📚 Year 7 SQA Psychology: Formula & Law Quick-Reference Handbook | 七年级SQA心理学：公式定理速查手册
Psychology might seem like a subject of ideas and discussions, but it is also built on measurable relationships and repeatable patterns. This quick-reference handbook brings together the key laws, formulas, and stage theories that every Year 7 SQA psychology learner should have at their fingertips. Each entry is presented with a clear ‘formula-like’ summary followed by simple explanations to help you link evidence, behaviour, and mental processes.
心理学或许看起来是一个充满理念和讨论的学科，但它同样建立在可测量的关系和可重复的模式之上。这本速查手册汇集了每一位七年级SQA心理学学习者都应熟记的关键定律、公式和阶段理论。每个条目都以清晰的“公式化”摘要呈现，并附有简单易懂的解释，帮助你连接证据、行为与心理过程。
1. The Law of Effect | 效果律
The Law of Effect states that responses followed by satisfaction are more likely to recur, while those followed by discomfort become less likely. Schematically: Behaviour → Pleasant consequence → Behaviour strengthened; Behaviour → Unpleasant consequence → Behaviour weakened.
效果律指出，伴随满意结果的反应更可能重复出现，而伴随不适结果的反应则更可能减弱。可表示为：行为→愉快后果→行为被强化；行为→不愉快后果→行为被削弱。
- Edward Thorndike formulated this law after observing cats escaping puzzle boxes.
- 爱德华·桑代克在观察猫逃脱谜箱后提出了这一定律。
- It forms the foundation of operant conditioning, showing that consequences shape voluntary behaviour.
- 它为操作性条件反射奠定了基础，表明后果可以塑造自主行为。
2. Weber’s Law | 韦伯定律
Weber’s Law describes the relationship between physical stimulus intensity and the perception of change. It holds that the just noticeable difference (JND) is a constant proportion of the original stimulus intensity. Symbolically: ΔI / I = k, where ΔI is the change in intensity, I is the original intensity, and k is a constant.
韦伯定律描述了物理刺激强度与变化感知之间的关系。它认为最小可觉差是原始刺激强度的恒定比例。符号表示为：ΔI / I = k，其中ΔI为强度变化量，I为初始强度，k为韦伯常数。
- For lifted weights, k ≈ 0.02; heavier weights need a proportionally bigger change to feel different.
- 对于提举重量，k约为0.02；更重的物体需要按比例更大的变化才能感觉到差异。
- Weber’s Law helps explain sensory adaptation and why discounts feel less exciting after a price rise.
- 韦伯定律有助于解释感觉适应，以及为什么价格上涨后折扣会显得没那么吸引人。
3. Yerkes-Dodson Law | 耶克斯-多德森定律
Performance increases with physiological or mental arousal, but only up to a point. The Yerkes-Dodson Law is typically represented as an inverted U-shaped curve: Performance = f(Arousal) where moderate arousal yields optimal performance, while very low or very high arousal impairs it.
表现随生理或心理唤醒度的提高而提高，但只到一定程度为止。耶克斯-多德森定律通常用倒U型曲线表示：表现 = f(唤醒度)，中等唤醒带来最佳表现，而过低或过高的唤醒都会损害表现。
Optimal performance = moderate arousal
最佳表现 = 中等唤醒度
- For simple tasks, optimal arousal is higher; for complex tasks, it is lower.
- 对于简单任务，最佳唤醒度较高；对于复杂任务，最佳唤醒度较低。
- This law applies to exam performance, sports, and everyday stress management.
- 这一定律适用于考试表现、体育运动和日常压力管理。
4. Classical Conditioning Formula | 经典条件反射公式
Classical conditioning creates a learned association by pairing a neutral stimulus with an unconditioned stimulus. The basic ‘formula’ is: NS + UCS → UCR, then CS → CR.
经典条件反射通过将中性刺激与无条件刺激配对来建立习得的联结。基本“公式”为：NS + UCS → UCR，然后 CS → CR。
| US (food) → UR (salivation) | 无条件刺激（食物）→ 无条件反应（唾液分泌） |
| NS (bell) + US (food) → UR (salivation) | 中性刺激（铃声）+ 无条件刺激（食物）→ 无条件反应 |
| CS (bell) → CR (salivation) | 条件刺激（铃声）→ 条件反应（唾液分泌） |
Pavlov’s dogs demonstrated how a previously neutral stimulus can trigger a reflexive response.
巴甫洛夫的狗证明了先前的中性刺激如何能触发反射性反应。
5. Operant Conditioning Principles | 操作性条件反射原理
Operant conditioning uses reinforcement and punishment to modify voluntary behaviour. The relationships can be summarised as: Positive reinforcement: add pleasant stimulus → increase behaviour; Negative reinforcement: remove aversive stimulus → increase behaviour; Positive punishment: add aversive stimulus → decrease behaviour; Negative punishment: remove pleasant stimulus → decrease behaviour.
操作性条件反射利用强化和惩罚来改变自主行为。这些关系可概括为：正强化：添加愉快刺激 → 增加行为；负强化：移除厌恶刺激 → 增加行为；正惩罚：添加厌恶刺激 → 减少行为；负惩罚：移除愉快刺激 → 减少行为。
- Reinforcement always increases behaviour; punishment always decreases it.
- 强化总是增加行为，惩罚总是减少行为。
- Schedules of reinforcement (e.g., fixed ratio, variable interval) influence response rates.
- 强化程式的安排（如固定比率、变动时距）影响反应速率。
6. Atkinson-Shiffrin Multi-Store Model | 阿特金森-谢夫林多存储模型
The multi-store model describes memory as a flow of information through three stores. The ‘formula’ for transfer is: Sensory input → attention → Short-Term Memory → rehearsal → Long-Term Memory.
多存储模型将记忆描述为信息流经三个存储库的过程。传递的“公式”为：感觉输入 → 注意 → 短时记忆 → 复述 → 长时记忆。
Sensory memory (iconic/echoic) → STM (7±2 chunks, ~18 seconds) → LTM (potentially unlimited).
感觉记忆（图像/声像）→ 短时记忆（7±2组块，约18秒）→ 长时记忆（潜在无限）。
Without rehearsal, information in STM decays or is displaced. With elaborative rehearsal, it passes into LTM.
没有复述，短时记忆中的信息会衰退或被挤掉；经过精细复述，则进入长时记忆。
7. The Magic Number 7 ± 2 | 神奇数字7 ± 2
George Miller proposed that the capacity of short-term memory is limited to approximately seven chunks of information, plus or minus two. Chunking allows us to group items into meaningful units, expanding what we can hold: STM capacity ≈ 7 ± 2 chunks.
乔治·米勒提出，短时记忆的容量局限在大约七个信息组块，上下浮动两个。组块化让我们把项目聚合成有意义的单元，从而扩大记忆容量：STM容量 ≈ 7 ± 2 组块。
- A phone number ‘01416391234’ is remembered as 01416 391 234 — four chunks, not eleven digits.
- 一个电话号码“01416391234”会被记为01416 391 234——四个组块，而非十一个数字。
- This principle underpins many memory strategies, such as acronyms and mind maps.
- 这一原则支撑着许多记忆策略，例如首字母缩略词和思维导图。
8. Ebbinghaus Forgetting Curve | 艾宾浩斯遗忘曲线
The Ebbinghaus Forgetting Curve shows that without reinforcement, memory for new information decays rapidly, then levels off. The curve is steepest during the first hour: Retention (%) = f(Time) with a rapid drop initially, followed by a more gradual decline.
艾宾浩斯遗忘曲线表明，在缺乏强化的情况下，对新信息的记忆会迅速衰退，然后趋于平缓。曲线在第一个小时内最陡峭：保持率（%）= f(时间)，最初急剧下降，随后衰减放缓。
Spaced repetition counteracts the curve: review after 1 hour, 1 day, 1 week, 1 month.
间隔重复可对抗遗忘曲线：在1小时、1天、1周、1个月后复习。
Meaningful material and overlearning can make the curve less steep, which is why understanding beats rote memorisation.
有意义的学习材料和过度学习可以使曲线变缓，这就是理解胜过死记硬背的原因。
9. Piaget’s Stages of Cognitive Development | 皮亚杰认知发展阶段
Piaget described how children’s thinking develops through a fixed sequence of stages. Each stage is characterised by new cognitive structures: Sensori-motor (0-2 years) → object permanence; Pre-operational (2-7 years) → symbolic thought, egocentrism; Concrete operational (7-11 years) → conservation, logical reasoning about concrete objects; Formal operational (11+ years) → abstract reasoning, hypothesis testing.
皮亚杰描述了儿童思维如何按固定顺序发展阶段。每个阶段都以新的认知结构为特征：感知运动阶段（0-2岁）→ 客体永久性；前运算阶段（2-7岁）→ 符号思维、自我中心；具体运算阶段（7-11岁）→ 守恒、关于具体事物的逻辑推理；形式运算阶段（11岁以上）→ 抽象推理、假设检验。
- Stage progression is invariant, but the age at which children enter each stage can vary.
- 阶段的进程是不可改变的，但儿童进入每个阶段的年龄可能有所不同。
- Piaget’s theory has influenced education by emphasising active, discovery-based learning.
- 皮亚杰的理论强调主动的、基于发现的学习，从而影响了教育。
10. Social Facilitation and Inhibition | 社会助长与抑制
Social facilitation theory predicts that the presence of others improves performance on simple or well-rehearsed tasks and impairs performance on complex or novel tasks. A simplified ‘formula’ is: Audience × task difficulty: for simple tasks → arousal → dominant response correct → performance ↑; for complex tasks → arousal → dominant response often wrong → performance ↓.
社会助长理论预测，他人在场会提高在简单或熟练任务上的表现，但会损害在复杂或新颖任务上的表现。简化的“公式”为：观众 × 任务难度：简单任务 → 唤醒 → 优势反应正确 → 表现上升；复杂任务 → 唤醒 → 优势反应常出错 → 表现下降。
- Robert Zajonc’s drive theory suggests that arousal strengthens the dominant response.
- 罗伯特·扎荣茨的内驱力理论认为，唤醒会增强优势反应。
- This law helps explain why musicians practise before performing and why exam halls can feel paralysing.
- 这一定律有助于解释为什么音乐家在演出前要练习，以及为什么考场会让人感到思维停滞。
Published by TutorHao | 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Cancel reply