📚 Year 7 AQA Psychology: Glossary & Memorisation Guide | Year 7 AQA 心理学：词汇术语速记指南
Mastering key psychology terms is the first step to success in Year 7 AQA Psychology. This guide breaks down essential vocabulary across core topics — memory, perception, learning, research methods, ethics, social influence, cognitive processes and biopsychology — and pairs every term with clever memorisation strategies. By learning to recall these words accurately, you will build both exam confidence and a lasting understanding of how the mind works.
掌握关键心理学词汇是 Year 7 AQA 心理学成功的第一步。本指南拆解了记忆、知觉、学习、研究方法、伦理、社会影响、认知过程和生物心理学等核心主题的基本术语，并为每个词汇搭配了巧妙的记忆策略。通过准确记忆这些词语，你既能建立迎考信心，也能获得关于心理如何运作的持久理解。
1. What is Psychology? | 什么是心理学？
Psychology is the scientific study of the mind and behaviour. In AQA Psychology, you will explore how people think, feel and act, using evidence from research studies. The word ‘psychology’ comes from the Greek ‘psyche’ (soul/mind) and ‘logos’ (study). Think of it as ‘psyche + ology’, just like biology or geology — the study of the mind.
心理学是对心理和行为的科学研究。在 AQA 心理学课程中，你将利用研究证据探讨人们如何思考、感受和行动。”心理学”一词源自希腊语 ‘psyche’（灵魂/心灵）和 ‘logos’（学问）。像记住生物学或地质学那样，把它想成 ‘psyche + ology’——研究心灵的学问。
A key distinction appears right at the start: ‘behaviour’ is any observable action, while ‘mental processes’ are internal experiences like thinking, memory and emotion. For an easy memory link, say aloud: ‘Behaviour is what I can see; mental is inside me.’
从一开始就有一个关键区分：’行为’是任何可观察的行动，而’心理过程’是思考、记忆和情绪等内部体验。一个简单的记忆联系是大声说：’行为是我能看见的；心理是在我内部的。’
2. Core Memory Terms | 核心记忆术语
Memory is a cognitive process that relies on three fundamental stages: encoding, storage and retrieval. Encoding transforms sensory input into a usable form; storage holds that information over time; retrieval accesses it when needed. To keep the order, use the mnemonic ‘Every Smart Lion’ — Encoding, Storage, Retrieval.
记忆是一种依赖三个基本阶段的认知过程：编码、存储和提取。编码将感觉输入转化为可用的形式；存储随着时间保留信息；提取在需要时获取信息。要记住顺序，可用助记句 ‘Every Smart Lion’（每只聪明的狮子）——Encoding, Storage, Retrieval。
The AQA course refers to the multi-store model proposed by Atkinson and Shiffrin. This model involves sensory memory, short-term memory (STM) and long-term memory (LTM). Sensory memory holds fleeting sensory snapshots; STM has a limited capacity of about 7±2 items; LTM has potentially unlimited capacity and duration.
AQA 课程会提及阿特金森和谢夫林提出的多贮存模型。该模型包括感觉记忆、短时记忆（STM）和长时记忆（LTM）。感觉记忆保存瞬间的感觉快照；STM 的容量有限，约为 7±2 个项目；LTM 拥有潜在无限的容量和持续时间。
Picture STM as a tiny sticky note that can only hold seven words. LTM is like a vast library where memories are stored for years. When you revise, you are moving information from STM to LTM through rehearsal.
把 STM 想象成只能写七个单词的小贴纸。LTM 则像一座巨大的图书馆，记忆在这里保存多年。当你复习时，就是在通过复述将信息从 STM 转移到 LTM。
3. Perception and Sensation | 感知与感觉
Sensation is the detection of physical energy by our sense organs. Perception is the brain’s interpretation of those sensory signals. A classic AQA exam point is to ask: ‘Is seeing a red light sensation or perception?’ The light hitting your retina is sensation; recognising it as a stop signal is perception.
感觉是感官对物理能量的检测。知觉是大脑对那些感觉信号的解释。AQA 考试中常会问：’看见红光属于感觉还是知觉？’光线抵达视网膜是感觉；认出它是停止信号则是知觉。
Specialised cells called sensory receptors detect stimuli: photoreceptors in the eye, hair cells in the ear, mechanoreceptors in the skin. ‘Bottom-up processing’ starts with raw sensory data, while ‘top-down processing’ uses expectations and prior knowledge. To separate them, note that ‘bottom-up = building UP from bits’, ‘top-down = DOWN from knowledge’.
被称为感觉感受器的特化细胞负责检测刺激：眼中的光感受器、耳中的毛细胞、皮肤中的机械感受器。”自下而上加工”从原始感觉数据开始，而”自上而下加工”运用预期和先验知识。要区分两者，记住”自下而上 = 从碎片向上建构”，”自上而下 = 从知识向下应用”。
Another valuable term is ‘perceptual set’ — a readiness to perceive something in a particular way, influenced by context, motivation and past experience. If you expect a sour taste, your brain will interpret a lemon slice more intensely. Link ‘set’ to ‘mindset’; a perceptual set is a perceptual mindset.
另一个有价值是术语是’知觉定势’——因情境、动机和过往经验而产生的以特定方式感知某物的准备状态。如果你预期会尝到酸味，大脑就会更强烈地将柠檬片解释为酸。”定势”关联”思维定势”；知觉定势就是知觉上的思维预设。
4. Learning and Conditioning | 学习与条件作用
The behaviourist approach explains learning through two types of conditioning. Classical conditioning, discovered by Ivan Pavlov, involves learning by association. A neutral stimulus (bell) is paired with an unconditioned stimulus (food) until the neutral stimulus alone triggers a conditioned response (salivation).
行为主义方法通过两种条件作用解释学习。伊万·巴甫洛夫发现的经典条件作用涉及通过联想学习。一个中性刺激（铃声）与无条件刺激（食物）反复配对，直到中性刺激单独引发条件反应（分泌唾液）。
Operant conditioning, developed by B.F. Skinner, is learning through consequences. Positive reinforcement adds a pleasant stimulus to strengthen behaviour; negative reinforcement removes an unpleasant stimulus to strengthen behaviour. A common trap is confusing negative reinforcement with punishment — punishment decreases behaviour, while reinforcement (even negative) increases it.
斯金纳提出的操作性条件作用是通过后果来学习。正强化是增加愉快刺激以加强行为；负强化是移除不愉快刺激以加强行为。常见陷阱是把负强化和惩罚搞混——惩罚减少行为，而强化（包括负强化）是增加行为。
Create mental stories: for classical conditioning, imagine Pavlov’s dog salivating to a ringing bell; for operant conditioning, picture a rat pressing a lever to stop a mild shock (negative reinforcement) or to get a food pellet (positive reinforcement). Say ‘Pavlov’s pooch pairs stimuli, Skinner’s squirrel selects responses’.
创造心理故事：对于经典条件作用，想象巴甫洛夫的狗听到铃声流口水；对于操作性条件作用，想象一只老鼠按压杠杆以停止轻微电击（负强化）或获得食物粒（正强化）。说一句顺口溜：”巴甫洛夫的狗配对刺激，斯金纳的松鼠选择反应”。
5. Research Design Basics | 研究设计基础
Every experiment in AQA Psychology hinges on the independent variable (IV) and the dependent variable (DV). The IV is the factor the researcher manipulates or changes; the DV is the factor that is measured. For instance, if you test whether sleep affects reaction time, the IV is hours of sleep, and the DV is reaction time in milliseconds.
AQA 心理学中的每个实验都取决于自变量（IV）和因变量（DV）。IV 是研究者操纵或改变的因素；DV 是被测量的因素。例如，如果你测试睡眠是否影响反应时间，IV 就是睡眠时长，DV 就是以毫秒计的反应时间。
Hypothesis construction is another key skill. A hypothesis is a testable, predictive statement. It often contains the phrases ‘will have an effect’ or ‘will be a difference’. Operationalisation means precisely defining how each variable is measured. Without operationalisation, ‘sleep’ could mean ‘time in bed’ or ‘deep sleep duration’ — the experiment would be unclear.
假设构建是另一项关键技能。假设是一个可检验的预测性陈述，常包含”将产生影响”或”将存在差异”等短语。操作化意味着精确定义每个变量的测量方式。没有操作化，”睡眠”可能指”卧床时间”或”深度睡眠时长”——实验就会模糊不清。
Quick memory tools: IV = ‘I Vary’ (the thing I change). DV = ‘Depends on the Variable’ (the outcome depends on the IV). For operationalisation, think ‘Operationalise = O-Precise’ — you make the variable precise.
快速记忆工具：IV = “I Vary”（我改变的因素）。DV = “Depends on the Variable”（结果取决于变量）。对于操作化，联想”操作化 = 做精细”——让变量变得精确。
6. Ethical Guidelines in Psychology | 心理学伦理规范
Psychology research must follow ethical standards set by the British Psychological Society (BPS). The main ethical issues you must know are: informed consent, deception, protection from harm, privacy and confidentiality, and the right to withdraw. A simple acronym is ‘CID PR’ — Consent, Deception, Protection, Right to withdraw. Privacy and confidentiality are often paired together.
心理学研究必须遵循英国心理学会（BPS）制定的伦理标准。你必须了解的主要伦理问题是：知悉同意、欺骗、免受伤害、隐私和保密，以及退出权。一个简单的首字母缩写是 ‘CID PR’—— Consent, Deception, Protection, Right to withdraw。隐私和保密常常并提。
Informed consent means participants agree to take part after being told the study’s aims, procedures, risks and their rights. If deception is necessary, researchers must provide a full debriefing afterwards — explaining the true purpose and offering support. Protection from harm requires that participants leave the study in no worse psychological or physical state than when they arrived.
知悉同意是指参与者在被告知研究目的、程序、风险和权利后同意参与。如果必须使用欺骗，研究者必须在之后进行充分的事后解释——说明真实目的并提供支持。免受伤害要求参与者离开研究时的心理或身体状态不比参与前更差。
To memorise the order of a minimal ethics checklist, try this silly sentence: ‘Crazy Igloos Don’t Prolong Rain’ — Consent, Deception, Protection, Right to withdraw. Picture an igloo protecting a participant from a storm of questions.
为记住最基本的伦理核查清单顺序，尝试这个荒诞句子：”疯狂冰屋不延长雨水”——Consent, Deception, Protection, Right to withdraw。想象一座冰屋保护参与者免受问题风暴。
7. Social Influence Terminology | 社会影响术语
Social influence is about how people change their behaviour because of others. Conformity is adjusting behaviour or beliefs to match those of a group. Obedience is following direct orders from an authority figure. In Asch’s conformity study, participants gave obviously wrong answers to match a group’s incorrect line judgement; in Milgram’s obedience study, participants administered supposed electric shocks because an experimenter ordered them to.
社会影响是关于人们如何因他人而改变行为。从众是调整行为或信念以符合群体的行为和信念。服从是遵从权威人物的直接命令。在阿施的从众研究中，参与者为了与群体错误的线段判断保持一致而给出了明显错误的答案；在米尔格拉姆的服从研究中，参与者因为实验者命令而施加了假想的电击。
Other terms include majority influence (the larger group sways the individual) and minority influence (a small, consistent minority changes the majority’s view). Social facilitation occurs when an audience improves performance on simple tasks; social loafing is when individuals exert less effort in a group. Think ‘facilitation = faster’ and ‘loafing = lazy’.
其他术语包括多数人影响（人数多的群体影响个体）和少数人影响（一个坚定的小群体改变多数人的观点）。社会助长是指有他人在场时，简单任务表现变好；社会懈怠是指个体在群体中付出较少努力。联想”facilitation = 更快（faster）”，”loafing = 懒惰（lazy）”。
Link names to images: ‘Asch = Arrows’ (because he showed lines), ‘Milgram = Mill(et) shocks’ (electric shocks). Use visual stories to embed these classic studies firmly in your memory.
将名字与图像关联：”阿施（Asch）= 箭头”（因为他呈现了线段），”米尔格拉姆（Milgram）= 电击的小米粒”。用视觉故事把这些经典研究牢牢嵌入记忆。
8. Cognitive Psychology Vocabulary | 认知心理学词汇
Cognitive psychology studies internal mental processes: thinking, language, problem-solving and memory. A central concept is the schema — a mental framework that organises past experiences and helps us interpret new information. Schemas can lead to memory distortions because we fill gaps with what we expect.
认知心理学研究内部心理过程：思维、语言、问题解决和记忆。核心概念是图式——一种组织过去经验并帮助我们理解新信息的心理框架。图式可能导致记忆歪曲，因为我们会用预期填补空白。
Reconstructive memory (Bartlett) argues that recall is not a perfect recording but an active reconstruction. Eyewitness testimony terms such as leading questions and post-event information show how easily memories can be altered. A leading question, for example, is ‘How fast was the car going when it smashed into the other car?’ versus ‘when it bumped’. The verb ‘smashed’ leads to a higher speed estimate.
重构记忆（巴特利特）认为回忆不是完美录像，而是主动重建。目击证词中的引导性问题和事后信息等术语展示了记忆多么容易被改变。例如，引导性问题”车撞碎（smashed）另一辆车时有多快？”与”碰了一下（bumped）”相比，动词”撞碎”会导致更高速度估计。
Cognitive load refers to the mental effort used in working memory. If a task is too heavy, learning suffers. To recall ‘schema’, imagine
Published by TutorHao | Year 7 Psychology Revision Series | aleveler.com
更多咨询请联系16621398022（同微信）
屏轩国际教育cambridge primary/secondary checkpoint, cat4, ukiset,ukcat,igcse,alevel,PAT,STEP,MAT, ibdp,ap,ssat,sat,sat2课程辅导，国外大学本科硕士研究生博士课程论文辅导