📚 Year 11 AQA Psychology: Key Terms and Vocabulary Quick Guide | 心理学关键术语速记
Mastering the specific terminology of AQA GCSE Psychology is essential for top‑grade answers. This guide breaks down must‑know terms across the syllabus into bite‑sized, bilingual explanations, linking each term to memorable tricks so revision sticks.
掌握 AQA GCSE 心理学专用术语是拿到高分的必备条件。这份指南把全课程的核心词汇拆解成中英双语、简短易懂的解释，并配上记忆妙招，让复习内容真正印在脑子里。
1. Memory Terms | 记忆术语速记
Episodic memory – memories of personal experiences and events, like your first day of school, tagged with time, place and emotion. Think 'episodes of your life'.
情景记忆——对个人经历与事件的记忆，例如开学第一天，带有时间、地点和情绪标签。可以联想成“人生的剧集”。
Semantic memory – for facts and general knowledge, such as the capital of France, without personal context. 'Semantic = systematic facts'.
语义记忆——对事实和常识的记忆，比如法国首都，脱离个人背景。记法：“语义＝系统性事实”。
Procedural memory – memory for skills and how to do things, like riding a bike. It is automatic and hard to verbalise. Think 'pro‑skills'.
程序性记忆——对技能和行动方式的记忆，如骑自行车，它自动执行且难以用语言描述。记作“程序＝操作程序”。
Retroactive interference – when new learning disrupts recall of older information. 'Retro = backwards', so new pushes out old.
倒摄抑制——新学的内容干扰了对旧信息的回忆。“倒摄”即“向后”，新知识把旧的挤出去了。
Context‑dependent forgetting – when recall is better if the environment during learning and retrieval match. Cue: 'context = cafe' – study in the exam hall if you can.
情境依赖遗忘——当学习与提取时的环境一致时，回忆效果更好。记忆线索：“情境＝场景”，尽量在与考场相似的环境下复习。
2. Perception Terms | 感知术语速记
Sensation – the detection of physical stimuli by sense organs and transmission to the brain. It is raw data; perception gives it meaning.
感觉——感觉器官检测到物理刺激并将信号传向大脑的过程。它是原始数据；知觉才赋予其意义。
Monocular depth cue: linear perspective – parallel lines appear to converge in the distance, giving a sense of depth. 'One‑eye view of a railway track'.
单眼深度线索·线条透视——平行线在远方看似汇聚，提供深度感。想象“用一只眼看铁轨”。
Size constancy – perceiving an object as the same size even when its retinal image changes. 'A car far away looks small but we know it’s not a toy.'
大小恒常性——即使视网膜上的影像变化，仍知觉物体大小不变。“远处的车看起来小，但我们知道它不是玩具”。
Visual illusion: Müller‑Lyer – two lines of equal length appear different because of inward‑ or outward‑pointing arrowheads. Cue: 'Lyer = liar, the arrows lie to you.'
视错觉·缪勒‑莱尔——两根等长的线段因箭头方向不同而显得不等长。记忆：“莱尔＝尔（你）被骗了”。
Gibson’s direct theory – does not need past experience; the environment provides enough information (affordances). 'Gibson = Given by the world.'
吉布森的直接理论——知觉是天生的，无需过去经验；环境提供了足够的信息（功能可见性）。记作“吉布森＝环境给予”。
3. Development Terms | 发展心理学术语速记
Schema – helps organise information. Piaget argued children develop more complex schemas with age. 'Schema = mental scaffolding.'
图式——组织和解读信息的心理框架。皮亚杰认为儿童的图式随年龄变得复杂。记作“图式＝心理脚手架”。
Object permanence – understanding that objects continue to exist even when out of sight. Achieved in the sensorimotor stage. 'Peek‑a‑boo success!'
客体永久性——明白物体即使看不见也依然存在。在感知运动阶段获得。“躲猫猫不再好笑时就懂了”。
Conservation – the ability to recognise that quantity remains the same despite changes in shape or container. 'Concrete operational child saves the juice.'
守恒——认识到即使形状或容器改变，数量也不变。“具体运算阶段的儿童守住了果汁”。
Egocentrism – seeing the world only from one’s own perspective, typical of the preoperational child. 'Ego‑centric = only my view.'
自我中心——仅从自身视角看世界，前运算阶段典型特征。“自我中心＝只有我的观点”。
Zone of proximal development (ZPD) – sky’s concept: the gap between what a learner can do alone and what they can do with help. 'ZPD = Zoom in with a Partner to Develop.'
最近发展区——维果茨基提出的概念：学习者独立完成与在帮助下完成之间的差距。记作“ZPD＝找个伙伴向上发展”。
4. Social Influence Terms | 社会影响术语速记
Conformity – a change in behaviour or belief to fit in with the group, often without direct pressure. 'Con‑form = to form together.'
从众——为了融入群体而改变行为或信念的行为，通常没有直接逼迫。联想“从众＝跟从众人”。
Normative social influence – conforming to be liked or accepted, driven by the desire to avoid rejection. 'Normative = normal, wanting to be seen as normal.'
规范性社会影响——为了被喜欢、被接纳而从众，动机是避免排斥。“规范＝渴望被看作正常人”。
Informational social influence – orming because you believe others have more knowledge, especially in ambiguous situations. 'Info = I need facts.'
信息性社会影响——因相信他人掌握更多信息而从众，尤其在模糊情境中。“信息＝我需要可靠信息”。
Obedience – following a direct order from an authority figure, as in Milgram’s shock experiments. 'Obedience = obey a command.'
服从——遵从权威人物的直接指令，如米尔格拉姆电击实验。“服从＝遵从命令”。
Social loafing – exerting less effort in a group task than when working alone. 'Loafing = sitting around like a loaf of bread.'
社会懈怠——在团体任务中比单独工作时付出更少努力。“懈怠＝像块面包一样瘫着”。
5. Language and Thought Terms | 语言与思维术语速记
Piaget’s cognitive‑dependent theory – language depends on thought; children must first develop concepts before they can express them. 'Think first, speak later.'
皮亚杰的认知决定论——语言依赖思维；儿童须先形成概念才能表达。“先想后说”。
Sapir‑Whorf hypothesis (linguistic relativity) – language influences the way we think and perceive the world. 'The words you have shape your world.'
萨丕尔‑沃尔夫假说（语言相对论）——语言影响我们的思维与世界观。“你拥有的词汇塑造你的世界”。
Underextension – a child uses a word too narrowly, e.g. 'car' only for the family car. 'Under = too small a range.'
外延不足——儿童使用词义过窄，如只用“车”指自家汽车。“不足＝范围太小”。
Overextension – a child uses a word too broadly, e.g. calling all four‑legged animals 'doggy'. 'Over = too wide a net.'
外延过度——儿童使用词义过宽，如把所有四脚动物都叫“狗狗”。“过度＝范围太广”。
6. Research Methods Terms | 研究方法术语速记
Independent variable (IV) – the factor manipulated or changed by the researcher. 'I change the IV.'
自变量——研究者操纵或改变的变量。“我改变自变量（I change the IV）”。
Dependent variable (DV) – the factor measured; it should depend on changes in the IV. 'DV = data value.'
因变量——被测量的变量，应随自变量变化。“DV＝数据值”。
Extraneous variable (EV) – any variable other than the IV that might affect the DV, needing control. 'Extra = unwanted extras.'
额外变量——除自变量外所有可能影响因变量的变量，需加以控制。“额外＝多余的干扰”。
Hypothesis – a precise, testable statement predicting the relationship between variables. 'Hypothesis = a predicted this‑that.'
假设——预测变量间关系的精确、可检验的陈述。“假设＝预设的因果关系”。
Correlation – a measure of the relationship between two co‑variables, not causation. 'Correlation = co‑relation; they go together but one does not cause the other.'
相关——测量两个协变量之间关系的数值，不代表因果关系。“相关＝同变；一起变化但不代表一个导致另一个”。
7. Key Study Design Terms | 研究设计关键术语
Independent groups design – different participants are used in each condition. 'Two groups = two independent teams.'
独立组设计——每个条件下使用不同的被试。“两组＝两个独立团队”。
Repeated measures design – the same participants take part in all conditions. 'Repeat performers.'
重复测量设计——同一批被试接受所有处理条件。“重复出演者”。
Matched pairs design – participants are paired on key traits and then one from each pair is allocated to each condition. 'Twins split into two conditions.'
匹配对设计——被试按关键特征配对，然后再将每对中的两人随机分入不同条件。“双胞胎分入两组”。
Random allocation – using chance methods to assign participants to conditions, reducing bias. 'Names out of a hat.'
随机分配——用概率方法将被试分配到各条件，减少偏差。“抽签决定”。
Counterbalancing – varying the order of conditions in repeated measures to control order effects. 'AB then BA.'
平衡设计——在重复测量中变换任务顺序以控制顺序效应。“先A后B，再先B后A”。
8. Ethical and Validity Terms | 伦理与效度术语
Informed consent – participants must be told enough about the study to make a voluntary decision. 'Consent after knowing the plan.'
知情同意——必须向被试充分说明研究信息，使其自愿决定。“知情后同意”。
Right to withdraw – participants can leave the study at any time without penalty. 'Walk‑away right.'
退出权——被试可以随时无惩罚地退出研究。“随时离开的权利”。
Internal validity – the extent to which the study truly measures what it claims to, free from EV. 'Inside the study, are we measuring the right thing?'
内部效度——研究在多大程度上真正测量了它声称测量的内容，不受额外变量干扰。“研究内部测对了吗？”
External validity – the extent to which findings can be generalised beyond the study setting. 'External = outside, does it apply to the real world?'
外部效度——研究结果可推广到研究情境之外的程度。“外部＝研究之外，能应用到现实吗？”
Ecological validity – a type of external validity; how true‑to‑life the research situation and tasks are. 'Eco‑validity = does it mirror everyday ecology?'
生态效度——外部效度的一种；研究情境和任务在多大程度上贴近真实生活。“生态＝贴近日常生态吗？”
9. Neuropsychological Terms | 神经心理学词汇
Hippocampus – a brain structure vital for forming new episodic memories. 'Hippo on campus = memory filing clerk.'
海马体——对形成新的情景记忆至关重要的脑结构。“校园里的海马＝记忆档案员”。
Amygdala – involved in processing emotions, especially fear and aggression. 'Amy g‑dala = alarm system.'
杏仁核——参与情绪尤其是恐惧和攻击的加工。“杏仁＝警报系统”。
Prefrontal cortex – responsible for decision‑making, planning and impulse control. 'Pre‑frontal = front office manager.'
前额叶皮层——负责决策、规划和冲动控制。“前额＝前台经理”。
Neurotransmitter – chemical messengers that cross synapses to transmit signals between neurons. 'Trans‑mitter = message sender.'
神经递质——穿过突触在神经元间传递信号的化学信使。“递质＝传消息的小人”。
Synaptic plasticity – the ability of synapses to strengthen or weaken over time, underlying learning. 'Plastic = changeable, like moulding plastic.'
突触可塑性——突触随时间增强或减弱的能力，是学习的基础。“可塑＝可塑造、可变”。
10. Mnemonic Strategies for Psychology Terms | 心理学记忆术
Acronyms – form a word from the first letters, e.g. 'MOPS' for Piaget’s stages: Motor skills (sensorimotor), Pretend play (preoperational), Organised logic (concrete operational), Philosophical reasoning (formal operational).
首字母缩略词——用首字母组成单词，例如“MOPS”记皮亚杰四阶段：运动技能、假装游戏、有序逻辑、哲学推理。
Method of loci (memory palace) – imagine placing terms in familiar locations along a route. 'Walk through your house and pick up each definition.'
轨迹法（记忆宫殿）——想象将术语放在熟悉路线上的不同位置。“穿过你的房间，捡起每个定义”。
Dual coding – pair a term with a vivid mental image. For 'retroactive interference', picture new learning as a bulldozer pushing old books off a shelf.
双重编码——给术语配上一个生动的心理意象。对于“倒摄抑制”，想象新知识像推土机把旧书推下书架。
Spaced retrieval – review terms after increasing intervals; use flashcards on Days 1, 3, 7. 'Space it, don’t cram it.'
间隔提取——按递增的时间间隔复习术语；第一天、第三天、第七天使用抽认卡。“间隔复习，不临时抱佛脚”。
Elaborative rehearsal – link new terminology to something already known or a personal story. 'Neuron = a postman passing a parcel (neurotransmitter) to the next flat (neuron).'
精细复述——把新术语与已知知识或个人故事联系起来。“神经元＝邮递员把包裹（神经递质）递给隔壁公寓（另一个神经元）”。
Published by TutorHao | Psychology Revision Series | aleveler.com
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