📚 Year 7 Edexcel Psychology: Key Vocabulary Quick Revision Guide | 七年级Edexcel心理学：词汇术语速记指南
Welcome to your quick revision guide for the essential vocabulary in Year 7 Edexcel Psychology. Getting to grips with key terms early on will build your confidence for every topic – from the basics of research methods to the classic studies on memory and learning. This guide pairs each term with a clear definition and a Chinese translation, helping you understand, recall and use the language of psychology accurately both in class and in your write‑ups.
欢迎来到七年级 Edexcel 心理学的核心词汇速记指南。尽早掌握关键术语会让你在每个专题中都充满信心——从研究方法的基础，到记忆和学习的经典研究。本指南为每个术语匹配了清晰的定义和中文译文，帮助你在课堂和书面作业中准确理解、回忆并使用心理学的语言。
1. Introduction to Psychology: Mind and Behaviour | 心理学导论：心智与行为
Psychology is the scientific study of the mind and behaviour. It uses systematic methods to observe, describe, explain and predict how people and animals act and think. Psychologists work in many settings, from schools to laboratories, and they ask questions about everything from memory to social influence.
心理学是对心智和行为的科学研究。它运用系统化的方法观察、描述、解释和预测人与动物的行动和思维。心理学家在学校、实验室等多种情境中工作，提出从记忆到社会影响的各类问题。
Behaviour: any observable action made by a living person or animal, such as speaking, eating, or blinking. In psychology, behaviour is the evidence we can see and measure directly.
行为：生物体任何可观察到的动作，例如说话、进食或眨眼。在心理学中，行为是我们可以看见并直接测量的证据。
Mental processes: internal, subjective experiences that cannot be observed directly – for example, thinking, feeling, dreaming, and remembering. Psychologists study mental processes by looking at how they influence behaviour.
心理过程：不能直接观察的内在主观体验——例如思考、感觉、做梦和记忆。心理学家通过考察心理过程如何影响行为来研究它们。
Science: an approach to gaining knowledge that relies on collecting evidence through controlled, objective and replicable methods. Psychology is a science because it follows this evidence‑based approach.
科学：一种获取知识的方法，它依赖于通过控制、客观和可重复的方法收集证据。心理学是科学，因为它遵循这种基于证据的途径。
2. The Scientific Method in Psychology | 心理学的科学方法
To investigate behaviour and mental processes, psychologists use a logical framework called the scientific method. It involves asking a question, constructing a hypothesis, designing a study, collecting data and drawing conclusions.
为了探究行为和心理过程，心理学家使用一种称为科学方法的逻辑框架。它包括提出问题、构建假设、设计研究、收集数据和得出结论。
Hypothesis: a clear, testable prediction about the relationship between two or more variables. A good hypothesis states what the researcher expects to find and can be supported or refuted by evidence. For example, ‘Students who revise in silence will recall more words than students who revise with background music.’
假设：关于两个或多个变量之间关系的明确、可检验的预测。一个好的假设应当说明研究者预期发现的结果，并能够被证据支持或反驳。例如，“安静环境下复习的学生会比有背景音乐的学生回忆出更多单词”。
Variable: any factor, trait, or condition that can exist in differing amounts or types. In experiments, psychologists manipulate one variable and measure another.
变量：任何可以以不同数量或类型存在的因素、特质或条件。在实验中，心理学家操纵一个变量并测量另一个变量。
Independent variable (IV): the variable the researcher deliberately changes or manipulates. It is the cause in a cause‑and‑effect relationship. Using the example above, the presence or absence of background music is the IV.
自变量（IV）：研究者有意改变或操纵的变量。它是因果关系中的“因”。在上述例子中，有无背景音乐就是自变量。
Dependent variable (DV): the variable the researcher measures; it is expected to change because of the manipulation of the IV. In the memory study, the number of words recalled is the dependent variable.
因变量（DV）：研究者测量的变量；它被预期会因自变量的操纵而改变。在记忆研究中，回忆出的单词数量就是因变量。
3. Experimental Designs: Setting Up Fair Tests | 实验设计：建立公平的测试
Choosing the right experimental design helps ensure that the results of a study are due to the IV and not to other unwanted differences between participants.
选择合适的实验设计有助于确保研究结果由自变量所致，而非参与者之间其他不必要的差异造成。
Independent groups design: different participants take part in each condition of the experiment. For simple studies this is easy to set up, but the groups might not be equivalent unless participants are randomly allocated.
独立组设计：不同的参与者参加实验的各个条件。对简单的研究来说这很容易设置，但除非参与者被随机分配，否则各群组之间可能并不等同。
Repeated measures design: the same participants take part in all conditions of the experiment. This controls for individual differences, but there can be order effects – participants might improve through practice or become bored.
重复测量设计：相同的参与者参加实验的所有条件。这能控制个体差异，但可能会产生顺序效应——参与者可能因为练习而表现提升，或因为疲劳而表现下降。
Matched pairs design: participants are paired up on key characteristics (such as age or memory ability) and then one member of each pair is placed in each condition. This reduces participant variables without the problem of order effects.
配对组设计：参与者在关键特征（如年龄或记忆能力）上进行配对，然后将每对成员分别分配到不同的条件中。这样既能减少参与者变量，又不会产生顺序效应的问题。
Random allocation: a technique used in independent groups designs to put participants into conditions purely by chance, e.g. by drawing names from a hat. This helps make the groups as similar as possible before the experiment begins.
随机分配：在独立组设计中使用的一种技术，纯粹靠几率将参与者分入不同条件，例如从帽子里抽名字。这有助于确保各组在实验开始前尽可能相似。
4. Sampling and Participants | 抽样与参与者
The individuals who take part in a study are called participants. The group they are drawn from is the population, and the way they are selected can affect how widely the findings can be applied.
参加研究的个体被称为参与者。他们所属的更大群体是总体，而他们被选出的方式会影响研究结果能在多大范围中推广。
Population: the complete group about which psychologists want to draw conclusions, such as all Year 7 students in England, or all teenagers with smartphones. Researchers rarely study the whole population; instead they select a sample.
总体：心理学家希望对其得出结论的完整群体，例如英格兰所有七年级学生，或所有拥有智能手机的青少年。研究者很少研究整个总体，他们通常选择一个样本。
Sample: a smaller, manageable subset of the population that takes part in the study. A sample should be representative so that findings can be generalised to the wider population.
样本：总体中一个更小、易于操作的子集，并实际参与研究。样本应当具有代表性，从而能将研究结果推广到更广泛的总体。
Random sampling: every member of the population has an equal chance of being selected. This reduces bias, but obtaining a complete list of a population can be difficult.
随机抽样：总体中的每一个成员都有相等的机会被选中。这样可以减少偏差，但获取一份完整的总体名单可能很困难。
Opportunity sampling: the researcher selects whoever is readily available and willing to take part, such as classmates in the canteen. This is quick and easy but can result in a biased sample.
便利抽样：研究者选择那些随时可用且愿意参与的人，例如食堂里的同学。这种方法快捷简便，但可能会导致一个有偏的样本。
Bias: a systematic error in sampling or measurement that makes the results less accurate or less generalisable. A biased sample may over‑represent one type of person and under‑represent others.
偏差：在抽样或测量中出现的系统性误差，会降低结果的准确性或可推广性。一个有偏的样本可能过多地代表了某一类型的人，而不足以代表其他类型。
5. Ethical Guidelines for Research | 研究的伦理准则
When psychologists design studies, they must follow ethical guidelines to protect the wellbeing, dignity and rights of participants. In the UK, the British Psychological Society (BPS) sets out clear rules.
心理学家在设计研究时必须遵守伦理准则，以保护参与者的福祉、尊严和权利。在英国，英国心理学会（BPS）制定了明确的规则。
Informed consent: participants should be given enough information about the study to decide freely whether to take part. They (or a parent/guardian) usually sign a consent form.
知情同意：应当给予参与者足够的研究信息，使其能够自由决定是否参加。他们（或家长/监护人）通常要签署知情同意书。
Deception: deliberately misleading or withholding information from participants. Deception should be avoided unless it is essential for the research and no alternative is possible. Even when used, it must be justified and followed by a thorough debriefing.
欺骗：故意误导参与者或对其隐瞒信息。除非对研究必不可少且别无选择，否则应当避免使用欺骗。即便使用，也必须有充分理由，并在事后进行充分的解释。
Confidentiality: the personal data and identities of participants must be protected and not shared without permission. Results are usually reported using numbers or initials, not full names.
保密：参与者的个人资料和身份必须受到保护，未经许可不得泄露。研究结果通常用数字或首字母报告，而不是全名。
Right to withdraw: participants can stop taking part in a study at any time and for any reason, without facing any penalty. They can also ask for their data to be destroyed.
退出权：参与者可以随时以任何理由退出研究，而不承受任何惩罚。他们也可以要求销毁自己的数据。
Debriefing: after the study, researchers explain the full aims, reveal any deception that occurred, and ensure participants leave without distress. Participants are also offered the chance to ask questions.
事后解释：研究结束后，研究者要解释全部目的，说明任何欺骗行为，并确保参与者不受伤害地离开。参与者也有机会提问。
6. Memory: Encoding, Storage and Retrieval | 记忆：编码、存储与提取
Memory is not a single store but a set of processes that allow us to take in, keep and later use information. The multi‑store model of memory (Atkinson and Shiffrin, 1968) describes three separate stores through which information flows.
记忆不是单一的储存库，而是一组允许我们接收、保持并在日后使用信息的过程。记忆的多储存模型（Atkinson 和 Shiffrin，1968）描述了信息流经的三个独立储存库。
Encoding: changing sensory input into a form that the memory system can process. Information can be encoded visually (as an image), acoustically (as a sound) or semantically (by meaning).
编码：将感官输入转化为记忆系统能够处理的形式。信息可以以视觉（图像）、听觉（声音）或语义（意义）的方式编码。
Storage: holding encoded information over a period of time. According to the multi‑store model, we have a sensory register, a short‑term memory and a long‑term memory that differ in duration and capacity.
存储：在一段时间内保持已编码的信息。根据多储存模型，我们拥有感觉登记器、短时记忆和长时记忆，它们在持续时间和容量上各不相同。
Retrieval: recovering stored information from memory when it is needed. Success often depends on how well the information was encoded and whether suitable cues are present.
提取：在需要时从记忆中恢复存储的信息。成功提取通常取决于信息编码得有多好，以及是否存在恰当的线索。
Short‑term memory (STM): a temporary store with a limited capacity of about 7 ± 2 chunks and a duration of around 18–30 seconds without rehearsal. Information is often coded acoustically.
短时记忆（STM）：一个临时储存库，容量有限，约为 7 ± 2 个组块，若不经复述持续时间约 18–30 秒。信息通常以听觉方式编码。
Long‑term memory (LTM): a potentially unlimited store that can hold memories for a lifetime. Information in LTM is mainly coded semantically, meaning by meaning. Rehearsal and elaborative processing help move memories from STM into LTM.
长时记忆（LTM）：一个可能容量无限的储存库，可以将记忆保持终生。长时记忆中的信息主要以语义（即意义）方式编码。复述和精细化加工有助于将记忆从短时记忆转入长时记忆。
7. Learning: Classical Conditioning | 学习：经典条件反射
Classical conditioning is a form of learning by association, first demonstrated by Ivan Pavlov with his dogs. It shows how a neutral stimulus can come to trigger a response after being paired with a stimulus that naturally triggers that response.
经典条件反射是一种通过联想进行学习的形式，最初由伊万·巴甫洛夫用狗的实验加以证实。它展示了一个中性刺激在与自然引发某一反应的刺激多次配对后，如何也能引发该反应。
Unconditioned stimulus (UCS): a stimulus that naturally and automatically triggers a response without any prior learning. In Pavlov’s study, the food was the UCS.
无条件刺激（UCS）：一种无需任何先前学习就能自然而然、自动引发反应的刺激。在巴甫洛夫的研究中，食物就是无条件刺激。
Unconditioned response (UCR): the unlearned, naturally occurring response to the unconditioned stimulus. The dogs’ salivation to the food was the UCR.
无条件反应（UCR）：对无条件刺激的未经学习的、自然发生的反应。狗对食物分泌唾液就是无条件反应。
Neutral stimulus (NS): a stimulus that initially does not trigger the target response. In Pavlov’s work, the sound of a bell was neutral before conditioning.
中性刺激（NS）：一开始不会引发目标反应的刺激。在巴甫洛夫的研究中，铃铛声在条件反射建立之前是中性的。
Conditioned stimulus (CS): the originally neutral stimulus that, after being repeatedly paired with the UCS, now triggers a learned response. The bell became the CS.
条件刺激（CS）：原本中性的刺激，在与无条件刺激反复配对后，现在会引发一种习得反应。铃铛声变成了条件刺激。
Conditioned response (CR): the learned response to the previously neutral stimulus. The dogs’ salivation to the bell alone was the CR. The CR often resembles the UCR but is caused by the CS alone.
条件反应（CR）：对先前中性刺激的习得反应。狗仅仅听到铃声就分泌唾液就是条件反应。条件反应往往类似于无条件反应，但它仅由条件刺激引起。
8. Learning: Operant Conditioning | 学习：操作条件反射
Operant conditioning, studied extensively by B.F. Skinner, is learning through the consequences of our own actions. Behaviour is shaped and maintained by reinforcement and punishment.
由 B.F. 斯金纳广泛研究的操作条件反射，是通过自身行为的后果进行的学习。行为通过强化和惩罚被塑造并得以维持。
Reinforcement: any consequence that strengthens a behaviour, making it more likely to be repeated. It can be positive (adding something pleasant) or negative (removing something unpleasant).
强化：任何能够加强行为、使其更可能被重复的后果。它可以是正强化（增加愉悦的事物）或负强化（移除令人不快的事物）。
Positive reinforcement: a reward or pleasant outcome follows a desired behaviour. For example, a student receives a sticker for completing homework, which increases the likelihood of homework being done again.
正强化：在期望的行为之后给予奖励或令人愉快的后果。例如，一名学生因完成作业而获得贴纸，这会增加他以后再次完成作业的可能性。
Negative reinforcement: something unpleasant is taken away when the desired behaviour occurs. For instance, if fastening a seatbelt stops an annoying beeping sound, the behaviour of fastening the seatbelt is reinforced.
负强化：在期望的行为出现时，移除令人不快的事物。例如，系上安全带后烦人的提示音停止，那么系安全带的行为就得到了强化。
Punishment: any consequence that weakens a behaviour, making it less likely to occur again. Punishment can also be positive (adding something unpleasant) or negative (removing something pleasant).
惩罚：任何能够削弱行为、使其不太可能再次发生的后果。惩罚同样可以是正惩罚（添加令人不快的事物）或负惩罚（移除令人愉悦的事物）。
Positive punishment: presenting an unpleasant stimulus after an undesired behaviour, such as giving extra chores for breaking a rule. It aims to reduce that behaviour.
正惩罚：在不期望的行为之后呈现令人不快的刺激，例如因违反规则而被分配额外的家务。其目的是减少该行为。
Negative punishment: removing a pleasant stimulus following an undesired behaviour. For instance, taking away a teenager’s phone for poor behaviour is negative punishment because it takes away something they value.
负惩罚：在不期望的行为之后移除令人愉悦的刺激。例如，因表现不佳而没收青少年的手机，就是负惩罚，因为这移除了他们珍视的东西。
9. Social Influence: Conformity and Obedience | 社会影响：从众与服从
Social influence looks at how our thoughts, feelings and behaviours are affected by other people. Two key types are conformity – fitting in with a group – and obedience – following the orders of an authority figure.
社会影响考察我们的思想、情感和行为如何受到他人的影响。两个关键类型是从众（融入群体）和服从（遵循权威人士的命令）。
Conformity: adjusting one’s behaviour, attitudes or beliefs to match those of the majority, often because of real or imagined group pressure. Solomon Asch’s line‑judgement study showed that people may conform even when the group is clearly wrong.
从众：调整自己的行为、态度或信念以与大多数人一致，通常出于真实的或想象出的团体压力。所罗门·阿希的线段判断研究表明，即使群体明显错误，人们也可能从众。
Social norms: the unwritten rules about how to behave in a particular social group or culture. These norms guide expected behaviour and can create powerful pressures to conform.
社会规范：关于在特定社会群体或文化中如何行事的潜规则。这些规范指导着被期待的行为，并能产生强大的从众压力。
Obedience: following direct commands, usually from someone in a position of authority. Stanley Milgram’s famous electric shock study demonstrated that ordinary people might obey orders to harm another person, especially when the authority figure appears legitimate.
服从：遵循直接命令，通常来自处于权威地位的人。斯坦利·米尔格拉姆著名的电击研究证明，普通人在面对看似合法的权威人士时，可能会服从伤害他人的命令。
Authority figure: a person perceived to have power or control, such as a teacher, police officer or scientist in a lab coat. The perceived legitimacy of the authority figure increases the likelihood of obedience.
权威人士：被认为拥有权力或控制力的人，例如教师、警察或穿着实验室大衣的科学家。权威人士的感知合法性会增加服从的可能性。
10. Research Quality: Validity and Reliability | 研究质量：效度与信度
A good psychological study needs to be both valid and reliable. These concepts help us decide whether we can trust the findings and apply them beyond the original investigation.
一项好的心理学研究需要兼具效度和信度。这些概念帮助我们判断是否可以信任研究结果，以及能否将其推广到最初研究之外的情境。
Validity: the extent to which a study measures or tests what it claims to measure. Internal validity refers to whether the IV truly caused changes in the DV without interference from extraneous variables. External validity asks whether the findings can be generalised to other people and settings.
效度：一项研究在多大程度上测量或检验了其声称要测的东西。内部效度指自变量是否真正引起了因变量的变化，而不受额外变量的干扰。外部效度则关注研究结果能否推广到其他人群和情境。
Reliability: the consistency of a measure or procedure. If a study is reliable, repeating it under the same conditions should produce similar results. Evidence of reliability can come from test‑retest comparisons or from standardisation of procedures.
信度：测量或程序的一致性。如果一项研究是可信的，那么在相同条件下重复它应当产生相似的结果。信度的证据可以来自重测比较，或来自对程序的标准化。
Extraneous variable (EV): any variable, other than the IV, that might affect the DV. Uncontrolled EVs – such as noise, time of day, or participants’ hunger – can become confounding variables and lower internal validity.
额外变量（EV）：除自变量外任何可能影响因变量的变量。被控制的额外变量——如噪音、一天中的时间或参与者的饥饿感——如果未被控制，就可能成为混淆变量并降低内部效度。
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