📚 Year 7 CAIE Psychology: Experimental/Practical Assessment Essentials | Year 7 CAIE 心理学：实验/实践考核要点
Doing an experiment is not just about getting the ‘right’ answer; it’s about designing a fair test, collecting evidence carefully, and being honest about what you find. In Year 7 CAIE Psychology, your practical assessment measures how well you understand the scientific method. This article walks you through every key point you need, from asking a research question to evaluating your own study, so you feel confident when planning, carrying out, and writing up an experiment.
做实验不只是为了得到”正确”的答案；而是要设计一个公平的测试、仔细收集证据，并诚实地呈现你的发现。在 Year 7 CAIE 心理学中，实践考核评估的是你对科学方法的理解程度。本文将从提出研究问题到评价自己的研究，带你梳理每一个关键点，让你在计划、实施和撰写实验报告时充满信心。
1. What Is a Psychological Experiment? | 什么是心理学实验？
An experiment is a research method where you deliberately change one thing to see if it causes a change in something else, while keeping everything else the same. In psychology, we often investigate human behaviour, memory, or perception. For example, you might ask: Does listening to music affect how well you can recall a list of words?
实验是一种研究方法，你故意改变一个因素，看它是否会引起另一个因素的变化，同时保持其他所有条件不变。在心理学中，我们经常研究人的行为、记忆或知觉。例如，你可能会问：听音乐会影响你回忆一系列单词的表现吗？
The key is to set up a fair test. This means you only change the factor you are interested in (the independent variable) and measure the outcome (the dependent variable). If anything else differs between conditions, you cannot be sure what caused the result. In your assessment, you must show you can identify these features in a practical scenario.
关键在于建立一个公平的测试。这意味着你只改变你感兴趣的那个因素（自变量），并测量结果（因变量）。如果不同条件之间还有其他差异，你就不能确定是什么导致了结果。在考核中，你必须证明自己能够在实际情境中识别这些特征。
2. Turning Curiosity into a Research Question | 将好奇心转化为研究问题
A good experiment starts with a clear, focused question. Instead of a vague idea like ‘Is memory better in silence?’, you turn it into: ‘Does background noise affect the number of words accurately recalled from a 15-word list?’ This question tells you exactly what you will manipulate and what you will measure.
一个好的实验始于一个清晰、聚焦的问题。与其模糊地思考”安静时记忆力更好吗？”，不如将其转化为：”背景噪音是否会影响从15个单词列表中准确回忆的单词数量？”这个问题准确地告诉你将操纵什么以及将测量什么。
Your research question should be testable and written so that another person could repeat the study. Avoid questions that are too broad or about personal opinion. In the practical assessment, you may be asked to generate a suitable research question from a given scenario, so practice narrowing down everyday curiosity.
你的研究问题应当是可检验的，并且写得让另一个人也能重复该研究。避免过于宽泛或涉及个人观点的问题。在实践考核中，你可能会被要求根据给定情景生成一个合适的研究问题，所以练习将日常好奇心收窄吧。
3. Understanding Hypotheses: Null and Alternative | 理解假设：零假设与备择假设
A hypothesis is a precise, testable prediction about the outcome of your experiment. In Year 7, you will meet two types: the alternative hypothesis and the null hypothesis. The alternative hypothesis states that there will be a difference (or relationship), for example: ‘There will be a difference in the number of words recalled in silence compared to with background noise.’
假设是关于实验结果的一个精确、可检验的预测。在 Year 7，你会遇到两种类型：备择假设和零假设。备择假设指出将存在差异（或关系），例如：”在安静环境下回忆的单词数量与在有背景噪音的环境下存在差异。”
The null hypothesis says the opposite: any difference is due to chance, not the manipulation. It might read: ‘There will be no significant difference in the number of words recalled between the two conditions; any observed difference is due to chance.’ You need to phrase both correctly because statistical thinking begins with trying to reject the null hypothesis.
零假设则陈述相反的观点：任何差异都是由偶然造成的，而不是由实验操纵引起的。它可以写作：”两种条件下回忆的单词数量没有显著差异；任何观察到的差异都是偶然因素造成的。”你需要正确表述这两者，因为统计思维的起点就是试图拒绝零假设。
4. Variables: IV, DV and Why They Matter | 变量：自变量、因变量及其重要性
In any experiment, you must identify the independent variable (IV) — the factor you change — and the dependent variable (DV) — the factor you measure. For the music and memory study, the IV is the presence or absence of background music, and the DV is the number of words recalled correctly.
在任何实验中，你必须识别出自变量（IV）——你改变的因素，以及因变量（DV）——你测量的因素。对于音乐与记忆的研究，IV 是是否有背景音乐，DV 是正确回忆的单词数量。
Operationalising variables means defining them clearly so they can be measured or manipulated. Do not just say ‘memory’; state ‘number of words correctly recalled from a 15-item list after a two-minute delay’. This makes your experiment replicable and your results trustworthy. Examiners look for clear operational definitions.
操作化变量意味着清晰地定义它们，使其可以被测量或操纵。不要只说”记忆力”，而要说明”在延迟两分钟后从15个项目中正确回忆的单词数量”。这使你的实验可重复，结果可信。考官看重清晰的操作性定义。
5. Keeping It Fair: Controlling Extraneous Variables | 保持公平：控制额外变量
An extraneous variable is anything other than the IV that might affect the DV. If you do not control these, your results may be invalid. Common extraneous variables include time of day, noise level, participants’ age, or how instructions are given. In your practical, you must explain how you would keep these constant.
额外变量是指除了自变量外，任何可能影响因变量的因素。如果你不控制这些变量，结果可能会失效。常见的额外变量包括一天中的时间、噪音水平、参与者的年龄或者指导语的给予方式。在你的实践中，你必须解释如何保持这些变量恒定。
Use standardised procedures: exactly the same word list, same timing, same lighting. Write a script for your instructions so every participant hears exactly the same words. When writing up your experiment, list at least two extraneous variables and describe your control measures. This shows you understand what makes a fair test.
使用标准化程序：完全相同的单词列表、相同的时间、相同的光线。为你的指导语写一份脚本，使每个参与者听到的完全一样。在撰写实验报告时，列出至少两个额外变量并描述你的控制措施。这显示了你理解什么才算公平测试。
6. Experimental Design: Independent Groups vs Repeated Measures | 实验设计：独立组设计 vs 重复测量设计
Two simple designs are often introduced at Year 7 level: independent groups and repeated measures. In an independent groups design, you use different participants in each condition. For instance, Group A learns words in silence, Group B learns with music. The advantage is that there are no order effects, but you need many participants and must control individual differences.
在 Year 7 阶段常介绍两种简单的设计：独立组设计和重复测量设计。在独立组设计中，你在每种条件下使用不同的参与者。例如，A 组在安静中学习单词，B 组在音乐中学习。优点是不会有顺序效应，但你需要许多参与者，并且必须控制个体差异。
In a repeated measures design, the same participants do both conditions. This removes individual differences, but you must consider order effects: doing the task first may make the second attempt easier or harder due to practice or fatigue. Counterbalancing (half do condition 1 then 2, half do 2 then 1) helps, but in Year 7 you may simply be asked to recognise which design is used and name one strength and one weakness.
在重复测量设计中，同一批参与者完成两种条件。这消除了个体差异，但你必须考虑顺序效应：先做任务可能因练习或疲劳而使第二次尝试变得更容易或更困难。平衡设计（一半人先做条件1再做条件2，另一半先做2再做1）有助于解决，但在 Year 7，你可能只需要识别所采用的设计，并说出一个优点和一个缺点。
7. Ethics: Doing Research Responsibly | 伦理：负责任地做研究
Psychologists must protect their participants. Even in a classroom experiment, you must think about consent, confidentiality, and the right to withdraw. Participants should be told broadly what they will do (informed consent), know they can stop at any time, and trust that their data will be kept private. Deception should be avoided or minimised.
心理学家必须保护他们的参与者。即使是在课堂实验中，你也必须考虑知情同意、保密和退出权。参与者应被大致告知他们将做什么（知情同意），知道他们可以随时停止，并相信他们的数据会被保密。欺骗应避免或降到最低。
At the end, you should provide a debrief: explain the true aim, allow questions, and check the participant feels comfortable. In your assessment, you may be asked to suggest ethical improvements to a described study. Always connect your suggestion to a principle, such as ‘We should get written consent from parents because the participants are under 16.’
实验结束时，你应该提供事后解释：说明真实目的，允许提问，并确认参与者感到舒适。在考核中，你可能会被要求对某个描述的研究提出伦理改进建议。永远将你的建议与原则联系起来，例如：”我们应该获得父母的书面同意，因为参与者未满16岁。”
8. Data Collection: What to Record and How | 数据收集：记录什么以及如何记录
Data can be quantitative (numbers, scores) or qualitative (descriptions, open-ended answers). For most Year 7 experiments, you work with quantitative data: recall scores, reaction times, or ratings. Design a simple data collection table before you start. It should show participant numbers, the condition, and the score clearly.
数据可以是定量的（数字、分数）或定性的（描述、开放回答）。对大多数 Year 7 实验，你处理的是定量数据：回忆得分、反应时间或评分。在开始前设计一个简单的数据收集表。它应该清楚地列出参与者编号、条件和分数。
Check your recording accuracy. If you are measuring time, make sure you use the same stopwatch for all trials. If you are counting words, set a clear rule for what counts as correct. Raw data tables belong in the method section of your write-up; later, you will summarise this data with descriptive statistics.
检查你的记录准确性。如果你在测量时间，确保所有试验使用同一个秒表。如果你在数单词，设定清晰的正确标准。原始数据表属于报告的方法部分；稍后，你将用描述性统计来概括这些数据。
9. Presenting Data and Descriptive Statistics | 呈现数据与描述性统计
Once you have collected raw data, calculate a measure of central tendency. At Year 7 level, the mean (average) and the range are most common. The mean is the sum of all scores divided by the number of participants. The range is the difference between the highest and lowest score, giving a rough idea of spread.
收集原始数据后，计算一个集中趋势量数。在 Year 7，最常用的是平均数（均值）和极差。平均数是所有分数之和除以参与者人数。极差是最高分与最低分之差，大致反映数据的分散程度。
Present your summary in a bar chart. Label the x-axis with the conditions (e.g., ‘Silence’ and ‘Music’) and the y-axis with the mean number of words recalled. Bars must have equal width and be clearly separated. Always give your chart a title, like ‘Mean number of words recalled in silence and music conditions’. A well-drawn chart can instantly communicate your findings.
用条形图呈现你的总结。用条件标记 x 轴（例如 “安静”和”音乐”），用平均数标记 y 轴。条形必须等宽且清晰分开。总是给你的图表起一个标题，比如”在安静和音乐条件下回忆的平均单词数”。绘制良好的图表能够立即传达你的发现。
10. Drawing Conclusions: What Does Your Data Show? | 得出结论：你的数据说明了什么？
Compare the means you calculated. Does the difference seem large enough to be meaningful? In Year 7, you do not need to perform inferential statistics, but you should state whether your results support the alternative or the null hypothesis. For example: ‘The mean recall in silence was 11.2 words, and with music it was 8.6 words. This suggests that background music may reduce recall.’
比较你计算的平均数。差异是否大到有意义？在 Year 7，你不需要做推断统计，但应该陈述你的结果是支持备择假设还是零假设。例如：”安静条件下的平均回忆数是11.2个单词，听音乐条件下是8.6个单词。这表明背景音乐可能会降低回忆。”
However, always be cautious. Do not claim you have ‘proved’ anything. Use phrases like ‘the results indicate’ or ‘this suggests’. Acknowledging that findings might be due to chance or uncontrolled variables shows you understand the nature of psychological science. Relate your conclusion directly back to your original research question.
但是，始终要保持谨慎。不要声称你已经”证明”了什么。使用”结果表明”或”这表明”这样的短语。承认结果可能由偶然或未控制的变量引起，表明你理解心理科学的本质。将你的结论直接与最初的研究问题联系起来。
11. Evaluating Your Experiment Honestly | 诚实地评估你的实验
No experiment is perfect. In the evaluation section, you identify strengths and weaknesses of your procedure. Think about reliability (would you get similar results if you repeated it?) and validity (did you really test what you thought you were testing?). For instance, using a very small sample of five friends reduces reliability and makes generalisation hard.
没有实验是完美的。在评估部分，你要识别程序的优点和缺点。考虑信度（如果你重复实验，会得出相似的结果吗？）和效度（你真的测试了你以为在测试的东西吗？）。例如，只用了5个朋友做小样本降低了信度，且难以推广。
Suggest realistic improvements. Instead of just saying ‘use more people’, explain why that matters: ‘A larger sample would reduce the influence of individual differences and give a more representative estimate of the true effect.’ Also comment on whether extraneous variables were properly controlled and if the measurement was accurate.
提出切实可行的改进。不要只写”用更多的人”，还要解释为什么这很重要：”更大的样本可以减少个体差异的影响，并给出对真实效应更具代表性的估计。”同时评论额外变量是否被恰当控制，测量是否精确。
12. Practical Assessment Tips: The Day of Your Experiment | 实践考核技巧：实验当天
Before you begin, read the task or scenario carefully. Underline the IV, DV, and any ethical hints. Plan your materials: prepare word lists, consent forms, stopwatches, and data tables in advance. Rehearse your standardised instructions so you sound natural and consistent. Time management is essential — set a clear timeline for each phase.
在开始之前，仔细阅读任务或情景。在自变量、因变量和任何伦理提示下划线。计划你的材料：提前准备单词列表、同意书、秒表和数据表格。练习你的标准化指导语，让它听起来自然且一致。时间管理至关重要——为每个阶段设定清晰的时间线。
When writing up, follow the standard sections: Question/Hypothesis, Method (design, participants, apparatus, procedure), Results (raw data table, summary, graph), Conclusion, and Evaluation. Even if you run out of time to finish every detail, a clear structure shows you understand the scientific process. After the practical, briefly reflect: What went well? What would you do differently next time?
在撰写报告时，遵循标准结构：问题/假设、方法（设计、参与者、仪器、程序）、结果（原始数据表、总结、图表）、结论和评估。即使你没有时间完成每个细节，清晰的结构也显示了你对科学过程的理解。实践结束后，简短反思：哪些做得好？下次你会怎么做不同的事情？
Finally, in your classroom, collaborate ethically: help peers but never falsify data. Your teacher is looking for evidence of scientific thinking, not just a flashy result. A small, well-controlled experiment explained thoughtfully will always score higher than a messy one claiming something dramatic.
最后，在课堂上进行符合伦理的合作：帮助同伴，但绝不要伪造数据。你的老师要找的是科学思维的证据，而不仅仅是炫目的结果。一个经过深思熟虑解释的小型、控制良好的实验，总会比一个混乱却声称有戏剧性发现的实验得分更高。
Published by TutorHao | Psychology Revision Series | aleveler.com
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