salivate, it automatically happened. Operant conditioning = 'operate and get outcome' — behaviour. Think: Classical is passive (reflexes), Operant is active (voluntary actions).
记忆技巧： 经典条件作用 = "自动联想"—— 巴甫洛夫的狗没有选择流口水，这是自动发生的。操作条件作用 = "操作并得到结果"—— 有机体在环境中操作，后果塑造了未来的行为。想想看：经典的是被动的（反射），操作的是主动的（自主行为）。
9. Positive Reinforcement & Negative Reinforcement | 正强化与负强化
Both strengthen behaviour, but they do so differently — and this is one of the most commonly confused pairs in the exam. Positive reinforcement involves adding a pleasant stimulus after a desired behaviour (e.g., giving praise). Negative reinforcement involves removing an unpleasant stimulus after a desired behaviour (e.g., turning off a loud alarm when you get out of bed). Both make the behaviour more likely to occur again.
两者都增强行为，但方式不同 —— 这也是考试中最常混淆的一对。正强化是在期望行为发生后添加一个愉快的刺激（如给予表扬）。负强化是在期望行为发生后移除一个令人不快的刺激（如起床后关掉响亮的闹钟）。两者都会使该行为更可能再次出现。
Memory tip: 'Positive' means adding something, 'negative' means taking something away — it is not about 'good' or 'bad.' Think maths: + means plus (add), - means minus (remove). Positive reinforcement adds a reward; negative reinforcement removes an annoyance. Both increase the behaviour's frequency. A student who does homework to avoid detention is experiencing negative reinforcement — removing the threat of detention strengthens the homework-doing behaviour.
记忆技巧： “正”意味着添加某物，“负”意味着拿走某物 —— 与“好”或“坏”无关。想想数学：+ 是加（添加），- 是减（移除）。正强化添加奖励；负强化移除烦恼。两者都增加行为频率。一个学生为了躲避留校而做作业，就是体验负强化 —— 移除留校威胁增强了做作业的行为。
10. Schema & Assimilation vs Accommodation | 图式与同化vs顺应
A schema is a mental framework or organised package of knowledge about a particular topic, person, or event. Piaget described how we use schemas to make sense of the world. Assimilation occurs when we fit new information into an existing schema without changing it. Accommodation happens when new information does not fit any existing schema, so we must modify the schema or create a new one.
图式是关于特定主题、人物或事件的有组织的知识框架或心理包裹。皮亚杰描述了我们如何运用图式来理解世界。同化发生在我们将新信息填入现有图式而不改变它的时候。顺应发生在新信息不适合任何现有图式时，我们就必须修改图式或创建新图式。
Memory tip: Schema sounds like 'scheme' — your brain's filing scheme for organising information. Assimilation = 'same' schema absorbs new info (like adding new photos to an existing album). Accommodation = 'accommodate' the new info by changing the file structure (like creating a whole new folder). A toddler who calls all four-legged animals 'doggy' is assimilating; when they learn to distinguish 'cat' from 'dog', they are accommodating.
记忆技巧： Schema听起来像“scheme”—— 大脑整理信息的分类方案。同化 = 用“相同”的图式吸收新信息（如同将新照片添入已有相册）。顺应 = “容纳”新信息需要改变文件结构（如同创建全新文件夹）。把所有四脚动物都叫“狗狗”的幼儿正在同化；当他们学会区分“猫”和“狗”时，就在顺应。
11. Ethical Issues: Informed Consent, Deception, Right to Withdraw | 伦理问题：知情同意、欺骗、退出权
Informed consent means participants must know the true aims and procedures of the research before agreeing to take part, and they must give permission voluntarily. Deception involves misleading participants or withholding information about the study's true purpose; sometimes it is necessary to avoid demand characteristics, but it must be justified and followed by a thorough debrief. The right to withdraw means participants can leave the study at any time without giving a reason and without penalty, and they can also request their data be removed afterwards.
知情同意意味着参与者在同意参加之前必须知晓研究的真实目的和程序，并且必须自愿给予许可。欺骗涉及误导参与者或隐瞒研究的真实目的；有时为了避免需求特征这是必要的，但必须有正当理由并进行充分的事后解释。退出权指参与者可以在任何时候离开研究而无须给出理由、也不会受到惩罚，并且之后亦可请求删除其数据。
Memory tip: The three ethics 'superpowers' for participants: know the truth (informed consent), not be lied to (protection from deception — or at least be debriefed fully afterwards), and escape freely (right to withdraw). Think of informed consent as reading the terms and conditions before installing an app — except in psychology, these must actually be understandable and agreed to voluntarily.
记忆技巧： 参与者的三大伦理“超能力”：知晓真相（知情同意），不被欺骗（免受欺骗保护 —— 或至少事后得到充分解释），自由退出（退出权）。想想知情同意就像安装应用程序前阅读条款和条件 —— 只不过在心理学中，这些必须真正可理解且自愿同意。
12. Ecological Validity & Internal Validity | 生态效度与内部效度
Ecological validity refers to how well the findings of a study can be generalised to real-life settings — does the behaviour in the experiment reflect how people genuinely behave in everyday life? Internal validity concerns whether the study genuinely measures what it claims to measure — are you sure the IV caused the change in the DV, or could other factors (confounding variables) be responsible?
生态效度指研究结果能推广到现实生活环境的程度 —— 实验中的行为是否反映人们日常生活中的真实行为？内部效度涉及研究是否真正测量了它声称要测量的东西 —— 你能否确定是IV导致了DV变化，还是其他因素（混淆变量）在起作用？
Memory tip: Ecological = 'real-world' (think 'ecology' — the natural environment). Internal = 'inside the experiment' — is everything inside the study tight and valid? ervations may excel in ecological validity but struggle with internal validity because you cannot control everything.
记忆技巧： 生态的 = "真实世界"（想想'ecology' —— 自然环境）。内部的 = "实验内部"—— 研究内部的一切是否严密且有效？这是一种权衡：高度受控的实验室实验通常内部效度强但生态效度弱，而自然观察可能在生态效度上出色但在内部效度上吃力，因为你无法控制一切。
Published by TutorHao | Psychology Revision Series | aleveler.com
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