Year 7 CIE Psychology: Winter Intensive Revision Plan | 寒假强化复习计划

📚 Year 7 CIE Psychology: Winter Intensive Revision Plan | 寒假强化复习计划

The winter break is an excellent opportunity to consolidate your understanding of Year 7 CIE Psychology. A well-structured intensive revision plan will help you refresh key concepts, improve your exam technique, and build a strong foundation for the rest of the academic year. This guide outlines a subject-focused strategy that covers memory, social influence, developmental psychology, and research methods—the core topics you need to master.

寒假是巩固 Year 7 CIE 心理学知识的绝佳时机。一份结构清晰的强化复习计划，能帮助你重温关键概念、提升应考技巧，并为接下来的学习打下坚实基础。本指南将提供一份围绕学科重点的策略，涵盖记忆、社会影响、发展心理学和研究方法等必须掌握的核心主题。

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1. Understanding Your Winter Mission | 明确你的寒假任务

Start by listing the main topics you have studied this year. In Year 7 CIE Psychology, you have explored how our memory works, why people conform, how early relationships shape development, and how psychologists design fair tests. Your mission is to revise these areas in depth and practice applying them to short-answer questions.

首先，列出你今年学过的主要课题。在 Year 7 CIE 心理学中，你学习了记忆如何运作、人们为何从众、早期关系如何影响发展，以及心理学家如何设计公平的测试。你的任务是深入复习这些领域，并练习将其应用于简答题。

Set three clear goals for the break: (1) define all key terms accurately; (2) describe one key study for each topic; (3) complete at least two full practice papers. Write these goals where you can see them daily.

为假期设定三个明确目标：(1) 准确说出所有关键术语的定义；(2) 为每个主题描述一项关键研究；(3) 至少完成两套完整的模拟试卷。把这些目标写在你每天都能看到的地方。

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2. Memory: The Multi-Store Model | 记忆：多存储模型

The multi-store model of memory was proposed by Atkinson and Shiffrin. It describes three separate stores: sensory memory, short-term memory (STM), and long-term memory (LTM). Information moves between these stores through attention and rehearsal.

记忆的多存储模型由 Atkinson 和 Shiffrin 提出。它描述了三个独立的存储系统：感觉记忆、短时记忆（STM）和长时记忆（LTM）。信息通过注意和复述在这些存储系统之间流动。

Sensory memory holds information from the senses for a very brief duration (less than a second for visual information). If we pay attention, the information is transferred to STM. STM has a limited capacity of about 7±2 items and a duration of around 18–30 seconds without rehearsal. Rehearsal keeps information in STM and can transfer it to LTM, which has potentially unlimited capacity and duration.

感觉记忆在极短时间内（视觉信息不到一秒）保存来自感官的信息。如果我们注意，信息就会转入短时记忆。短时记忆的容量有限，约为 7±2 个组块，在不复述的情况下只能持续 18–30 秒。复述可以将信息保持在短时记忆中，并使其转入长时记忆，长时记忆的容量和持续时间几乎是无限的。

To revise: draw the model from memory and label each store. Explain how a student might use rehearsal to remember a phone number. This links theory to everyday life—exactly what exam questions ask for.

复习方法：凭记忆画出模型并标注各个存储系统。解释学生如何利用复述记住电话号码。这样能把理论和日常生活联系起来——这正是考试题所要求的。

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3. Forgetting and Eye-witness Testimony | 遗忘与目击者证词

Forgetting can occur because of decay, displacement, or interference. In STM, new information can push out old information if rehearsal is prevented. In LTM, forgetting is often due to retrieval failure or interference from similar memories.

遗忘可能是因为痕迹消退、替代或干扰。在短时记忆中，如果阻止复述，新信息就会把旧信息挤出去。在长时记忆中，遗忘往往是因为提取失败或相似记忆的干扰。

Eye-witness testimony (EWT) is an important applied area. Research by Loftus and Palmer showed that leading questions can distort memory. For example, asking ‘How fast were the cars going when they smashed into each other?’ produced higher speed estimates than using the verb ‘hit’. This shows that memory is reconstructive and can be influenced by wording.

目击者证词是一个重要的应用领域。Loftus 和 Palmer 的研究表明，引导性问题会扭曲记忆。例如，问“两车相撞时的速度有多快？”比使用“碰到”一词时得到的速度估计更高。这表明记忆是重建性的，会受到措辞的影响。

Create a revision card for the Loftus and Palmer study: aim, method, results, conclusion, and a criticism. This format works well for all key studies in your course.

为 Loftus 和 Palmer 的研究制作一张复习卡：目的、方法、结果、结论和一个批评点。这个格式适合课程中的所有关键研究。

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

Conformity is a change in behaviour or belief due to real or imagined group pressure. Asch’s line judgement experiment showed that many participants conformed to the clearly wrong majority at least once. This demonstrates normative social influence – the desire to fit in.

从众是指由于真实的或想象的群体压力而导致行为或信念的改变。Asch 的线条判断实验显示，许多参与者至少有一次会跟随明显错误的大多数。这表明了规范性社会影响——想要合群的欲望。

Obedience involves following orders from an authority figure. Milgram’s classic study revealed that people were willing to administer what they believed were severe electric shocks to a learner when instructed by an authority figure. Factors such as proximity of the authority figure and the location affected obedience levels.

服从是指听从权威人物的命令。Milgram 的经典研究揭示，当权威人物指令时，人们竟愿意对学习者施加他们认为严重的电击。权威人物的接近程度、地点等因素会影响服从的程度。

Practice a 6-mark question: ‘Describe and evaluate Asch’s study of conformity.’ Use a structure: point, evidence, explain, and a positive or negative evaluation point.

练习一道6分题：“描述并评价 Asch 关于从众的研究。”采用结构：要点、证据、解释，以及一个正面或负面评价点。

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5. Attachment in Development | 发展心理学中的依恋

Attachment is a strong emotional bond between an infant and a caregiver. Bowlby proposed that attachment is innate and serves an evolutionary function to keep the infant safe. He also suggested that infants form one primary attachment, usually with the mother, and that this internal working model influences future relationships.

依恋是婴儿与照顾者之间强烈的情感纽带。Bowlby 提出，依恋是天生的，具有进化功能，能保护婴儿的安全。他还认为，婴儿会形成一个主要依恋对象（通常是母亲），这种内部工作模型会影响未来的人际关系。

Ainsworth’s Strange Situation identified three attachment types: secure (Type B), insecure-avoidant (Type A), and insecure-resistant (Type C). Secure children explore freely when the caregiver is present and are easily comforted upon reunion. This is linked to sensitive mothering.

Ainsworth 的陌生情境实验识别出三种依恋类型：安全型（B型）、不安全-回避型（A型）和不安全-反抗型（C型）。安全型依恋的孩子在照顾者在场时能自由探索，重逢时容易得到安慰。这与母亲的反应敏感性有关。

Make a comparison table for the three attachment types, including behaviour in the Strange Situation and percentage of the sample (secure ≈ 70%). This

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