📚 Year 11 WJEC Psychology: Quick Memorisation Guide for Key Terms | WJEC 11年级心理学：关键术语速记指南
Mastering the terminology is half the battle in WJEC GCSE Psychology. This revision guide pairs each key term with a memorable mnemonic, image or story, making it easier to recall definitions, link concepts and apply them with precision in your exam answers. From research methods to neuropsychology, every section is built to strengthen both your understanding and your memory.
掌握术语是 WJEC GCSE 心理学考试成功的一半。这份复习指南将每个关键术语与易记的口诀、图像或故事配对，帮助你轻松回忆定义、连接概念，并在答题时精准运用。从研究方法到神经心理学，每个部分都旨在加深你的理解并强化你的记忆。
1. Research Methods Core Concepts | 研究方法核心概念
Independent variable (IV) – what the researcher changes. Think ‘I change’, so IV starts with ‘I’. The dependent variable (DV) is the result you measure; it depends on the IV. To bring them together, use the mnemonic: “I change the IV, then I see the DV dance.”
自变量 (IV) – 研究者改变的因素。记住“I change”中的 I 就是 IV。因变量 (DV) 是你测量的结果；它依赖于 IV。合并记忆的口诀是：“我改变 IV，然后看 DV 跳舞。”
Operationalisation means turning a fuzzy idea into something measurable. For example, “aggression” could be operationalised as “number of times a child hits a doll”. The trick: “Operationalise = put into action numbers.” Picture a scientist holding an operation manual full of rulers and stopwatches.
操作化 指将模糊的概念转化为可测量的指标。例如，“攻击性”可以操作化为“儿童击打玩偶的次数”。记忆诀窍：“操作化 = 把概念变成可操作的数字。” 想象一位科学家手持一本装满尺子和秒表的操作手册。
Hypothesis types: An alternative hypothesis predicts a difference or relationship; a null hypothesis says there is none. To remember, the null has zero effect – “null means NOthing.” The alternative is the action – it always announces “something is there”.
假设类型： 备择假设预测存在差异或关系；虚无假设声称没有任何效应。记忆法：null 听起来像“no”，所以虚无假设就是“没有”。备择假设总是宣称“有某种效应存在”。
2. Experimental Designs | 实验设计
Independent groups design – different participants in each condition. To avoid confusing with repeated measures, think “Independent = In comes a new group.” The threat is participant variables – differences between people. Mnemonic: “Independent groups invite Individual quirks.”
独立组设计 – 每个条件下使用不同的被试。避免与重复测量混淆，可联想“Independent = In comes a new group（进来一组新人）”。其威胁是个体差异——人与人之间的不同。口诀：“独立组邀请了个体怪癖（Individual quirks）。”
Repeated measures design – the same participants do all conditions. Memory hook: “Repeat, repeat, same feet.” The danger here is order effects (practice, fatigue). Use counterbalancing – half do condition A then B, the other half B then A – to balance out the order. Imagine a see‑saw to visualise counterbalancing: half go first, half go second.
重复测量设计 – 同一批被试完成所有条件。记忆线索：“重复，重复，同一双脚（repeat, repeat, same feet）。” 其风险是顺序效应（练习或疲劳）。使用对抗平衡——一半被试先做A再B，另一半先B再A——来平衡顺序。想象一个跷跷板：一半人优先，另一半殿后。
Matched pairs design links participants on key traits, like twins in a study. Think “matched pairs = matched twins”. It reduces participant variables without the order effects of repeated measures.
配对组设计 根据关键特征将被试配对，像研究中的双胞胎。联想“匹配对 = 配对的双胞胎”。它减少了被试变量，又避免了重复测量的顺序效应。
3. Ethical Considerations | 伦理考量
WJEC expects you to know the BPS ethical guidelines. Six pillars: Informed consent – participants must know what they are signing up for. “Consent starts with ‘yes, I understand’.” Deception should be avoided unless necessary, followed by a thorough debrief. Right to withdraw: “At any time, say ‘I’m out’.” Confidentiality: data stays anonymous. Protection from harm: no physical or psychological pain greater than everyday life. Finally, debrief – “Explain the truth, soothe the mind.”
WJEC 要求你掌握 BPS 的伦理准则。六大支柱：知情同意——被试必须知道他们同意参与什么。“同意从‘是的，我明白了’开始。” 欺骗应尽量避免，若有必要，事后必须彻底解释（事后说明）。退出权：“随时可以说‘我退出’。” 保密性：数据保持匿名。免于伤害：不得造成超出日常生活的生理或心理痛苦。最后，事后说明——“揭示真相，安抚心灵。”
Use the mnemonic “C‑DRIP” (Consent, Deception, Right to withdraw, Informed, Protection) – but a better one is “Can Dogs Really Inspect Parks?” (Consent, Deception, Right to withdraw, Informed consent – same letter reused – Protection). Store it alongside a picture of a dog reading a map.
可使用记忆术“C‑DRIP”（Consent, Deception, Right to withdraw, Informed, Protection），更好的版本是“Can Dogs Really Inspect Parks?”（同意，欺骗，退出权，知情，保护）。配上一幅狗查看地图的画面，印象更深刻。
4. Memory Models and Processes | 记忆模型与过程
The multi‑store model (Atkinson & Shiffrin) describes three stores: sensory memory, short‑term memory (STM) and long‑term memory (LTM). Mnemonic: “Sensory STuff Lingers” – Sensory, STM, LTM. Encoding changes information into a format the stores can use: STM is mostly acoustic (sound), LTM is semantic (meaning).
多储存模型 (Atkinson & Shiffrin) 描述了三个储存库：感觉记忆、短时记忆 (STM) 和长时记忆 (LTM)。记忆术：“Sensory STuff Lingers（感官的东西徘徊）”——Sensory, STM, LTM。编码将信息转换为储存库可用的格式：STM 多为听觉编码（声音），LTM 为语义编码（意义）。
Rehearsal is the repetition that keeps information in STM and transfers it to LTM. “Rehearsal = repeat to rehearse your brain’s play.” Capacity of STM is 7±2 items. Picture a phone number chunked into 7 digits. Duration of STM is about 18–30 seconds without rehearsal; LTM is potentially unlimited.
复述 就是重复，让信息保持在短时记忆中并传入长时记忆。“复述 = 反复排练大脑的戏剧。” STM 的容量为 7±2 个组块。可以想象一个分成7位的电话号码。短时记忆的持续时间在不复述时约为 18–30 秒；长时记忆则可能无限。
5. Forgetting and Eyewitness Testimony | 遗忘与目击者证词
Proactive interference happens when old learning disrupts new recall. “PROactive = old moves PROmptly forward to block new.” Retroactive interference is the reverse – new information washes over the old. “RETRO = RETurning new hides the old.” Use a time‑travel arrow: pro goes ahead, retro goes back.
前摄干扰 发生在旧学习干扰新回忆时。“PROactive = 旧的迅速推进（PROmptly forward）阻挡了新的。” 倒摄干扰 正相反——新信息淹没了旧信息。“RETRO = 倒回去（RETurning），新的掩盖了旧的。” 用时间旅行箭头记忆：pro 前进，retro 后退。
Eyewitness testimony research (Loftus & Palmer) shows that leading questions can distort memory. A question like “How fast were the cars going when they smashed?” suggests speed and damage. The mnemonic “S.M.A.S.H.” helps: Suggestive words, Memory altered, Answer shifted, Schema activated, Huge consequence.
目击者证词研究（Loftus & Palmer）表明，诱导性问题会扭曲记忆。例如，“当两车猛烈撞击（smashed）时，车速有多快？”暗示了速度和损毁。记忆口诀“S.M.A.S.H.”：Suggestive words（暗示性词汇），Memory altered（记忆被改变），Answer shifted（回答偏移），Schema activated（图式激活），Huge consequence（巨大后果）。
Context‑dependent memory means recall is better when the environment matches the learning context. Imagine a scuba diver remembering information only underwater – the Godden & Baddeley study. “Context is the frame, memory is the picture.”
情境依赖记忆 指当环境与学习情境匹配时，回忆效果更好。想象一位潜水员只在水下才能记起信息——Godden 和 Baddeley 的研究。记忆法：“情境是画框，记忆是画作。”
6. Attachment Theory | 依恋理论
Ainsworth’s Strange Situation identified three attachment types. Secure (Type B): child explores, is distressed when mother leaves but happy at reunion. Mnemonic: “Secure = safe base, reunion smile.” Insecure‑avoidant (Type A): child ignores mother, shows little distress. “Avoidant = turns away.” Insecure‑resistant (Type C): child clings, is very distressed and resists comfort. “Resistant = resists reconciliation.”
Ainsworth 的陌生情境法识别了三种依恋类型。安全型 (Type B)：儿童探索环境，母亲离开时不安，重聚时高兴。口诀：“安全型 = 安全基地，重聚微笑。” 不安全-回避型 (Type A)：儿童忽视母亲，表现冷淡。“回避 = 转身走开。” 不安全-抗拒型 (Type C)：儿童缠着母亲，极度不安且抗拒安抚。“抗拒 = 抗拒和解。”
Draw a triangle: the top is Secure (balanced), left is Avoidant (distant), right is Resistant (clingy). Add the caregiver sensitivity hypothesis: responsive parenting leads to secure attachment. “Sensitive care = secure bond.”
画一个三角形：顶部是安全型（均衡），左角是回避型（疏远），右角是抗拒型（黏人）。记住看护者敏感度假说：及时响应的养育方式造就安全依恋。“敏感照料 = 安全纽带。”
7. Social Influence: Conformity and Obedience | 社会影响：从众与服从
Conformity is a change in behaviour or belief to fit in with a group. Asch’s line study showed people conform to normative social influence (desire to be liked) and informational social influence (desire to be right). Visual trick: “Normative = Need to belong; Informational = I need to know.”
从众 是为了融入群体而改变行为或信念。Asch 的线段实验表明，人们遵从未源于规范社会影响（渴望被喜欢）和信息性社会影响（渴望正确）。视觉口诀：“规范 = 需要归属（Need to belong）；信息 = 我需要知道（I need to know）。”
Obedience is following a direct order. Milgram’s electric shock study revealed situational factors like location (prestige), proximity of the victim and presence of a disobedient model reduce obedience. Mnemonic: “Location, Proximity, Model → LPM – Less Power to Milgram.”
服从 是遵从直接命令。Milgram 的电击实验揭示了情境因素：地点（声望）、受害者接近性和存在不服从的榜样会降低服从。记忆术：“Location, Proximity, Model → LPM – Less Power to Milgram（削弱了 Milgram 的力量）。”
8. Mental Health and Therapies | 心理健康与治疗
WJEC focuses on depression and anxiety. The biological approach explains depression through neurotransmitter imbalances (e.g. low serotonin) and genetic vulnerability. Mnemonic: “Bio makes me low.” The cognitive approach highlights irrational thoughts and negative schemas (Beck’s triad). “Cognition creates the cloud.”
WJEC 课程聚焦于抑郁症和焦虑症。生物流派用神经递质失衡（如血清素低下）和遗传易感性解释抑郁。口诀：“生物学让我低落（Bio makes me low）。” 认知流派强调非理性想法和负面图式（Beck 的认知三联）。“认知造云，阴云密布。”
CBT (Cognitive Behavioural Therapy) helps patients challenge irrational thoughts. Imagine a courtroom where the therapist is the judge, thoughts are defendants, and evidence is used to reframe them. “CBT – Change Bad Thinking.” Drug therapy for depression often involves SSRIs that increase serotonin. “SSRI = Serotonin Stays Reabsorbed Incompletely” (a reverse mnemonic).
CBT（认知行为疗法） 帮助患者挑战非理性思维。想象一个法庭：治疗师是法官，念头是被告，利用证据重构认知。“CBT – 改变错误思维（Change Bad Thinking）。” 抑郁症的药物治疗常使用选择性血清素再摄取抑制剂 (SSRIs)，增加血清素。“SSRI = 血清素停留，再摄取不完全（Serotonin Stays Reabsorbed Incompletely）。”
9. Neuropsychology Terms | 神经心理学术语
Localisation of function states that specific brain areas control particular behaviours. Broca’s area, in the left frontal lobe, is responsible for speech production. Damage causes Broca’s aphasia – choppy, effortful speech. Mnemonic: “Broca = Broken speech.” Wernicke’s area poral lobe, handles language comprehension. Damage leads to fluent but meaningless speech. “Wernicke = Words without meaning.”
功能定位 指出特定大脑区域控制特定行为。布罗卡区位于左侧额叶，负责言语产生。损伤导致布罗卡失语症——讲话断续费力。口诀：“布罗卡 = 断掉的话语（Broken speech）。” 韦尼克区位于左侧颞叶，主管语言理解。损伤导致话语流利但无意义。“韦尼克 = 无意义的话语（Words without meaning）。”
Neuroplasticity is the brain’s ability to reorganise itself by forming new neural connections. Think of a city rebuilding roads after an earthquake; function can move to undamaged areas. “Plastic brain – mould it with experience.”
神经可塑性 是大脑通过形成新神经连接进行自我重组的能力。想象一座城市在地震后重建道路；功能可以转移到未受损区域。“可塑大脑——用经验塑造它。”
10. Statistical Terms and Data Handling | 统计术语与数据处理
Mean – the average; sensitive to outliers. “Mean is keen but easily skewed.” Median – the middle value, unaffected by extremes. “Median stands firm in the middle.” Mode – the most frequent score. “Mode = most often observed.” Range is the difference between the highest and lowest values. “Range = rich to poor gap.”
平均数 – 平均值；易受极端值影响。“平均数很敏锐，但容易被扭曲。” 中位数 – 中间值，不受极端值影响。“中位数稳居中间。” 众数 – 出现频率最高的分数。“众数 = 最常被观察到的值（most often observed）。” 全距 是最高值与最低值之差。“全距 = 贫富差距。”
Correlation measures the relationship between two variables, expressed by a correlation coefficient from −1 to +1. Use the rhyme: “minus means moving opposite, plus means moving together, zero means no link, like changing weather.” Scattergrams show the pattern; the tighter the points, the stronger the correlation.
相关 衡量两个变量之间的关系，用相关系数 −1 到 +1 表示。记忆韵文：“负号意味着反向移动，正号意味着同向移动，零意味着没有联系，就像变化的天气。” 散点图展示模式；点越集中，相关性越强。
Normal distribution – a bell‑shaped curve where mean, median and mode sit in the centre. Imagine a hill that stands for ‘normal’ spread of traits. “Bell shape tells a healthy tale.”
正态分布 – 钟形曲线，平均数、中位数和众数集中在中心。想象一座代表特质“正常”分布的小山。“钟形讲述健康的故事。”
11. Data Types and Graphs | 数据类型与图表
Quantitative data is numerical; qualitative data is descriptive. “Quantitative = quantity (numbers); Qualitative = quality (words).” Discrete data can only take certain values (e.g. number of siblings); continuous data can be any value (e.g. height). “Discrete = distinct steps; Continuous = connected line.”
定量数据 是数字型的；定性数据 是描述性的。“Quantitative = 数量（数字）；Qualitative = 质量（文字）。” 离散数据 只能取特定值（如兄弟姐妹数）；连续数据 可取任意值（如身高）。“离散 = 分明的台阶；连续 = 连接的线条。”
Graph choice: bar chart for discrete categories or comparing conditions; histogram for continuous data grouped into intervals; line graph for changes over time. The mnemonic “Bars for Bins, Histograms for Heights, Lines for Longitudinal” can help.
图表选择：条形图 用于离散分类或比较条件；直方图 用于分组的连续数据；折线图 用于随时间变化的数据。记忆口诀：“Bars for Bins（条形给分类），Histograms for Heights（直方给高度），Lines for Longitudinal（折线给历时）。”
12. Evaluation and Issues | 评价与议题
When evaluating studies, remember GRENADE: Generalisability, Reliability, Ethics, Nature vs nurture, Applications, Demand characteristics, Ecological validity. Expand your argument with validity (does it measure what it intends?) and reliability (consistency). Mnemonic: “Valid = true aim; Reliable = repeatable result.”
评价研究时，记住手榴弹法 GRENADE：Generalisability（普遍性），Reliability（信度），Ethics（伦理），Nature vs nurture（天生与教养），Applications（应用），Demand characteristics（要求特征），Ecological validity（生态效度）。用效度（是否测量了目标内容？）和信度（一致性）扩展论点。口诀：“效度 = 真实目标；信度 = 可重复的结果。”
Sampling methods: Opportunity – using whoever is available (easiest, but biased). Random – every member of the target population has an equal chance (best for representativeness). Stratified – subgroups represented proportionally. “O.R.S. – Opportunity is obvious, Random is rare, Stratified is structured.”
抽样方法： 机会抽样 – 使用任何可用的人（最简便但有偏）。随机抽样 – 目标人群中每人有均等机会（代表性最好）。分层抽样 – 子群按比例抽取。“O.R.S. – 机会是显而易见的，随机是稀有的，分层是结构化的。”
Published by TutorHao | Psychology Revision Series | aleveler.com
更多咨询请联系16621398022（同微信）
或截图后用「扫一扫 → 相册」选择本图