Core Knowledge Points of Year 7 CAIE Psychology | Year 7 CAIE 心理学：核心知识点梳理

📚 Core Knowledge Points of Year 7 CAIE Psychology | Year 7 CAIE 心理学：核心知识点梳理

Welcome to your Year 7 Psychology revision guide. This article covers the essential topics you need to know for the CAIE Lower Secondary Psychology curriculum, including the science of mind, research methods, memory, learning, and social behavior. Use this to consolidate your understanding and prepare for assessments.

欢迎阅读你的七年级心理学复习指南。本文涵盖了CAIE初中心理学课程的核心主题，包括心智科学、研究方法、记忆、学习和社会行为。请使用本文巩固理解并为评估做好准备。

1. Introduction to Psychology | 心理学导论

Psychology is the scientific study of mind and behavior. It seeks to understand how we think, feel, and act both as individuals and in groups. Psychologists use empirical evidence to test theories about mental processes.

心理学是对心理和行为的科学研究。它旨在理解我们作为个体和群体如何思考、感受和行动。心理学家使用经验证据来检验有关心理过程的理论。

Key perspectives include biological (brain and nervous system), cognitive (thought processes), and sociocultural (how society and culture shape us). Each perspective offers a different lens through which to explain human experience.

主要视角包括生物学视角（大脑和神经系统）、认知视角（思维过程）和社会文化视角（社会和文化如何塑造我们）。每一种视角都提供了不同的透镜来解释人类经验。

• Psychology is not just common sense; it relies on systematic research.

  心理学不仅仅是常识；它依赖于系统研究。

• The word ‘psychology’ comes from Greek: psyche (mind/soul) and logos (study).

  “心理学”一词来自希腊语：psyche（心灵/灵魂）和logos（研究）。

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2. The Scientific Method in Psychology | 心理学中的科学方法

Like all sciences, psychology uses the scientific method. This involves forming a research question, proposing a hypothesis, collecting data, and drawing conclusions. A hypothesis is a testable prediction about the relationship between variables.

像所有科学一样，心理学使用科学方法。这包括形成研究问题、提出假设、收集数据并得出结论。假设是关于变量之间关系的可检验预测。

Variables are factors that can change. The independent variable (IV) is what the researcher manipulates, and the dependent variable (DV) is what is measured. For example, if we test whether music affects memory, the IV is the presence/type of music, and the DV is memory score.

变量是可以变化的因素。自变量(IV)是研究者操控的，因变量(DV)是被测量的。例如，如果我们测试音乐是否影响记忆，IV是音乐的有无/类型，DV是记忆得分。

IV → DV (cause and effect)

• Control of extraneous variables is crucial to ensure validity.

  控制无关变量对于确保效度至关重要。

• Operationalisation means clearly defining how variables are measured.

  操作化意味着明确定义如何测量变量。

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3. Sensation and Perception | 感觉与知觉

Sensation is the process by which our sensory receptors detect physical stimuli from the environment. Perception is how our brain organizes and interprets these sensations to form a meaningful experience.

感觉是我们的感觉感受器检测环境中物理刺激的过程。知觉是我们的大脑组织和解释这些感觉以形成有意义体验的方式。

We have five main senses: vision, hearing, touch, taste, and smell. Each sense has a specific receptor (e.g., photoreceptors in the eye for light). However, perception can be influenced by expectations, context, and past experiences – this is shown by visual illusions.

我们有五种主要感觉：视觉、听觉、触觉、味觉和嗅觉。每种感觉都有特定的感受器（例如眼中的光感受器感光）。然而，知觉会受到期望、背景和过去经验的影响——视觉错觉体现了这一点。

Absolute threshold: the minimum stimulus energy needed to detect a stimulus 50% of the time. 绝对阈限： 50%的次数里能检测到刺激的最小刺激能量。

Difference threshold: the smallest change needed to notice a difference (just noticeable difference). 差别阈限：注意到差异所需的最小变化（最小可觉差）。

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4. Memory: Encoding, Storage, Retrieval | 记忆：编码、存储、提取

Memory is the process by which we encode, store, and retrieve information. The multi-store model describes three memory stores: sensory memory, short-term memory (STM), and long-term memory (LTM).

记忆是我们编码、存储和提取信息的过程。多储存模型描述了三种记忆储存：感觉记忆、短时记忆（STM）和长时记忆（LTM）。

Sensory memory holds brief sensory impressions (iconic for vision, echoic for hearing) for less than a second. Information that we pay attention to moves into STM, which has a limited capacity of around 7 ± 2 items and a duration of about 18-30 seconds without rehearsal.

感觉记忆保留短暂的感觉印象（视觉的图象记忆，听觉的声象记忆）不到一秒钟。我们注意的信息进入短时记忆，其容量有限，约为7±2个项目，在没有复诵时持续时间约18-30秒。

Maintenance rehearsal keeps information in STM; elaborative rehearsal transfers it to LTM. LTM has potentially unlimited capacity and duration. Retrieval involves recalling stored information back into conscious awareness.

维持性复诵将信息保持在短时记忆中；精细复诵将其转移到长时记忆。长时记忆具有潜在的无限容量和持续时间。提取涉及将储存的信息召回至意识中。

• Serial position effect: items at the beginning (primacy) and end (recency) of a list are better recalled.

  系列位置效应：清单开头（首因效应）和末尾（近因效应）的项目回忆更好。

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5. Learning: Classical and Operant Conditioning | 学习：经典条件反射与操作性条件反射

Learning is a relatively permanent change in behavior due to experience. Two fundamental types are classical conditioning and operant conditioning.

学习是由于经验引起的行为相对持久的变化。两种基本类型是经典条件反射和操作性条件反射。

In classical conditioning, an originally neutral stimulus becomes associated with an unconditioned stimulus to elicit a conditioned response. Pavlov’s dogs salivated (unconditioned response) to food (unconditioned stimulus). He paired a bell (neutral) with food, and eventually the bell alone caused salivation (conditioned response).

在经典条件反射中，一个原本中性的刺激与无条件刺激相关联，从而引发条件反应。巴甫洛夫的狗对食物（无条件刺激）分泌唾液（无条件反应）。他将铃声（中性）与食物配对，最终铃声单独引发唾液分泌（条件反应）。

Operant conditioning, studied by Skinner, involves learning through consequences. Reinforcement increases the likelihood of a behavior; punishment decreases it. Positive reinforcement adds a pleasant stimulus (e.g., praise for studying). Negative reinforcement removes an unpleasant stimulus (e.g., taking a painkiller to end headache).

斯金纳研究的操作性条件反射涉及通过后果进行学习。强化增加行为发生的可能性；惩罚减少它。正强化增加愉悦刺激（例如学习后表扬）；负强化消除不愉快刺激（例如服用止痛药消除头痛）。

Positive reinforcement: add pleasant → behavior increases; Negative reinforcement: remove unpleasant → behavior increases.

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6. Brain and Behavior | 大脑与行为

The brain is the control centre of the nervous system. It is made up of billions of neurons that communicate through electrical and chemical signals. Key brain areas linked to behavior include the prefrontal cortex (decision-making, personality), amygdala (emotion, fear), and hippocampus (memory formation).

大脑是神经系统的控制中心。它由数十亿个通过电信号和化学信号通讯的神经元组成。与行为相关的关键脑区包括前额叶皮层（决策、人格）、杏仁核（情绪、恐惧）和海马体（记忆形成）。

Case studies like Phineas Gage show how brain damage can alter behavior. Gage had an iron rod pass through his frontal lobe; his personality changed dramatically, indicating the role of the frontal lobes in regulating social behavior.

像菲尼亚斯·盖奇这样的案例研究表明脑损伤如何改变行为。盖奇有一根铁棒穿过他的额叶；他的个性发生了巨大变化，表明额叶在调节社会行为中的作用。

Neurotransmitters such as dopamine and serotonin influence mood and action. For example, low serotonin is linked to depression; dopamine plays a role in pleasure and reward.

多巴胺和血清素等神经递质影响情绪和行动。例如，低水平血清素与抑郁症有关；多巴胺在愉悦和奖赏中起作用。

• The central nervous system includes the brain and spinal cord; the peripheral nervous system connects them to the body.

  中枢神经系统包括脑和脊髓；周围神经系统将它们与身体连接。

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7. Developmental Psychology: Childhood | 发展心理学：童年

Developmental psychology studies how people grow and change throughout life. In Year 7 we focus on cognitive development in childhood, particularly Piaget’s theory of cognitive stages.

发展心理学研究人们如何在一生中成长和变化。在七年级，我们关注童年期的认知发展，尤其是皮亚杰的认知阶段理论。

Piaget proposed four stages: sensorimotor (0-2 years, object permanence), preoperational (2-7 years, symbolic thinking but egocentric), concrete operational (7-11 years, logical thinking about concrete events), and formal operational (12+ years, abstract reasoning).

皮亚杰提出了四个阶段：感知运动阶段（0-2岁，客体永久性）、前运算阶段（2-7岁，符号思维但自我中心）、具体运算阶段（7-11岁，对具体事件的逻辑思维）和形式运算阶段（12岁以上，抽象推理）。

Conservation tasks demonstrate when children understand that quantity remains the same despite changes in shape. Preoperational children fail conservation; concrete operational children succeed.

守恒任务展示儿童何时理解尽管形状变化但数量保持不变。前运算阶段的儿童不能通过守恒任务；具体运算阶段的儿童可以。

• Attachment theory (Bowlby) says that early emotional bonds with caregivers affect later relationships.

  依恋理论（鲍尔比）认为早期与照料者的情感纽带会影响后来的人际关系。

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8. Social Influence: Conformity and Obedience | 社会影响：从众与服从

Social influence examines how our thoughts, feelings, and actions are affected by others. Two key types are conformity (changing behavior to fit group norms) and obedience (following orders from an authority figure).

社会影响研究他人的看法、情感和行动如何被他人影响。两种关键类型是从众（改变行为以符合群体规范）和服从（遵循权威人物的命令）。

Asch’s conformity experiments showed that people often agree with a clearly wrong group answer about line lengths to avoid standing out. About 75% of participants conformed at least once. Factors increasing conformity include group size (up to a point) and unanimity.

阿希的从众实验表明，人们常常同意明显错误的群体答案（关于线段长度）以避免引人注目。大约75%的参与者至少从众了一次。增加从众的因素包括群体规模（到一定程度）和一致性。

Milgram’s obedience study revealed that ordinary people would administer what they believed were dangerous electric shocks to a learner when instructed by an authority figure. This shows the power of the situation and authority. Ethical concerns arose regarding deception and distress.

米尔格拉姆的服从研究揭示，普通人在权威人物的指令下会实施他们认为是危险的电击。这显示了情境与权威的力量。关于欺骗和痛苦引发了伦理关切。

• Conformity can be normative (wanting to be liked) or informational (believing the group is right).

  从众可以是规范的（希望被喜欢）或信息的（认为群体正确）。

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9. Emotions and Motivation | 情绪与动机

Emotions are complex states involving physiological arousal, expressive behaviors, and conscious experience. Basic emotions include happiness, sadness, fear, anger, surprise, and disgust. They help us respond to important situations and communicate with others.

情绪是涉及生理唤醒、表达行为和意识体验的复杂状态。基本情绪包括快乐、悲伤、恐惧、愤怒、惊讶和厌恶。它们帮助我们应对重要情境并与他人沟通。

The James-Lange theory suggests that we experience emotion after our body reacts: we feel sad because we cry, not the other way around. The Cannon-Bard theory proposes that physiological response and emotional experience happen simultaneously.

詹姆斯-兰格理论认为我们是在身体反应之后体验情绪：我们因为哭泣而悲伤，而不是相反。坎农-巴德理论提出生理反应和情绪体验同时发生。

Motivation refers to the drives that propel behavior. Primary motives are biological needs like hunger and thirst; secondary motives are learned, such as the need for achievement. Maslow’s hierarchy of needs arranges motives from basic physiological needs to self-actualisation.

动机是指驱动行为的驱力。初级动机是生物性需求如饥饿和口渴；次级动机是习得的，如成就需求。马斯洛的需求层次将动机从基本生理需求排列到自我实现。

Physiological → Safety → Belonging → Esteem → Self-actualisation

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10. Research Methods: Experiments and Observations | 研究方法：实验与观察

Psychologists use various methods to investigate behaviour. Experiments are the most powerful for establishing cause and effect. Lab experiments take place in controlled settings; field experiments occur in natural environments but still manipulate an IV.

心理学家使用多种方法研究行为。实验是确立因果关系最有力的方法。实验室实验在受控环境中进行；现场实验在自然环境中进行但仍然操控自变量。

Observational studies involve watching and recording behaviour without manipulation. They can be naturalistic (in the participant’s usual environment) or controlled. Observations are useful for studying behaviours that cannot be ethically manipulated.

观察研究涉及观看和记录行为而不进行操控。它们可以是自然观察（在参与者日常环境中）或受控观察。观察对于研究无法在伦理上操控的行为很有用。

Other methods include surveys (self-report questionnaires) and case studies (in-depth study of one individual or group). Each method has strengths and limitations in terms of validity, reliability, and ethics.

其他方法包括调查（自我报告问卷）和案例研究（对一个人或群体的深入探究）。每种方法在效度、信度和伦理方面各有优势和局限。

Independent variable: what is changed. 自变量：被改变的变量。	Dependent variable: what is measured. 因变量：被测量的变量。
Reliability: consistency of results. 信度：结果的一致性。	Validity: accuracy – are we measuring what we intend? 效度：准确性——我们是否测量了我们想测量的？

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11. Ethics in Psychology | 心理学伦理

Ethical guidelines protect participants and ensure research is conducted responsibly. The core principles include informed consent, right to withdraw, confidentiality, protection from harm, and debriefing.

伦理准则保护参与者，确保研究负责任地进行。核心原则包括知情同意、退出权利、保密、免受伤害保护和事后解释。

Researchers must get participants’ agreement before the study, and they can leave at any time. Any information gathered must be kept private. Deception should be avoided unless absolutely necessary and must be followed by a full debrief explaining the true nature of the study.

研究者必须在研究前获得参与者同意，参与者可随时退出。收集的任何信息必须保密。除非绝对必要，应避免欺骗，并且必须进行完整的事后解释说明研究的真实性质。

If animals are used, the 3 Rs (Replacement, Reduction, Refinement) should be applied to minimize harm. Ethical committees review research proposals before they are approved.

如果使用动物，应应用3R原则（替代、减少、优化）以减少伤害。伦理委员会在批准研究之前审查研究提案。

• Milgram’s obedience study led to more stringent ethical standards due to its psychological stress.

  米尔格拉姆的服从研究因其心理压力导致了更严格的伦理标准。

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12. Revision and Key Terms | 复习与关键术语

To succeed in Year 7 CAIE Psychology, you must understand key terms and be able to apply them to novel scenarios. Here is a summary of essential vocabulary for quick revision:

要在七年级CAIE心理学中取得好成绩，你必须理解关键术语并能够将其应用于新情境。以下是用于快速复习的基本词汇总结：

Psychology 心理学	Scientific study of mind and behaviour 对心理和行为的科学研究
Hypothesis 假设	Testable prediction 可检验的预测
Encoding 编码	Transforming information for memory storage 将信息转换以便记忆存储
Classical conditioning 经典条件反射	Learning through association 通过联结进行学习
Reinforcement 强化	Consequence that strengthens behaviour 增强行为的后果
Conformity 从众	Adjusting behaviour to match group norms 调整行为以符合群体规范
Obedience 服从	Following orders from an authority 遵循权威的命令
Ethics 伦理	Moral principles guiding research 指导研究的道德原则

Practice applying these concepts to examples and try to answer past-paper style questions. Regular retrieval practice strengthens LTM.

练习将这些概念应用于例子，并尝试回答类似历年试题的问题。定期的提取练习能强化长时记忆。

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