📚 Year 7 WJEC Psychology: Core Knowledge Highlights | Year 7 WJEC 心理学：核心知识点梳理
This article revises the essential topics for Year 7 WJEC Psychology, covering what psychology is, its main approaches, key research methods, and fundamental ideas about memory, social influence, and development. Each section presents information in clear English and Chinese pairs, designed to help you master the core knowledge quickly and confidently.
本文梳理 Year 7 WJEC 心理学的核心主题，涵盖心理学的定义、主要流派、基本研究方法，以及记忆、社会影响和发展心理学的关键概念。每个部分都以清晰的英文和中文配对呈现，帮助你快速且自信地掌握核心知识。
1. What is Psychology? | 什么是心理学？
Psychology is the scientific study of the mind and behaviour. It seeks to understand why people think, feel, and act the way they do, using evidence gathered through research rather than relying on intuition or guesswork.
心理学是对心智和行为的科学研究。它试图通过研究收集的证据，而不是依赖直觉或猜测，来理解人们为何以特定方式思考、感受和行动。
Psychologists study both observable actions (behaviour) and hidden mental processes (cognition). This includes everything from learning and memory to emotions and relationships. The word ‘psychology’ comes from the Greek ‘psyche’ (mind/soul) and ‘logos’ (study).
心理学家既研究可观察的动作（行为），也研究隐藏的心理过程（认知）。这包括从学习和记忆到情感与人际关系的一切。”心理学”一词源自希腊语”psyche”（心灵/灵魂）和”logos”（研究）。
2. Key Approaches in Psychology | 心理学的主要流派
There are several early approaches that shaped modern psychology. The biological approach focuses on the brain, hormones, and genetics as influences on behaviour. For example, it explains how neurotransmitters affect mood or how brain damage alters personality.
有几个早期流派塑造了现代心理学。生物学流派关注大脑、激素和基因对行为的影响。例如，它解释神经递质如何影响情绪，或脑损伤如何改变人格。
The behaviourist approach argues that we learn behaviour through interactions with the environment, especially via conditioning. The cognitive approach studies internal mental processes like perception, memory, and problem-solving.
行为主义流派认为，我们通过与环境的互动来学习行为，特别是通过条件反射。认知流派则研究内部的思维过程，如感知、记忆和问题解决。
The psychodynamic approach, founded by Sigmund Freud, emphasises the unconscious mind and childhood experiences. The humanistic approach focuses on free will, personal growth, and the drive to become the best version of ourselves.
西格蒙德·弗洛伊德创立的精神动力学流派强调无意识和童年经历。人本主义流派则关注自由意志、个人成长以及成为最好自我的动力。
3. Research Methods: Experiments | 研究方法：实验
An experiment tests cause and effect by changing one variable (the independent variable, IV) and measuring its effect on another variable (the dependent variable, DV). All other variables must be controlled to prevent them influencing the results.
实验通过改变一个变量（自变量，IV）并测量其对另一个变量（因变量，DV）的影响，来检验因果关系。必须控制所有其他变量，以防止它们影响结果。
A laboratory experiment takes place in a highly controlled environment. A field experiment is carried out in a natural setting, but the IV is still manipulated. A natural experiment makes use of a naturally occurring change, such as a new law or a disaster, and researchers measure its effects without direct manipulation.
实验室实验在高度受控的环境中进行。实地实验在自然环境里开展，但自变量仍然由研究者操控。自然实验则利用自然发生的变化（如新法律或灾难），研究者不直接操控变量，只测量其影响。
Each type has strengths and weaknesses. Lab experiments allow high control and replication, but may lack ecological validity. Field experiments have greater realism but less control over extraneous variables.
每种实验类型都有优缺点。实验室实验控制性强、可重复，但可能缺乏生态效度。实地实验更真实，但对额外变量的控制较弱。
4. Research Methods: Observations and Self-reports | 研究方法：观察与自我报告
Observations involve watching and recording behaviour. A naturalistic observation occurs in a participant’s usual environment without interference. A controlled observation takes place in a structured setting. Covert observation is when participants do not know they are being watched; overt observation is when they do.
观察法涉及观看和记录行为。自然观察在参与者的惯常环境中进行，不加干预。控制观察则在结构化的场景中进行。隐蔽观察是指参与者不知道被观察；公开观察是指参与者知情。
Self-report methods gather data directly from participants. Questionnaires use written questions, often with rating scales or multiple-choice answers. Interviews may be structured (fixed questions), unstructured (open-ended conversation), or semi-structured. Both methods can generate rich data but are subject to social desirability bias — people may answer in ways that make them look good.
自我报告法直接从参与者那里收集数据。问卷调查使用书面问题，常配有评分量表或选择题。访谈可以是结构化（固定问题）、非结构化（开放式对话）或半结构化。这两种方法都能生成丰富的数据，但容易受到社会赞许性偏差的影响——人们可能为了让自己看起来更好而作答。
5. Ethical Issues in Research | 研究中的伦理问题
All psychological research must follow ethical guidelines to protect participants. The British Psychological Society (BPS) sets out principles including informed consent, the right to withdraw, protection from harm, confidentiality, and debriefing.
所有心理学研究都必须遵循伦理准则以保护参与者。英国心理学会（BPS）制定了包括知情同意、退出权、免受伤害、保密和事后解释在内的原则。
Informed consent means participants must know what the study involves and agree to take part. Right to withdraw allows them to leave at any time without penalty. Debriefing explains the true purpose of the study afterwards, especially when deception was used. If an ethically sensitive topic is studied, a cost-benefit analysis must show that the potential gains outweigh the risks.
知情同意意味着参与者必须知道研究涉及什么并同意参与。退出权允许他们随时离开而不受惩罚。事后解释是在研究结束后说明真实目的，尤其是在使用了欺骗的情况下。如果研究涉及伦理敏感话题，必须进行成本效益分析，证明潜在收益大于风险。
6. Memory: Stages and Types | 记忆：阶段与类型
Memory is the process of encoding, storing, and retrieving information. Encoding converts sensory input into a form the brain can use. Storage holds this information over time. Retrieval is the act of recalling it when needed.
记忆是编码、存储和提取信息的过程。编码将感官输入转换为大脑可以使用的形式。存储随时间保持这些信息。提取则是在需要时将其回想起来。
The multi-store model proposes three memory stores: sensory memory (very brief, huge capacity), short-term memory (limited to about 7 items, lasts around 18–30 seconds), and long-term memory (potentially unlimited capacity and duration). Rehearsal moves information from short-term to long-term memory.
多存储模型提出三种记忆储存：感觉记忆（极短、容量大）、短期记忆（限约7个项目，持续约18–30秒）和长期记忆（容量与时长几乎无限）。复述将信息从短期记忆转移至长期记忆。
Long-term memory can be divided into episodic (personal experiences), semantic (facts and knowledge), and procedural (skills and actions, like riding a bike). Forgetting may occur due to decay, interference, or retrieval failure.
长期记忆可分为情景记忆（个人经历）、语义记忆（事实与知识）和程序性记忆（技能与动作，如骑自行车）。遗忘可能由于消退、干扰或提取失败而发生。
7. Social Influence: Conformity | 社会影响：从众
Conformity is a change in behaviour or beliefs to fit in with a group. It often occurs in response to real or imagined social pressure. There are two main types: compliance (outward agreement without internal belief change) and internalisation (genuine acceptance of group norms).
从众是为了融入群体而改变行为或信念。它通常是对真实或想象中的社会压力所作的反应。主要有两种类型：顺从（外部一致但内心信念未变）和内化（真正接受群体规范）。
Solomon Asch’s line-judgement study demonstrated conformity powerfully. Participants were asked to match the length of a line with three comparison lines. When confederates gave clearly wrong answers, about 75% of participants conformed at least once. Factors affecting conformity include group size, unanimity, and task difficulty.
所罗门·阿希的线段判断研究有力地展示了从众。参与者被要求将一条标准线与三条比较线匹配。当同谋者给出明显错误的答案时，约75%的参与者至少从众了一次。影响从众的因素包括群体大小、意见一致性和任务难度。
8. Social Influence: Obedience | 社会影响：服从
Obedience involves following direct orders from an authority figure. It differs from conformity because there is an explicit command, not just group pressure. Stanley Milgram’s famous electric shock study revealed that ordinary people can inflict harm when ordered by an authority.
服从指的是遵从权威人物的直接命令。它不同于从众，因为有明确的指令，而不仅仅是群体压力。斯坦利·米尔格拉姆的电击服从实验揭示，普通人在权威命令下可能对他人施加伤害。
In Milgram’s study, 65% of participants continued to the maximum 450-volt shock level. Factors that increased obedience included the physical presence of the authority, the prestige of the institution (Yale University), and having the victim in a separate room. Proximity of the victim and having disobedient peers reduced obedience.
在米尔格拉姆的实验中，65%的参与者持续施加到最高的450伏电击。增加服从的因素包括权威的身体在场、机构的声望（耶鲁大学）以及受害者位于另一个房间。受害者距离近以及有不服从的同伴会降低服从程度。
9. Development: Attachment | 发展：依恋
Attachment is a deep emotional bond between an infant and a caregiver, essential for survival and later social development. John Bowlby proposed that attachment behaviours (crying, clinging, following) are innate and serve to keep the infant close to the mother.
依恋是婴儿与照料者之间深厚的情感纽带，对生存和日后的社会发展至关重要。约翰·鲍尔比提出，依恋行为（哭泣、紧抓、跟随）是天生的，其作用在于让婴儿靠近母亲。
Mary Ainsworth’s ‘Strange Situation’ procedure identified three main attachment types: secure (distressed when mother leaves, happy upon return), insecure-avoidant (shows little distress at separation, avoids mother on return), and insecure-ambivalent/resistant (very distressed at separation, both clings and resists on return). A fourth, disorganised, was later added by Main and Solomon.
玛丽·安斯沃思的”陌生情境”实验识别出三种主要的依恋类型：安全型（母亲离开时痛苦，返回时高兴）、不安全-回避型（分离时痛苦少，返回时回避母亲）和不安全-矛盾型/抗拒型（分离时极度痛苦，返回时既寻求接触又抗拒）。梅因和所罗门后来增加了第四种——紊乱型。
Early attachment experiences can influence later relationships, a concept known as the internal working model. Securely attached children tend to have healthier friendships and romantic relationships.
早期的依恋经历可能影响后来的关系，这一概念被称为内部工作模型。安全型依恋的儿童通常拥有更健康的友谊和恋爱关系。
10. Key Research: Piaget’s Theory of Cognitive Development | 关键研究：皮亚杰的认知发展理论
Jean Piaget argued that children think differently from adults and pass through distinct stages of cognitive development. The sensorimotor stage (0–2 years) involves learning through senses and actions, with the key achievement being object permanence — understanding that objects exist even when out of sight.
让·皮亚杰认为，儿童的思维方式与成人不同，并经历不同的认知发展阶段。感知运动阶段（0–2岁）涉及通过感官和动作学习，关键成就是客体永久性——理解物体即使看不见也依然存在。
The pre-operational stage (2–7 years) is marked by symbolic thinking, egocentrism (difficulty seeing others’ viewpoints), and animism (believing inanimate objects have feelings). Children in this stage struggle with conservation tasks — the idea that quantity stays the same even if appearance changes.
前运算阶段（2–7岁）的特点是符号思维、自我中心（难以理解他人观点）和泛灵论（认为无生命物体有情感）。此阶段的儿童在守恒任务上存在困难——即数量不因外观改变而改变的观念。
Later stages include concrete operational (7–11 years), where logical thinking about concrete events develops, and formal operational (12+ years), where abstract and hypothetical reasoning emerges. Piaget’s work highlights that learning must match the child’s developmental stage.
随后的阶段包括具体运算阶段（7–11岁），此时儿童发展出对具体事件的逻辑思维；以及形式运算阶段（12岁以上），抽象和假设推理能力出现。皮亚杰的研究强调，学习必须与儿童的发展阶段相匹配。
11. Using Data in Psychology | 心理学中的数据运用
Psychologists collect quantitative data (numbers) and qualitative data (non-numerical, like interview transcripts). Quantitative data is easier to analyse statistically and compare, while qualitative data provides deeper insight into participants’ thoughts and feelings.
心理学家收集定量数据（数字）和定性数据（非数字，如访谈记录）。定量数据更易于统计分析和比较，而定性数据能更深入地了解参与者的想法和感受。
Descriptive statistics summarise data. The mean is the average, the median is the middle score, and the mode is the most frequent score. The range shows the spread from lowest to highest. In Year 7, you also learn to interpret simple bar charts, line graphs, and scattergrams, which show relationships between two variables.
描述统计用于总结数据。平均数是均值，中位数是中间分数，众数是出现最频繁的分数。极差显示从最低到最高的分布范围。在 Year 7，你还要学会解读简单的条形图、折线图和散点图，它们展示两个变量之间的关系。
Importantly, a correlation does not imply causation. Just because two things are linked does not mean one causes the other. For example, ice cream sales and drowning incidents correlate, but the cause is hot weather, not ice cream.
重要的是，相关并不意味着因果关系。两件事有关联并不意味着一方导致另一方。例如，冰淇淋销量与溺水事件相关，但原因是炎热的天气，而非冰淇淋。
12. Bringing It All Together | 综合运用
The Year 7 WJEC Psychology syllabus integrates these topics to build foundational understanding. You should be able to define key terms, describe research methods with pros and cons, explain ethical considerations, and apply concepts from memory, social influence, and development to real-life scenarios.
Year 7 WJEC 心理学大纲将这些主题融合在一起，以建立基础认识。你应该能够定义关键术语，描述研究方法的优缺点，解释伦理考虑，并将记忆、社会影响和发展的概念应用于现实生活场景。
Revision is most effective when you practise applied questions, such as identifying the independent and dependent variable in a short study description, or suggesting why a child might struggle with a conservation task. Drawing concept maps that link approaches, methods, and topics helps deepen your understanding.
当你练习应用性问题时，复习效果最好，例如在研究简短描述中识别自变量和因变量，或解释为什么儿童会在守恒任务上遇到困难。绘制联结流派、方法和主题的概念图，有助于加深理解。
Published by TutorHao | Psychology Revision Series | aleveler.com
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