📚 Key Points of Experimental/Practical Assessment in Year 7 Cambridge Psychology | Year 7 Cambridge 心理学：实验/实践考核要点
In Year 7 Cambridge Psychology, the experimental or practical assessment is designed to test your ability to think like a scientist. You will need to plan a simple study, collect data and draw sensible conclusions. This article breaks down the key skills you must master, from writing a clear hypothesis to evaluating your own experiment.
在 Year 7 剑桥心理学课程中，实验或实践考核旨在考查你是否能像科学家一样思考。你需要规划一项简单的研究、收集数据并得出合理的结论。这篇文章将分解你必须掌握的关键技能，从撰写清晰的假设到评估自己的实验。
1. Understanding the Aim and Hypothesis | 理解目的与假设
Every experiment begins with a clear aim – a statement that explains what you want to find out. From the aim, you write a hypothesis, which is a testable prediction. A good hypothesis should mention both conditions of your experiment and the effect you expect. For example: ‘Students who study with background music will recall more words than those who study in silence.’
每个实验都从一个清晰的目的开始——目的是一句说明你想探索什么的话。根据目的，你要写出假设，即可检验的预测。一个合格的假设应提及实验的两个条件以及你预期的效果。例如：“在有背景音乐下学习的学生会比在安静中学习的学生记住更多单词。”
2. Identifying Independent and Dependent Variables | 识别自变量与因变量
The independent variable (IV) is the factor you deliberately change or manipulate. The dependent variable (DV) is what you measure or observe. In the music and memory example, the IV is the presence or absence of music, and the DV is the number of words recalled. Always check that your hypothesis clearly links the IV to the DV.
自变量（IV）是你有意改变或操纵的因素。因变量（DV）是你测量或观察的结果。在音乐与记忆的例子中，IV 是有无音乐，DV 是回忆出的单词数量。务必检查你的假设是否清晰地联系了 IV 和 DV。
| Variable Type 变量类型 | What it does 作用 | Example from a memory experiment 记忆实验示例 |
|---|---|---|
| Independent Variable (IV) 自变量 | The variable you change 你改变的变量 | Whether participants listen to music or not 参与者是否听音乐 |
| Dependent Variable (DV) 因变量 | The variable you measure 你测量的变量 | Number of words correctly recalled 正确回忆的单词数量 |
3. Controlling Extraneous Variables | 控制额外变量
To make your experiment fair, you must keep other factors the same across all conditions. These are called control variables or constants. For instance, the same list of words must be used, the same time given for memorising, and the same room temperature. If you do not control these variables, they could become confounding variables and bias your results.
为了让实验公平，你必须让其他因素在所有条件下保持一致，这些因素称为控制变量或常量。例如，必须使用相同的单词表、相同的记忆时间以及相同的室温。如果不控制这些变量，它们就可能成为混淆变量，使你的结果产生偏差。
4. Choosing an Experimental Design | 选择实验设计
You need to decide how to assign participants to conditions. In an independent groups design, different participants are used in each condition. In a repeated measures design, the same participants take part in all conditions. For a Year 7 project, independent groups is often simpler because you avoid order effects, but you need more participants.
你需要决定如何将参与者分配到不同的条件。独立组设计是在每个条件中使用不同的参与者。重复测量设计是让同一批参与者参加所有条件。对于 Year 7 的项目，独立组设计通常更简单，因为你避免了顺序效应，但需要更多的参与者。
5. Selecting Participants: Sampling Methods | 选择参与者：抽样方法
The small group of people you test is called the sample, drawn from a wider target population. Common methods include opportunity sampling (using whoever is available, e.g. your classmates) and random sampling (every member of the population has an equal chance). Always describe your sample so others can assess whether your findings might apply more widely.
你测试的那一小群人叫做样本，取自更广泛的目标群体。常见的方法包括机会抽样（选择任何可得到的人，例如你的同学）和随机抽样（群体中的每个人都有平等的机会）。务必描述你的样本，以便他人评估你的发现是否可能适用于更广的范围。
6. Writing Standardised Instructions | 编写标准化指导语
To ensure every participant is treated the same way, prepare a script of standardised instructions. This should include a welcome, a brief explanation of the task (without giving away your hypothesis), rights to withdraw and a thank you. Reading from a script makes your procedure replicable and reduces experimenter bias.
为确保每位参与者都受到相同的对待，请准备一份标准化指导语的脚本。它应包括欢迎词、对任务的简要说明（不要泄露你的假设）、退出实验的权利以及致谢。照本宣科能让你的程序可重复，并减少实验者偏差。
7. Ethical Guidelines for Year 7 Experiments | Year 7 实验的伦理准则
All psychological research must be ethical. For your classroom experiment, you must: obtain consent (a simple permission form), keep data anonymous, allow participants to withdraw at any time, and avoid causing any distress. You should fully debrief participants afterwards, explaining the real aim of the study.
所有心理学研究都必须符合伦理。在课堂实验中，你必须：获取同意（一份简单的许可表），保持数据匿名，允许参与者在任何时间退出，并避免引起任何不适。实验后应进行完整的反馈释疑，解释研究的真实目的。
8. Collecting and Recording Data Accurately | 准确地收集与记录数据
Design a data table before you start. Record the raw data exactly as you observe it – never ‘correct’ a number because it does not fit your prediction. Use clear headings and include units where needed. For example, a table might have columns for Participant Number, Condition and Words Recalled.
在开始之前设计一张数据表。记录原始数据时要如实地记下你观察到的结果——绝不要因为某个数字不符合预测就去“修正”它。使用清晰的表头，必要时标注单位。例如，表格可以设列参与编号、条件和回忆单词数。
9. Presenting Data: Tables and Bar Charts | 数据展示：表格与条形图
After collecting data, calculate the mean for each condition. Present these means in a summary table, then draw a bar chart. The bar chart should have labelled axes: the x-axis shows the conditions (IV) and the y-axis shows the mean score (DV). Always give your chart a clear title and keep the scale consistent.
收集数据后，计算每个条件的平均值。将这些平均值呈现在汇总表里，然后绘制条形图。条形图应有标注清晰的坐标轴：x 轴显示条件（IV），y 轴显示平均分数（DV）。图表须附上清晰的标题，并保持刻度一致。
10. Interpreting Results and Drawing Conclusions | 解释结果并得出结论
Look at whether the difference in means supports your hypothesis. Use phrases like ‘The results show that…’ rather than ‘I proved…’. If there is a clear difference in the expected direction, your hypothesis is supported; if not, it is not supported. Never say your hypothesis is ‘true’ – psychological findings are always tentative.
观察平均值的差异是否支持你的假设。使用“结果表明……”之类的措辞，而不是“我证明了……”。如果差异显著且方向符合预期，你的假设就得到了支持；否则，假设未得到支持。永远不要说你的假设是“正确的”——心理学发现总是试探性的。
11. Evaluating the Experiment: Strengths and Weaknesses | 评估实验：优点与不足
A key part of your practical write-up is evaluation. Discuss what went well, such as controlling extraneous variables or collecting consistent data. Also identify limitations: maybe your sample was too small, the task was artificial, or there were demand characteristics (participants guessed the aim). Suggest realistic improvements for each limitation.
实践报告的一个关键部分是评估。讨论什么做得好，比如控制了额外变量或数据收集一致。也要指出局限：可能样本太小、任务不自然，或存在需求特征（参与者猜到了目的）。针对每项局限提出切实可行的改进建议。
12. Common Pitfalls and How to Avoid Them | 常见误区与避免方法
Many Year 7 students confuse their hypothesis with a research question, so practise turning ‘I wonder if…’ into ‘I predict that…’. Others forget to standardise instructions, which makes their procedure less reliable. Always pilot your materials with a friend before the real data collection to catch mistakes early. Finally, do not overlook the importance of anonymising data – it is an ethical must.
不少 Year 7 学生会把假设与研究问题混淆，因此要练习把“我想知道是否……”转变为“我预测……”。还有人忘记标准化指导语，这会让程序变得不那么可靠。在真正收集数据前一定要找一位朋友试试你的材料，及早发现错误。最后，不要忽视数据匿名的重要性——这是伦理上的必须。
Published by TutorHao | Psychology Revision Series | aleveler.com
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