Core Knowledge Review for Year 7 OCR Psychology | Year 7 OCR 心理学：核心知识点梳理

📚 Core Knowledge Review for Year 7 OCR Psychology | Year 7 OCR 心理学：核心知识点梳理

Welcome to your essential Year 7 OCR Psychology revision guide. This article brings together the core knowledge you need to understand how psychologists study the mind and behaviour, introducing key concepts, classic studies and important theories in a clear, structured way. Whether you are preparing for an end‑of‑topic test or building a solid foundation for future psychology courses, this review will help you organise your learning and check your understanding of the fundamentals.

欢迎阅读 Year 7 OCR 心理学的核心复习指南。本文将带你梳理理解心理学家如何研究心理与行为所必需的核心知识，以清晰、有条理的方式介绍关键概念、经典研究和重要理论。无论你是在准备单元测验，还是在为未来的心理学课程打下扎实基础，这篇梳理都将帮助你组织学习内容、检验自己对基本原理的掌握情况。

---

1. What is Psychology? | 什么是心理学？

Psychology is defined as the scientific study of the mind and behaviour. It investigates both internal mental processes – such as thinking, memory and emotion – and observable actions, from simple reflexes to complex social interactions. Unlike philosophy, which relies on reasoning and debate, psychology uses systematic empirical methods to gather evidence and test ideas.

心理学被定义为对心理和行为的科学研究。它既探究思维、记忆、情绪等内部心理过程，也考察从简单反射到复杂社会互动等可观察的动作。与依赖推理和辩论的哲学不同，心理学运用系统的实证方法来收集证据并检验想法。

Psychologists aim to describe, explain, predict and sometimes change behaviour. For example, a psychologist might observe that some Year 7 students remember more from a lesson than others, design an experiment to test whether a revision technique improves recall, and then use the findings to recommend effective study strategies.

心理学家致力于描述、解释、预测乃至改变行为。例如，一位心理学家可能观察到有些 Year 7 学生比其他人记得更多课堂内容，于是设计实验检验某种复习技巧是否能提升回忆量，然后根据研究结果推荐有效的学习策略。

By insisting on evidence rather than common sense, psychology challenges assumptions we often take for granted. Studies have shown, for instance, that eyewitness memory is far less reliable than most people believe – a finding with serious implications for criminal justice.

心理学坚持依靠证据而非常识，因此常常挑战我们习以为常的假设。比如，研究表明目击者记忆的可靠程度远低于大多数人的想象——这一发现对刑事司法有着深远的影响。

---

2. The Scientific Approach: Research Methods | 科学方法：研究方法

Psychology follows the scientific method: a problem is identified, a hypothesis is formulated, data are collected under controlled conditions, and conclusions are drawn based on the evidence. The method chosen depends on the research question and practical constraints.

心理学遵循科学方法：先确定问题，接着提出假设，然后在受控条件下收集数据，最后基于证据得出结论。具体方法的选择取决于研究问题与实际限制。

Experiments are the most powerful method for identifying cause and effect. In a true experiment, the researcher manipulates the independent variable (IV) and measures the dependent variable (DV), while holding all other variables constant. For instance, a psychologist might investigate whether background music (IV) affects concentration on a maths test (DV) by randomly allocating participants to a music group or a silence group.

实验法是确定因果关系最有力的方法。在真正的实验中，研究者操控自变量（IV）并测量因变量（DV），同时保持其他所有变量不变。例如，一位心理学家可能通过将参与者随机分配到音乐组或安静组，考察背景音乐（自变量）是否影响数学测验的专注度（因变量）。

Observations allow researchers to watch and record behaviour in natural settings without interference. A psychologist observing play behaviour in a school playground might use a coding scheme to count how many times cooperative play occurs. Observations can provide rich, real‑world data but cannot establish cause and effect.

观察法让研究者能够在自然情境中观看并记录行为而不加干涉。一位在校园操场观察游戏行为的心理学家可能会使用编码表统计合作性游戏出现的次数。观察法能提供丰富的真实世界数据，但无法确定因果关系。

Questionnaires and interviews gather self‑report data about attitudes, beliefs and experiences. They are efficient and can reach many people, but responses may be distorted by social desirability bias – participants may answer in a way they think is acceptable rather than truthfully.

问卷调查与访谈收集关于态度、信念和经历的自我报告数据。它们效率高且能覆盖大量人群，但可能会受到社会赞许性偏差的影响——参与者可能会按照他们认为能被接受的方式回答，而非如实作答。

---

3. Variables and Hypotheses | 变量与假设

An independent variable (IV) is the factor the experimenter changes or manipulates. The dependent variable (DV) is the factor that is measured to see if it has been affected by the IV. In the music‑and‑concentration example, the IV is the presence or absence of music, and the DV is the test score.

自变量（IV）是实验者改变或操纵的因素。因变量（DV）是被测量、以观察其是否受到自变量影响的因素。在上述音乐与专注度的例子中，自变量是音乐的有无，因变量是测验得分。

All other variables that could influence the DV must be controlled so they do not become confounding variables. These might include the time of day, the difficulty of the test, or participants’ prior knowledge. Good experimental design attempts to eliminate or minimise these.

所有其他可能影响因变量的变量都必须加以控制，以免它们变成混淆变量。这些可能包括每天的时间段、测验难度或参与者的先前知识。优秀的实验设计会试图消除或尽量减小这些影响。

A hypothesis is a precise, testable statement predicting the outcome of an experiment. For Year 7 investigations, a simple experimental hypothesis might be: ‘Participants who revise using a mind‑map will recall more words than participants who simply read the list.’ The hypothesis must refer to both levels of the IV and state the expected difference in the DV.

假设是一个精确、可检验的陈述，用于预测实验结果。对 Year 7 的探究而言，一条简单的实验假设可以是：“使用思维导图复习的参与者比仅仅阅读词表的参与者会回忆出更多词语。”假设必须提及自变量的两个水平，并说明因变量上的预期差异。

---

4. Ethical Considerations | 伦理考量

Whenever psychologists work with human participants, they must follow strict ethical guidelines to protect people from harm and to respect their dignity. The British Psychological Society (BPS) sets out clear principles that all UK researchers must adhere to.

每当心理学家进行涉及人类参与者的研究时，他们都必须遵守严格的伦理准则，以保护人们免受伤害并尊重其尊严。英国心理学会（BPS）制定了一套明确的原则，所有英国研究者都必须遵守。

Informed consent means that participants should be given full information about the study – its purpose, procedures and any potential risks – before they agree to take part. For under‑16s, parental consent is usually required.

知情同意意味着在参与者同意参加之前，应向他们充分说明研究的目的、流程和任何潜在风险。对于未满16岁的参与者，通常需要征得家长同意。

Right to withdraw allows participants to leave the study at any time without penalty, and to have their data removed if they wish. Confidentiality ensures that personal information is kept private and not shared without permission. Protection from harm requires the researcher to ensure participants experience no greater physical or psychological discomfort than they would in everyday life. Finally, any deception should be avoided unless essential, and when used it must be followed by a thorough debriefing.

退出权利允许参与者在任何时候退出研究而不受惩罚，并可在其要求下删除其数据。保密性确保个人信息得到保护，未经允许不得泄露。避免伤害要求研究者确保参与者不会承受超过日常生活水平的身体或心理不适。最后，应避免欺骗，除非确有必要；若使用了欺骗，则必须随后进行充分的事后说明。

---

5. Memory: The Multi‑Store Model | 记忆：多存储模型

The multi‑store model (Atkinson & Shiffrin, 1968) describes memory as a flow of information through three separate stores: sensory memory, short‑term memory (STM) and long‑term memory (LTM). Each store differs in how it encodes information, its capacity and its duration.

多存储模型（Atkinson & Shiffrin, 1968）将记忆描述为信息在三个独立存储库之间的流动：感觉记忆、短时记忆（STM）和长时记忆（LTM）。每个存储库在编码方式、容量和持续时间上均不相同。

Store	Encoding	Capacity	Duration
Sensory Memory 感觉记忆	Sense-specific (echoic for sound, iconic for vision) 感觉特异性（回声记忆对应听觉，映像记忆对应视觉）	Very large (virtually unlimited) 极大（几乎无限）	Less than 0.5 seconds (iconic); 2-3 seconds (echoic) 映像记忆不足0.5秒；回声记忆2-3秒
Short‑Term Memory (STM) 短时记忆	Mainly acoustic (based on sound) 主要为声学编码（基于声音）	7 +/- 2 items (Miller, 1956) 7±2个组块（Miller, 1956）	About 18-30 seconds without rehearsal (Peterson & Peterson, 1959) 不经复述约18-30秒
Long‑Term Memory (LTM) 长时记忆	Mainly semantic (based on meaning) 主要为语义编码（基于意义）	Potentially unlimited 潜在无限	Up to a lifetime 可达终生

Information passes from sensory memory into STM only if we pay attention to it. Rehearsal (repeating information mentally) maintains items in STM and, if rehearsed enough, transfers them into LTM for permanent storage. Forgetting from STM occurs mainly through decay or displacement, while forgetting from LTM is often due to retrieval failure or interference.

信息只有在获得注意后才会从感觉记忆进入短时记忆。复述（在心里重复信息）可将内容保持在短时记忆内，若复述充分，则信息会转入长时记忆进行永久储存。短时记忆的遗忘主要由痕迹消退或替代导致，而长时记忆的遗忘通常源于提取失败或干扰。

---

6. Forgetting and Eyewitness Testimony | 遗忘与目击者证词

Forgetting can be explained by interference, where one memory disrupts the recall of another. Proactive interference occurs when older information makes it difficult to remember new material; retroactive interference is when new learning disrupts old memories. Context‑dependent forgetting suggests that recall is better when the retrieval environment matches the learning environment.

遗忘可以用干扰来解释，即一段记忆干扰了对另一段记忆的提取。前摄干扰指旧信息使新材料的记忆变得困难；倒摄干扰则是新学习内容扰乱了旧记忆。情境依赖遗忘认为，当提取环境与学习环境相吻合时，回忆效果更佳。

A major practical application of memory research is eyewitness testimony. Loftus and Palmer (1974) famously demonstrated that leading questions can distort memory. In their experiment, participants watched a film of a car accident and were then asked, ‘About how fast were the cars going when they ________ into each other?’ The verb used (e.g. ‘smashed’, ‘collided’, ‘bumped’ or ‘contacted’) affected the estimated speed. ‘Smashed’ produced the highest average speed estimate, and participants in this condition were also more likely to report seeing broken glass when there was none. This study shows that memory is reconstructive and can be influenced by post‑event information.

记忆研究的一个重要实际应用是目击者证词。Loftus 和 Palmer（1974）的经典实验证明，引导性问题会扭曲记忆。在实验中，参与者观看了一场车祸影片，随后被问到：“当两辆车________时，车速大约是多少？”所使用的动词（如“撞毁”“碰撞”“碰擦”或“接触”）影响了估计的车速。“撞毁”一词引出了最高的平均速度估计，而且该条件下的参与者更可能报告看到并不存在的碎玻璃。这项研究表明记忆具有重构性，会受到事件后信息的影响。

---

7. Social Influence: Conformity | 社会影响：从众

Conformity is a type of social influence where an individual changes their behaviour or beliefs to match those of a group, often in response to real or imagined pressure. Solomon Asch (1951) conducted a classic line‑judgement task to study conformity. In his experiment, a naive participant was placed in a group of confederates who deliberately gave wrong answers on a simple perceptual task. About 75% of real participants conformed at least once, and the overall conformity rate was around 37%. This showed that people will sometimes go along with a clearly incorrect majority, even when there is no obvious reward for doing so.

从众是一种社会影响类型，指个体为了与群体保持一致而改变自身行为或信念，通常是对真实或想象压力的回应。Solomon Asch（1951）进行了一项经典的线条判断任务来研究从众。在他的实验中，一名真实的参与者被安排在一群故意给出错误答案的假被试中。约有75%的真实参与者至少从众了一次，整体从众率约为37%。这表明，人们有时会追随明显错误的多数，即使这样做并没有任何明显的好处。

Two key explanations for conformity are normative social influence, where we conform to be liked, accepted or to avoid ridicule, and informational social influence, where we conform because we believe the group knows better, especially in ambiguous situations. Asch’s participants often reported conforming to avoid standing out, illustrating normative influence.

从众的两大解释是规范性社会影响——我们为被喜欢、被接纳或避免嘲笑而从众；以及信息性社会影响——我们因为相信群体更了解情况而从众，尤其在情境模糊的时候。Asch 实验中的参与者常常报告说是为了避免显得突出而从众，这正体现了规范性的影响。

---

8. Attachment: Bowlby’s Theory | 依恋：鲍尔比理论

John Bowlby (1969) proposed that attachment is an innate evolutionary mechanism that promotes survival. Babies are born with social releasers (such as smiling and crying) that encourage caregiving from adults. Bowlby argued that the first attachment relationship – usually with the mother – forms an internal working model, a mental template for all future relationships. If this early bond is warm and reliable, the child develops a positive model of themselves and others; if it is disrupted or neglectful, later relationships may be affected.

John Bowlby（1969）提出，依恋是一种促进生存的先天进化机制。婴儿天生具备社交释放因素（如微笑和哭泣），这些能够激发成人的照顾行为。Bowlby 认为，第一段依恋关系——通常是与母亲——会形成内部工作模型，一种关于未来所有关系的心理模板。如果这份早期纽带温暖而可靠，孩子就会形成对自己与他人的积极模型；若纽带受到破坏或忽视，日后的人际关系则可能受到影响。

Bowlby also emphasised the idea of a critical period (now often referred to as a sensitive period) – the first two‑and‑a‑half years of life – during which attachment must form. If an attachment is not established in this window, the child may suffer long‑term social and emotional difficulties. His 44 juvenile thieves study (1944) compared children referred to a clinic for stealing with a control group. He found that many of the thieves who showed a lack of affection or guilt – a condition he called ‘affectionless psychopathy’ – had experienced prolonged early separation from their mothers, providing support for the link between maternal deprivation and later emotional problems.

Bowlby 还强调了关键期（现在常称为敏感期）的概念——出生后的前两年半内必须形成依恋。如果在此窗口期未能建立依恋，孩子可能会遭受长期的社会与情感困难。他的44名少年小偷研究（1944）将因偷窃被转介到诊所的儿童与对照组进行比较。他发现，许多表现出缺乏感情或愧疚感——他称之为“缺乏情感性精神病态”——的小偷都曾有过早期与母亲长期分离的经历，这为母爱剥夺与后期情感问题之间的联系提供了支持。

---

9. Piaget’s Stages of Cognitive Development | 皮亚杰认知发展阶段

Jean Piaget’s theory of cognitive development suggests that children think in qualitatively different ways from adults, and that they pass through four universal stages in a fixed order. Development is driven by the processes of assimilation and accommodation, as children build mental schemas of the world.

Jean Piaget 的认知发展理论指出，儿童的思维方式与成人有着质的区别，并且他们会按固定顺序经历四个普遍的发展阶段。发展由同化与顺应的过程驱动，儿童在此过程中建构关于世界的心理图式。

Stage (Age)	Key Features	Landmark Achievements
Sensorimotor (0-2 years) 感觉运动阶段（0-2岁）	Knowledge through senses and motor actions. 通过感官和动作认识世界。	Object permanence – understanding objects continue to exist even when out of sight. 客体永久性——理解物体即使不在眼前也继续存在。
Preoperational (2-7 years) 前运算阶段（2-7岁）	Symbolic thinking, egocentrism, animism. 象征性思维、自我中心、泛灵论。	Ability to pretend play; use language. 能够进行假装游戏；使用语言。
Concrete Operational (7-11 years) 具体运算阶段（7-11岁）	Logical thinking about concrete events; decentration. 对具体事件进行逻辑思维；去中心化。	Conservation – understanding that quantity remains the same despite changes in shape or arrangement. E.g. liquid poured into a different glass still has the same volume. 守恒——理解即使形状或排列改变，数量仍保持不变。例如，液体倒入不同形状的杯子后体积仍相等。
Formal Operational (11+ years) 形式运算阶段（11岁以上）	Abstract, hypothetical, and systematic thinking. 抽象、假设和系统性思维。	Ability to solve problems using ‘if-then’ reasoning and to think about ideals. 能运用“如果-那么”推理解决问题，并思考理想概念。

Piaget’s work has been hugely influential in education, highlighting that children learn best when activities match their developmental stage. However, critics note that Piaget may have underestimated young children’s abilities and that development is not always as stage‑like as he believed.

皮亚杰的成果对教育产生了巨大影响，指出让

Published by TutorHao | Year 7 Psychology Revision Series | aleveler.com

更多咨询请联系16621398022（同微信）