Year 12 Edexcel Psychology: Quick Memorisation Guide to Key Terms | Year 12 Edexcel 心理学：词汇术语速记指南

📚 Year 12 Edexcel Psychology: Quick Memorisation Guide to Key Terms | Year 12 Edexcel 心理学：词汇术语速记指南

Mastering the extensive vocabulary of Year 12 Edexcel Psychology can feel like learning a foreign language. This guide provides structured, dual-language explanations and memorable mnemonics to help you internalise over 100 essential terms across all core topics. By linking each concept to vivid imagery, stories, or simple wordplay, you will move beyond rote memorisation and develop deep, exam-ready understanding.

掌握 Year 12 Edexcel 心理学的海量词汇可能像在学一门外语。本指南提供结构化、双语解释和难忘的记忆技巧，帮助你内化所有核心主题中超过 100 个关键术语。通过将每个概念与生动的图像、故事或简单的文字游戏联系起来，你将超越死记硬背，建立起深入且能够应对考试的理解。

1. Social Psychology Key Terms | 社会心理学核心术语

Social psychology examines how our thoughts, feelings, and behaviour are influenced by the actual, imagined, or implied presence of others. Start by picturing a crowded lift – that setting captures many of the concepts below.

社会心理学研究我们的思想、情感和行为如何受到他人真实、想象或隐含存在的影响。先想象一部拥挤的电梯——这个场景能捕捉下面许多概念。

Conformity: A change in belief or behaviour to fit in with a group. Imagine a new colleague laughing at a joke they do not find funny just because everyone else is laughing. The majority influence (real or imagined) creates pressure to conform.

从众：改变信念或行为以符合群体。想象一个新同事因为大家都在笑而勉强笑一个并不好笑的笑话。大多数人的影响（真实或想象的）创造了从众压力。

Compliance visitor’s badge in an office even though you feel no allegiance to that company. Mnemonic: 'Compliance = Compliant on the outside only.'

顺从：表面、公开的行为改变，但私下观点未变。想象你在办公室佩戴访客证，即使对那家公司并无认同感。记忆技巧：“顺从 = 只在外面顺从”。

Identification: Conforming to a social role or to be like a specific admired person. Picture a first-year teacher who starts dressing and speaking like the head of department they admire. You temporarily change because you value the group membership, not because you private agree with everything.

认同：为了承担某个社会角色或成为某个特定被仰慕的人而从众。想象一位新老师开始模仿他们崇拜的系主任穿着和说话。你因重视群体成员身份而暂时改变，并非私下什么都同意。

Internalisation environmental club to make friends, but after attending meetings genuinely adopts green values for life. 'Internalisation = Inside changes forever.'

内化：最深层次的从众，你公开和私下都接受了群体的信念，将其变成自己的。想象一名学生起初为了交友加入环保社团，但参加会议后真正终生接受了绿色价值观。“内化 = 内心永远改变”。

Obedience figure. Milgram’s electric shock experiment is the iconic image here. Useful memory link: 'Obedience = Order from someone with high status.'

服从：遵循权威人物直接下达的命令。米尔格拉姆的电击实验是这里的标志性画面。有用的记忆链：“服从 = 服从高位者的命令”。

Agentic state igure. Picture yourself as a remote-controlled robot: the authority holds the controller. Say to yourself: 'Agentic = Acting as an Agent; I am not the author of my actions.'

代理状态：一种心理状态，个人感觉对自己的行为没有个人责任，因为他们认为自己只是权威人物的代理人。想象自己是一个遥控机器人：权威握着控制器。对自己说：“代理 = 作为代理人行动；我不是自己行为的作者”。

Legitimacy of authority: The degree to which an individual perceives the person giving orders as being justified in doing so because of their social role. A uniform, a badge, or a white coat can instantly boost perceived legitimacy. When you see a police officer’s uniform, your brain automatically attributes legitimate power.

权威的合法性：个体认为下达指令者因其所处的社会角色而有权这样做的程度。一套制服、一枚徽章或一件白大褂能瞬间提高感知到的合法性。当你看到警察制服时，大脑自动赋予其合法权力。

Authoritarian personality nd hostility towards those seen as inferior. Think of a strict, punishment-focused person who blindly follows strong leaders. Memorable shorthand: 'Authoritarian = Admires Authority, Hates the weak.'

权威主义人格：对服从和偏见的一种倾向性解释，特征为死板地坚持传统价值观、服从权威、对被视为低等者抱有敌意。想象一个严厉、惩罚导向的人盲目追随强势领导。好记的速记：“权威人格 = 崇拜权威，憎恨弱者”。

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2. Cognitive Psychology Vocabulary | 认知心理学词汇

Cognitive psychology focuses on internal mental processes like memory, attention, and problem-solving. View the mind as a computer – information enters, gets processed, stored, and retrieved.

认知心理学关注记忆、注意力和问题解决等内部心理过程。把大脑看作计算机——信息进入、被加工、存储和提取。

Multi-store model of memory (MSM): Atkinson and Shiffrin’s model proposing three distinct stores: sensory register, short-term memory (STM), and long-term memory (LTM). Information flows linearly via attention and rehearsal. Visualise a factory assembly line: sensory input enters on a conveyor belt, gets filtered by attention, passes into a small STM workstation, and finally moves to a vast LTM warehouse if rehearsed enough.

记忆的多重储存模型 (MSM)：阿特金森和谢夫林提出的模型，包括三个不同的储存：感觉登记、短时记忆 (STM) 和长时记忆 (LTM)。信息通过注意和复述线性流动。想象一条工厂流水线：感觉输入从传送带进入，被注意力过滤，进入小小的 STM 工作站，如果复述得足够多，最终移入巨大的 LTM 仓库。

Sensory register: The initial, momentary store for sensory information with a very large capacity but duration of less than half a second. Iconic memory (visual) and echoic memory (auditory) are its two main components. Mnemonic: 'Sensory register is like a ring doorbell camera – it captures everything instantly, but most footage is deleted within half a second unless you pay attention.'

感觉登记：感觉信息的初始、短暂储存，容量极大，但持续时间不足半秒。图像记忆（视觉）和声像记忆（听觉）是其两大成分。记忆法：“感觉登记就像门铃摄像头——瞬间捕捉一切，但大部分画面若你不注意，半秒内就被删除”。

Short-term memory (STM) s) that can hold information for about 18-30 seconds without rehearsal. Coding is mainly acoustic. To remember capacity, think of a phone number without the area code: 7 digits. For duration, picture trying to hold a new Wi-Fi password in your head while walking from one room to another – you repeat it acoustically to keep it alive.

短时记忆 (STM)：一个容量有限（7±2 个项目）的储存库，不经复述可保持约 18-30 秒。编码主要是听觉的。要记住容量，想想不含区号的电话号码：7位数字。对于持续时间，想象你正从一个房间走到另一个房间，试图在脑中记住一个新 Wi-Fi 密码——你不断出声重复以让它保持活跃。

Long-term memory (LTM): A potentially permanent store with unlimited capacity and duration, coding mainly semantically. Memorable analogy: 'LTM is like Google Photos – unlimited storage, searchable by meaning, and lasts a lifetime unless corrupted.'

长时记忆 (LTM)：一个可能永久的储存库，容量和持续时间无限，主要按语义编码。难忘的类比：“LTM 就像谷歌相册——无限存储，可按意义搜索，除非损坏，否则持续一生”。

Working memory model (WMM): Baddeley and Hitch’s model that sees STM as an active processor with multiple components: central executive, phonological loop, visuo-spatial sketchpad, and episodic buffer. Visualise a cockpit: the central executive is the pilot making decisions; the phonological loop is the radio handling auditory/verbal info; the visuo-spatial sketchpad is the navigation screen; and the episodic buffer is the logbook that integrates information into episodes.

工作记忆模型 (WMM)：巴德利和希奇提出的模型，将 STM 视为一个具有多个成分的主动加工作：中央执行器、语音环路、视空间画板和情景缓冲区。想象一个驾驶舱：中央执行器是作决策的飞行员；语音环路是处理听觉/言语信息的无线电；视空间画板是导航屏幕；情景缓冲区是整合信息为情节的航行日志。

Central executive: The attentional control system with limited capacity; it coordinates slave systems but has no storage capacity. 'The boss who cannot store a single file but tells everyone else what to do.'

中央执行器：容量有限的注意控制系统；它协调从属系统，但自己没有存储容量。“那个一个文件都不能存，却指挥所有其他人干活的老板”。

Phonological loop ry control process (inner voice). When you silently repeat a shopping list, you are using your articulatory loop. 'Phonological = Phone; it handles sounds like a telephone line.'

语音环路：处理听觉信息，并以循环方式保持基于言语的信息。分为语音存储 (inner ear) 和发音控制过程 (inner voice)。当你无声地重复一份购物清单时，你正在使用你的发音环路。“语音 = 声音；它像电话线一样处理声音”。

Visuo-spatial sketchpad: Stores and processes visual and spatial information. Imagine you are mentally rearranging furniture in your bedroom – that mental manipulation is the visuo-spatial sketchpad at work. It is your 'inner eye'.

视空间画板：存储并加工视觉和空间信息。想象你正在心中重新布置卧室家具——这种心理操作就是视空间画板在工作。它是你的“心眼”。

Episodic buffer: A temporary store that integrates visual, spatial, and auditory information from other components, and links to LTM to form a unitary episode. 'The video editor that combines audio (phonological loop) and video (visuo-spatial) into a coherent movie sequence.'

情景缓冲区：一个将其他成分传来的视觉、空间和听觉信息整合起来，并与 LTM 连接形成统一情节的临时储存。“那个将声音（语音环路）和画面（视空间）组合成连贯电影序列的视频剪辑师”。

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3. Biological Psychology Terminology | 生物心理学术语

Biological psychology links behaviour to brain structures, neurotransmitters, hormones, and genetics. Thinking of the body as a biological machine helps organise these concepts.

生物心理学将行为与脑结构、神经递质、激素和遗传学联系起来。把身体想象成一台生物机器有助于组织这些概念。

Central nervous system (CNS) ord. The master controller that receives sensory information and sends out motor commands. 'CNS = Control centre; everything else is peripheral.'

中枢神经系统 (CNS)：脑和脊髓。那个接收感觉信息并发出运动指令的主控制器。“CNS = 控制中心；其余一切皆是外围”。

Peripheral nervous system (PNS) d into somatic (voluntary movements) and autonomic (involuntary functions like heartbeat). 'Peripheral = PNS connects everything like a phone network.'

周围神经系统 (PNS)：CNS 之外的所有神经。分为躯体（随意运动）和自主（如心跳等不随意功能）神经。“周围 = PNS 像电话网一样连接一切”。

Autonomic nervous system (ANS): Regulates involuntary physiological processes. It has two branches: sympathetic (fight or flight) and parasympathetic (rest and digest). Visualise a seesaw: when one end is up (sympathetic arousal), the other is down (parasympathetic relaxation).

自主神经系统 (ANS)：调节不随意生理过程。它有两个分支：交感（战或逃）和副交感（休息和消化）。想象一个跷跷板：一端升高（交感兴奋），另一端就降低（副交感放松）。

Sympathetic state ody for emergency, increasing heart rate, dilating pupils, inhibiting digestion. Mnemonic: 'Sympathetic = Stress. S for Stress.'

交感状态：为应对紧急情况激活身体，心率加快，瞳孔放大，抑制消化。记忆法：“交感 = Stress (压力)。S 代表压力”。

Parasympathetic state lms the body down, conserving energy, slowing heart rate, stimulating digestion. Mnemonic: 'Parasympathetic = Peaceful. P for Peaceful.'

副交感状态：让身体平静下来，保存能量，心率减慢，刺激消化。记忆法：“副交感 = Peaceful (平和)。P 代表平和”。

Neuron: A nerve cell that processes and transmits information through electrical and chemical signals. Key parts: dendrites (receive signals), axon (carries signals away), myelin sheath (insulation for speed), terminal buttons (release neurotransmitters). Remember: 'Dendrites Detect, Axons Act.'

神经元：通过电信号和化学信号加工并传递信息的神经细胞。关键部分：树突（接收信号）、轴突（将信号传出）、髓鞘（绝缘以加速）、终扣（释放神经递质）。记住：“树突 Detect (探测)，轴突 Act (行动)”。

Synaptic transmission nd to receptors on the postsynaptic neuron. Visualise a lock and key: neurotransmitter is the key, receptor is the lock. 'Synapse = Space where messages jump.'

突触传递：神经冲动跨越突触间隙的过程。神经递质从突触前神经元释放，穿过突触间隙，与突触后神经元上的受体结合。想象一把锁和钥匙：神经递质是钥匙，受体是锁。“突触 = 信息跳跃的空间”。

Neurotransmitters vation), Serotonin (mood, sleep, appetite), and GABA (inhibitory, calming). Simple prompt: 'Dopamine = Drive and Desire; Serotonin = Serenity; GABA = Get A Brake Already!'

神经递质：化学信使。关键例子：多巴胺（参与奖励与动机）、血清素（情绪、睡眠、食欲）和 GABA（抑制性，镇静）。简单提示：“多巴胺 = Drive 驱动力; 血清素 = Serenity 宁静; GABA = Get A Brake Already 快踩刹车!”

Localisation of function: The theory that specific brain areas are responsible for specific behaviours. Broca’s area (speech production) and Wernicke’s area (language comprehension) are classic examples. Picture the brain as a corporate office: the legal department (Broca) drafts letters (speech), the research department (Wernicke) reads and understands incoming documents.

功能定位：特定脑区负责特定行为的理论。布罗卡区（言语产生）和韦尼克区（语言理解）是经典例子。把大脑想象成一个公司办公室：法务部（布罗卡）起草信件（言语），研究部（韦尼克）阅读并理解接收到的文件。

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4. Learning Theories Vocabulary | 学习理论术语

Learning theories cover classical conditioning, operant conditioning, and social learning theory. These terms explain how associations, consequences, and observation shape behaviour.

学习理论涵盖经典条件作用、操作性条件作用和社会学习理论。这些术语解释了联结、后果和观察如何塑造行为。

Classical conditioning salivation). A neutral stimulus (NS, bell) becomes a conditioned stimulus (CS) after repeated pairing with UCS, eventually eliciting a conditioned response (CR, salivation to bell alone). Complete the formula in your head: ' → Salivation (UCR). During: Bell + Food → Salivation. After: Bell (CS) → Salivation (CR).'

经典条件作用：通过联结学习，由巴甫洛夫开创。无条件刺激 (UCS，食物) 自然引发无条件反应 (UCR，唾液分泌)。一个中性刺激 (NS，铃声) 在反复与 UCS 配对后成为条件刺激 (CS)，最终单独引发条件反应 (CR，听到铃声分泌唾液)。在脑中完成公式：“前：铃 (NS) → 无反应，食物 (UCS) → 唾液 (UCR)。中：铃+食物 → 唾液。后：铃 (CS) → 唾液 (CR)”。

Operant conditioning s : Learning through consequences. Behaviour that is reinforced is likely to be repeated; behaviour that is punished is likely to be stopped. 'Operant = Operates on the environment to produce a consequence.' Think of a child receiving pocket money for doing chores: positive reinforcement.

操作性条件作用：通过后果学习。被强化的行为很可能被重复；被惩罚的行为很可能停止。“操作 = 对环境进行操作以产生后果”。想象一个孩子因为做家务而得到零花钱：正强化。

Positive reinforcement: Adding a pleasant stimulus to increase a behaviour. Giving a dog a treat for sitting. 'Positive = adding something; Reinforcement = strengthens behaviour.'

正强化：添加一个愉快的刺激以增加行为。狗坐下后给予零食。“正 = 添加某物；强化 = 加强行为”。

Negative reinforcement s pill-taking. Note: negative reinforcement is not punishment; it strengthens a behaviour. 'Negative = removing something bad; Reinforcement = behaviour goes up.'

负强化：移除一个不愉快的刺激以增加行为。服用止痛药消除头痛后，下次更可能服药。注意：负强化不是惩罚；它加强行为。“负 = 移除坏东西；强化 = 行为上升”。

Punishment , scolding); negative punishment removes a pleasant stimulus (e.g., confiscating a phone). 'Punishment = behaviour goes down.'

惩罚：任何减少行为重复可能性的后果。正惩罚添加不愉快刺激（如责骂）；负惩罚移除愉快刺激（如没收手机）。“惩罚 = 行为下降”。

Social learning theory (SLT): Bandura’s theory that we learn by observing and imitating role models, especially if the model is reinforced (vicarious reinforcement). Four mediational processes: Attention, Retention, Reproduction, Motivation (ARRM). Say to yourself: 'ARRM yourself with SLT: Attention, Remember, Reproduce, Motivated to copy.'

社会学习理论 (SLT)：班杜拉的理论，认为我们通过观察和模仿榜样来学习，特别是当榜样受到强化时（替代强化）。四种中介过程：注意、保持、再现、动机 (ARRM)。对自己说：“用 SLT 武装 (ARM) 自己：注意 (A)，记忆 (R)，再现 (R)，有动机模仿 (M)”。

Vicarious reinforcement . If a child sees a classmate praised for putting toys away, they are more likely to copy. 'Vicarious = vicarious, experiencing through someone else.'

替代强化：观察到他人因某一行为受到奖励，会增加观察者模仿该行为的可能性。如果孩子看到同学因为收拾玩具被表扬，就更可能模仿。“替代 = 通过他人体验”。

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5. Research Methods Terminology | 研究方法术语

Edexcel Year 12 places heavy emphasis on methodological concepts. Master these terms and the whole course feels more manageable.

Edexcel Year 12 非常强调方法论概念。掌握这些术语，整个课程就会感觉更容易驾驭。

Aim: A general statement of what the researcher intends to investigate. 'Aim = What you Aim to find out.'

目的 (Aim)：研究者打算调查什么的大致陈述。“Aim = 你 Aim (目标是) 找出什么”。

Hypothesis ut the expected outcome. Can be directional (one-tailed) or non-directional (two-tailed). Remember: ' fic outcome. If you know which way it will go, use directional (higher/lower); if unsure, use non-directional (there will be a difference).'

假设 (Hypothesis)：对预期结果的精确、可检验的预测。可以是方向性（单尾）或非方向性（双尾）。“记住：假设 = 你 Hypothesise (假设) 一个具体结果。如果你知道方向，用方向性 (更高/更低)；如果不确定，用非方向性 (会有差异)”。

Null hypothesis no : States there is no relationship or no difference between variables; any observed effect is due to chance. 'Null = Nada, Nothing, Zero effect.'

零假设 (Null hypothesis)：陈述变量之间没有关系或没有差异；任何观察到的效应都是由于偶然。“Null = Nada (啥也没有)，零效应”。

Independent variable (IV): The factor manipulated by the researcher. 'I Vary the IV.'

自变量 (IV)：研究者操纵的因素。“我 (I) 改变 (Vary) IV”。

Dependent variable (DV): The factor measured by the researcher; the result depends on the IV. 'DV Depends on the IV.'

因变量 (DV)：研究者测量的因素；结果取决于 IV。“DV 依 (Depends) IV 而定”。

Operationalisation: Clearly defining variables in terms of how they can be measured. If investigating 'aggression' its a punching bag in 5 minutes. Without operationalisation, a study cannot be replicated. 'Operationalise = make it Operationally measurable.'

操作化 (Operationalisation)：根据如何测量清晰地定义变量。若研究“攻击性”，你必须具体说明：参与者在5分钟内击打沙袋的次数。没有操作化，研究就无法被重复。“操作化 = 使它在操作 (Operationally) 上可测量”。

Extraneous variable: Any variable other than the IV that could affect the DV if not controlled. 'Extraneous = Extra things that can mess up your results.'

额外变量 (Extraneous variable)：任何除了 IV 之外如果不加控制就可能影响 DV 的变量。“额外 = 额外的东西会搞乱你的结果”。

Confounding variable ically with the IV, so you cannot tell if the IV or this other variable caused the effect. 'Confounding = Confuses; it confuses cause and effect.'

混淆变量 (Confounding variable)：一类额外变量，它会随着 IV 系统性地变化，以至于你无法分辨是 IV 还是这个其他变量导致了效应。“混淆 = 使困惑；它让因果不清”。

Laboratory experiment al setting where the IV is manipulated and extraneous variables can be tightly controlled. 'Lab = control, but low ecological validity.'

实验室实验 (Laboratory experiment)：在受控的人工环境中进行，操纵 IV，可严格控制额外变量。“Lab = 控制好，但生态效度低”。

Field experiment ment. Participants often do not know they are being studied, so behaviour is more natural. 'Field = natural behaviour, less control.'

现场实验 (Field experiment)：在自然环境中操纵 IV。参与者通常不知道自己被研究，因此行为更自然。“Field = 自然行为，控制较少”。

Natural experiment natural disaster, male/female) and the researcher simply measures the DV. No manipulation. 'Natural = the IV is a natural event; researcher just records.'

自然实验 (Natural experiment)：IV 是自然发生的（如自然灾害前后、男/女），研究者只是测量 DV。无操纵。“自然 = IV 是自然事件；研究者只记录”。

Quasi-experiment t the IV is based on an existing difference between people (e.g., age, personality trait). 'Quasi = kind-of experiment, no random allocation.'

准实验 (Quasi-experiment)：类似自然实验，但 IV 基于人们之间已有的差异（如年龄、人格特质）。“准 = 有点像实验，没有随机分配”。

Repeated measures design cipant variables. Con: order effects (practice, fatigue). Use counterbalancing to control. 'Repeated = same people Repeat the task.'

重复测量设计 (Repeated measures design)：同一批参与者参加实验的所有条件。优点：需要参与者少，无参与者变量。缺点：顺序效应（练习、疲劳）。用平衡法控制。“重复 = 同样的人重复任务”。

Independent groups design Con: participant variables may differ; more participants needed. Random allocation helps. 'Independent = people are Independently assigned, different groups.'

独立组设计 (Independent groups design)：每个条件使用不同的参与者。优点：无顺序效应。缺点：参与者变量可能不同；需要更多参与者。随机分配有帮助。“独立 = 人们被独立分配，不同组”。

Matched pairs design aired based on key characteristics, then one from each pair is assigned to each condition. 'Matched = twins separated; similar but not identical.'

匹配对设计 (Matched pairs design)：基于关键特征将参与者配对，然后每对中一人分到每个条件。“匹配 = 双胞胎分开；相似但不完全相同”。

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6. Statistics and Data Handling Terms | 统计与数据处理术语

Numerical literacy is vital for Edexcel psychology. You must understand descriptive statistics and how to interpret graphs.

数字素养对 Edexcel 心理学至关重要。你必须理解描述性统计以及如何解释图表。

Mean . : The arithmetic average. Add all scores, divide by number of scores. Very sensitive to extreme values (outliers). 'Mean = the mathematical average; think mean is easily bullied by an extreme bully.'

平均数 (Mean)：算术平均值。所有分数相加，除以分数个数。对极端值（离群值）非常敏感。“平均 = 数学平均；想象平均值容易被极端霸气值欺负”。

Median: The middle value when scores are arranged in order. Not affected by outliers. 'Median = Middle; like the central reservation of a motorway.'

中位数 (Median)：分数按顺序排列时的中间值。不受离群值影响。“中位数 = 中间；如高速公路的中央隔离带”。

Mode: The most frequently occurring score. 'Mode = Most Often.'

众数 (Mode)：出现最频繁的分数。“众数 = Most Often 最经常”。

Range: Difference between the highest and lowest score. A simple measure of dispersion. 'Range = spread, from smallest to largest.'

范围 (Range)：最高分与最低分之间的差值。一个简单的离散量数。“范围 = 分散程度，从最小到最大”。

Standard deviation ead that tells you how much, on average, scores deviate from the mean. A small SD means data points are clustered close to the mean. ' ead out the class of scores is. Low SD: everyone similar; high SD: wide variety of scores.'

标准差 (Standard deviation)：一种更精确的离散度量，告诉你分数平均偏离平均数的程度。SD小意味着数据点聚集在均值附近。“标准差 = 班级分数有多分散。低SD：大家相似；高SD：分数差异大”。

Positive correlation riable increases, the other also increases. E.g., hours of revision and exam score. Think: 'Positive = both go up together.'

正相关 (Positive correlation)：一个变量增加，另一个也增加。例如，复习时间和考试分数。“正 = 一起上升”。

Negative correlation : As one variable increases, the other decreases. E.g., hours spent on social media and exam score. 'Negative = one goes up, the other goes down.'

负相关 (Negative correlation)：一个变量增加，另一个减少。例如，使用社交媒体时间和考试分数。“负 = 一个上升，另一个下降”。

Probability (p-value) n psychology, the accepted significance level is usually p ≤ 0.05. This means there is a 5% or less probability the result occurred by chance. 'p ≤ 0.05 = I am 95% confident my result is real.'

概率 (p值)：结果由偶然导致的可能性。在心理学中，可接受的显著水平通常是 p ≤ 0.05。这意味着结果由偶然造成的概率小于等于5%。“p ≤ 0.05 = 我有 95% 的把握我的结果是真实的”。

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7. Issues and Debates Anchor Terms | 议题与争论锚定术语

Edexcel expects you to evaluate theories and studies using larger disciplinary lenses. These terms are threaded through every topic.

Edexcel 期望你运用更大的学科视角来评价理论和研究。这些术语贯穿每一个主题。

Reductionism vs. Holism e is greater than the sum of its parts; we must consider social and cultural contexts. Memory trick: 'Reductionism = Reduce to simple parts; Holism = Whole picture.'

还原论 vs 整体论：还原论将行为分解为最简单的成分（如生物层面：基因、神经递质）。整体论认为整体大于部分之和；我们必须考虑社会和文化背景。记忆技巧：“还原论 = 简化为简单部分；整体论 = 全局画面”。

Nature vs. Nurture: The debate about whether behaviour is primarily determined by inherited biological factors (nature) or by learning and environment (nurture). Interact the two for most marks: 'Nature gives the canvas, nurture paints the picture.'

先天 vs 后天：关于行为主要由遗传生物因素（先天）决定还是由学习和环境（后天）决定的争论。为获高分要交互二者：“先天提供画布，后天绘制图画”。

Determinism vs. Free will can choose our actions. Hard determinism is extreme, soft determinism allows some conscious choice. 'Determinism = Destiny determined; Free will = Freedom to choose.'

决定论 vs 自由意志：决定论认为所有行为都有

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