📚 Year 8 OCR Psychology: Vocabulary Terminology Memorisation Guide | Year 8 OCR 心理学：词汇术语速记指南
Learning psychology is like acquiring a new language—you need a solid vocabulary to explain why people think, feel and behave the way they do. This guide turns key Year 8 OCR Psychology terms into memorable hooks, acronyms and stories so you can recall them effortlessly in class discussions and assessments.
学习心理学就像掌握一门新语言——你需要扎实的词汇基础来解释人们为什么会有特定的思维、情感和行为。本指南将八年级 OCR 心理学的核心术语转化为好记的钩子、缩略词和故事，帮助你在课堂讨论和测评中毫不费力地提取出来。
1. Why Mastering Key Terms Matters | 为什么掌握关键术语如此重要
Psychology is built on precise definitions. If you say ‘memory’ in everyday speech, you might mean any recollection, but in OCR Psychology, memory refers specifically to the cognitive process of encoding, storing and retrieving information. Using the right terms shows you understand the theory behind a concept, not just a rough idea. It also helps you score higher on exam questions that ask you to ‘outline’ or ‘describe’ a psychological study.
心理学建立在精确的定义之上。日常交流中说“记忆”可能指任何回忆，但在 OCR 心理学中，记忆特指编码、存储和提取信息的认知过程。使用正确的术语表明你理解了概念背后的理论，而不只是一个模糊的想法。这还能帮助你在要求“概述”或“描述”心理学研究的问题上获得高分。
2. Social Influence: From Obedience to Bystander Effect | 社会影响：从服从到旁观者效应
Conformity (noun) means changing your behaviour or belief to match a group’s norm. A memory trick: imagine a con artist who forces you to ‘form’ into a shape that fits the group. Conformity often happens because of normative social influence (wanting to be liked) or informational social influence (wanting to be correct). Think of the classic Asch line study where participants went along with wrong answers just to avoid standing out.
从众（名词）指改变行为或信念以符合群体规范。记忆窍门：想象一个骗子强迫你“塑形”融入群体。从众常源于规范社会影响（渴望被喜欢）或信息社会影响（渴望正确）。回想经典的阿希线段实验，被试为了避免与众不同而故意给出错误答案。
Obedience is following a direct order from an authority figure. Link it to ‘obey’ and imagine a robotic ‘bedience’ that bows to a person in uniform. Milgram’s shock experiment demonstrates how ordinary people can administer dangerous levels of shock when told to by an experimenter in a lab coat.
服从是指听从权威人物的直接指令。把它和“obey”（遵从）联系起来，想象一个机器人似的“bedience”对穿制服的人鞠躬。米尔格拉姆的电击实验展示了普通人如何在白大褂实验员的指令下施加危险等级的电击。
An authority figure is someone perceived to have higher status or legitimate power. Remember: the white coat becomes a ‘thority badge’ that instantly makes people comply. The bystander effect occurs when a group witnesses an emergency but no one helps because responsibility is diffused. Sing the rhyme ‘bystander, don’t wander—help if you’re the one to ponder!’ to recall that you are more likely to intervene when alone.
权威人物是被认为拥有更高地位或合法权力的人。记住：白大褂变成了“权力徽章”，让人瞬间服从。旁观者效应指一群人目睹紧急事件却无人施救，因为责任被分散了。用顺口溜记忆：“旁观者莫徘徊——若你思量，快出手帮忙！”提醒自己单独在场时更可能伸手相助。
3. Memory Core Concepts: Encode, Store, Retrieve | 记忆核心概念：编码、存储、提取
Encoding is turning sensory input into a form the brain can use. Think of it as typing a document into a file format—acoustic encoding (sound), visual encoding (image) or semantic encoding (meaning). Semantic encoding creates the strongest memory trace, like when you truly understand a story rather than just hearing its rhythm.
编码是把感官输入转变成大脑可用的形式。把它想成把文件存成某种格式——声学编码（声音）、视觉编码（图像）或语义编码（意义）。语义编码留下的记忆痕迹最强，就像你真正理解一个故事而不只是听到它的节奏。
Storage is keeping information over time. A quick image: a ‘mind warehouse’ with shelves labelled STM (short-term memory) and LTM (long-term memory). Retrieval is pulling stored information back into conscious thought. Tip: the first three letters of ‘retrieve’ are ‘ret’—imagine a retriever dog fetching a memory stick. If retrieval fails, it may be due to decay (memory fading over time) or displacement (new information pushing old information out of a limited-capacity short-term store).
存储是随时间保留信息。快速图像：一个“心灵仓库”，货架上标着短期记忆与长期记忆。提取是把储存的信息拉回到意识中。窍门：“retrieve”的前三个字母是“ret”——想象一只寻回犬叼回记忆棒。如果提取失败，可能是因为消退（记忆随时间淡化）或替代（新信息把容量有限的短时存储里的旧信息挤出去）。
4. The Multi-Store Model: A Tourist Map of Memory | 多存储模型：记忆的游览地图
The multi-store model proposed by Atkinson and Shiffrin describes three separate stores. Sensory memory holds raw incoming information for a fraction of a second—imagine a fleeting sparkler trail. If you pay attention, information moves into short-term memory (STM), a limited-capacity buffer that can hold about 7±2 chunks for around 18–30 seconds. Rehearsal (repeating information) acts as a bus ticket that transfers a memory into long-term memory (LTM), which has unlimited capacity and duration.
阿特金森和谢夫林提出的多存储模型描述了三个独立的存储器。感觉记忆在几分之一秒内保存原始输入信息——想象烟花棒留下的短暂光迹。如果加以注意，信息会进入短时记忆（STM），一个容量有限的缓冲区，可容纳约 7±2 个组块，保持 18–30 秒。复述（重复信息）就像一张公交车票，把记忆送入长时记忆（LTM），长时记忆拥有无限的容量和持续时间。
Use an acronym for the flow: ‘Some Students Love Studying!’ (Sensory → STM → LTM via Study/rehearsal). For decay in STM, picture melting ice cubes; for displacement, picture a crowded lift where one person must step out before another enters. The primacy effect (remembering words at the start of a list) shows LTM at work, while the recency effect (words at the end) shows STM still active.
用缩略词记忆这个流程：“Some Students Love Studying!”（感觉记忆→通过注意进入短时记忆→通过复述进入长时记忆）。对于短时记忆的消退，想象融化的冰块；对于替代，想象一部拥挤的电梯，必须有人先出去别人才进得来。首因效应（记住列表开头的词）显示长时记忆在工作，近因效应（记住末尾的词）则表明短时记忆仍活跃。
5. Eyewitness Testimony & Memory Distortion | 目击证词与记忆扭曲
Eyewitness testimony is an account given by someone who observed an event. Unfortunately, memory is not a video recorder—it can be altered by leading questions. A leading question hints at a desired answer, e.g. ‘How fast was the car speeding when it smashed the wall?’ vs ‘bumped the wall’. The word ‘smashed’ leads to higher speed estimates. To memorise this, imagine a leading dog pulling a question mark on a leash.
目击证词是事件观察者给出的叙述。遗憾的是，记忆不是录像机——它可能被诱导性问题改变。诱导性问题暗示了想要的回答，例如“汽车猛撞墙壁时速度有多快？”对比“碰擦墙壁”。动词“猛撞”会引出更高的速度估计。为记住这一点，想象一只领头犬用牵引绳拉着一个问号跑。
Schema, a mental framework of past experiences, helps us process new information but can distort memory. A student’s schema of an office might include a chair and a desk, so they later ‘remember’ seeing a desk even if there wasn’t one. Think ‘schema = picture frame that fits everything into familiar shapes’. The cocktail party effect—hearing your name in a noisy room—proves that unattended information can still be processed; your schema for your own name never sleeps.
图式，是基于过往经验的心理框架，帮助我们处理新信息，但也会扭曲记忆。一个学生对办公室的图式可能包含椅子和桌子，于是即使现场没有桌子，他们后来也“记得”看到了桌子。把图式想成“画框”，把所有东西都套进熟悉的形状里。鸡尾酒会效应——在嘈杂房间中听到自己的名字——证明未关注的信息仍能被加工；你对自身名字的图式从不休眠。
6. Piaget’s Cognitive Development: Stages & Stepping Stones | 皮亚杰的认知发展：阶段与垫脚石
Piaget viewed children as little scientists who actively build mental schemas. Assimilation is fitting new information into an existing schema—a toddler calling all four-legged animals ‘doggie’. Accommodation is changing the schema when new information doesn’t fit—realising that a horse is not a dog and creating a new category. Remember: ‘Assimilation = same schema absorb’; ‘Accommodation = adjust, change the camp’.
皮亚杰将儿童视为积极构建心理图式的小科学家。同化是把新信息塞进现有图式——幼儿把所有四条腿的动物都叫“狗狗”。顺应则是当新信息不匹配时改变图式——意识到马不是狗，从而建立新类别。速记：“Assimilation = 同一个图式吸收”；“Accommodation = 调整营地，改变图式”。
Egocentrism in the preoperational stage means the child cannot see a situation from another person’s point of view. The famous Three Mountains task shows children picking the image that matches their own perspective. Think of an egg: ‘ego’ in egocentrism, as if the world revolves around the self like a yolk. Conservation is understanding that quantity stays the same even when appearance changes—for example, the same amount of water poured into a tall thin beaker and a short wide one. To remember conservation, think ‘conserva-age’—the age you gain the ability to know that physical properties are conserved despite shape change.
前运算阶段的自我中心主义意味着儿童无法从他人的角度看问题。著名的三山任务中，儿童会选择符合自己视角的图片。谐音记忆：“ego”（自我）就像鸡蛋黄，世界围绕自我转。守恒是理解即使外观变化，数量仍保持不变——例如同样多的水倒入高瘦烧杯和矮粗烧杯。为记住守恒，联想“conserva-age”——到了某个年龄你才懂得物质属性在形状改变后仍被“守”住。
7. Vygotsky’s Sociocultural Toolkit | 维果茨基的社会文化工具箱
Vygotsky emphasised that learning is social, driven by more knowledgeable others (MKOs). The Zone of Proximal Development (ZPD) is the gap between what a learner can do alone and what they can achieve with guidance. Visualise a map: the left bank is ‘can do alone’, the right bank is ‘cannot do at all’, and the river between them is the ZPD where scaffolding takes place.
维果茨基强调学习是社会性的，由知识更丰富的他人（MKO）推动。最近发展区（ZPD）是学习者独立完成水平与在指导下能达到水平之间的区域。想象一幅地图：左岸是“能独立完成”，右岸是“完全不能做”，中间的河流就是最近发展区，在这里进行支架式教学。
Scaffolding is the temporary support an MKO gives to help a learner cross the ZPD. Think of building-site scaffolding that is removed once the structure can stand alone. In the classroom, a teacher might break down a task into small steps or ask leading questions; as the student gains competence, the support is gradually taken away. ‘Scaffold = hold up until you’re bold.’
支架式教学是知识更丰富的他人为帮助学习者跨越最近发展区而提供的临时支持。把它想成建筑工地的脚手架，一旦建筑能自立就拆除。在课堂上，教师可能把任务分解成小步骤或提出引导性问题；随着学生能力增强，支持逐步撤除。速记：“Scaffold = hold up until you’re bold（撑住你直到你勇敢自立）”。
8. Stereotypes, Prejudice & Discrimination: The Trio to Untangle | 刻板印象、偏见与歧视：需厘清的三联概念
A stereotype is a fixed, oversimplified belief about a group—like presuming all teenagers are addicted to screens. Prejudice is the emotional bias or negative feeling towards someone based on their group membership. Discrimination is the actual behaviour that unfairly treats people because of their group. To separate them: ‘Stereotype = the thought (cognitive), Prejudice = the feeling (affective), Discrimination = the action (behaviour).’ Use the mnemonic ‘SPD: thinking, passion, doing’.
刻板印象是对群体的固定、过分简化的信念——比如假设所有青少年都沉迷屏幕。偏见是建立在群体归属基础上的情感偏差或负面感受。歧视则是因群体归属而对人采取的不公正行为。区分方法：“刻板印象=想法（认知）、偏见=感受（情感）、歧视=行动（行为）”。记忆口诀：“SPD：想、情、行”。
Research shows stereotypes can unconsciously affect our judgment, a phenomenon called implicit bias. Fight prejudice with the contact hypothesis: increased positive contact between groups can reduce hostilities. Remember the jigsaw classroom technique, where children from different backgrounds must cooperate to succeed, breaking down stereotypes piece by piece like a jigsaw puzzle.
研究表明，刻板印象会在无意识中影响判断，这被称为内隐偏见。战胜偏见可用接触假说：增加群体间积极的接触能减少敌意。回忆拼图课堂技术：来自不同背景的孩子必须合作才能成功，像拼图一样一片一片打破刻板印象。
9. Mental Health Vocabulary: Depression, Anxiety & Therapy | 心理健康术语：抑郁、焦虑与治疗
Depression in psychology is more than sadness; it is a mood disorder involving persistent low mood, loss of interest (anhedonia), changes in appetite and sleep. Mnemonic: ‘DEEP Sadness’—Drowsy, Eating changes, Empty mood, Pleasure loss. Anxiety is a state of heightened arousal and worry, often accompanied by physical symptoms like a racing heart. Think of the fight-or-flight response stuck in ‘flight’ mode. The acronym ‘ANX’ can remind you: Aroused Nervous eXcess.
心理学上的抑郁不只是悲伤，它是一种心境障碍，涉及持续的情绪低落、兴趣丧失（快感缺失）、食欲和睡眠变化。记忆法：“DEEP Sadness”——昏昏欲睡（Drowsy）、进食改变（Eating changes）、空虚心境（Empty mood）、愉悦感丧失（Pleasure loss）。焦虑是一种高度警觉和担忧的状态，常伴有心跳加速等生理症状。想象战斗或逃跑反应卡在了“逃跑”模式。缩略词“ANX”提醒你：Aroused Nervous eXcess（激活性神经质过量）。
Cognitive Behavioural Therapy (CBT) is an evidence-based treatment that helps people identify and change negative thought patterns. The ABC model explains: Activating event triggers a belief, which leads to a consequence. If you change the belief, the consequence changes too. Picture a triangle with ‘A,B,C’ corners and a therapist adjusting the ‘B’ cog. Together, these key terms give you the language to discuss mental health responsibly and scientifically.
认知行为疗法（CBT）是一种循证治疗方法，帮助人们识别并改变负面思维模式。ABC 模型解释道：激活事件触发信念，信念导致结果。如果改变信念，结果也会改变。想象一个三角，标着 A、B、C，治疗师在调整 B 齿轮。这些核心术语一起为你提供了负责任且科学地讨论心理健康的语言。
10. Research Methods Jargon: Variables, Hypotheses & Ethics | 研究方法术语：变量、假设与伦理
An independent variable (IV) is the factor the researcher changes or manipulates. A dependent variable (DV) is what is measured. Remember: the DV depends on the IV. A simple sentence: ‘The IV alters the DV’. A hypothesis is a testable prediction; an experimental hypothesis states the expected effect (e.g. ‘People who drink caffeine will solve puzzles faster than those who drink water’). Write it as ‘If IV, then DV’ to stick it in memory.
自变量（IV）是研究者改变或操纵的因素。因变量（DV）是测量的结果。记住：DV 依赖于 IV。一句话：“自变量改变因变量”。假设是可检验的预测；实验假设陈述预期效果（例如“饮用咖啡因的人解谜速度比喝水的人更快”）。用“如果 IV，那么 DV”的句式把它刻进记忆。
Ethics are moral principles that protect participants—confidentiality, informed consent, right to withdraw, and protection from harm. Chant the acronym ‘CIRP’ (Confidentiality, Informed consent, Right to withdraw, Protection from harm) to cover the big four. A study must not deceive participants unless absolutely necessary, and full debriefing must follow. These terms demonstrate your understanding of responsible research design.
伦理是保护被试的道德准则——保密、知情同意、退出权和避免伤害。用口诀“CIRP”（保密、知情同意、退出权、保护免受伤害）覆盖四大原则。研究不能欺骗被试，除非绝对必要，且必须事后进行充分的情况说明。这些术语体现了你对负责任的研究设计的理解。
11. Make It Stick: Active Recall & Spaced Repetition | 强化记忆：主动回忆与间隔重复
Active recall means testing yourself without looking at notes—flip a flashcard and retrieve the definition before reading the answer. Pair this with spaced repetition: short review sessions spread over increasing intervals (e.g. 1 day, 3 days, 1 week). This technique strengthens long-term memory more effectively than re-reading. Treat each psychological term as a spike; if you repeat retrieval before the spike fades, you build durable knowledge.
主动回忆指在不看笔记的情况下自测——翻起抽认卡，先回忆定义再看答案。结合间隔重复：把短时复习安排在不同间隔上（例如 1 天、3 天、1 周）。这种方法比反复阅读更能有效巩固长期记忆。把每个心理学术语看作一个记忆信号，在信号消退前重复提取，就能构建持久的知识。
Create term clusters: group social influence terms together on one mind map, development terms on another. Use the Feynman technique—try teaching the term aloud as if to a younger sibling. If you stumble, revisit that definition. The combination of active retrieval and spaced practice is proven by cognitive psychology itself, so you are using psychology to learn psychology.
创建术语集群：把一个思维导图放社会影响术语，另一个放发展术语。使用费曼技巧——试着像教弟弟妹妹一样大声讲解术语。如果卡壳，就回看定义。主动提取与分散练习的结合已被认知心理学自身证明有效，因此你就在用心理学学习心理学。
12. Quick-Reference Glossary: Tables That Tame Tricky Terms | 速查表：驯服难词的表格
Use the table below as a rapid self-check. Cover the right column and see if you can recall the definition from the keyword, then slide across to check.
将下表用作快速自检工具。遮住右栏，看关键词回忆定义，然后移开检查。
| Keyword (English / 中文) | Memory Hook (English / 中文) |
|---|---|
| Conformity / 从众 | ‘Con-form’ to fit the group / 融入群体“塑形” |
| Bystander effect / 旁观者效应 | Bystanders stand by when in a crowd / 人越多越袖手旁观 |
| STM / 短时记忆 | 7±2 chunks, short shelf life / 7±2个组块，保质期短 |
| LTM / 长时记忆 | Unlimited library / 无限书架 |
| Assimilation / 同化 | Absorb into same schema / 吸纳进同一个图式 |
| Accommodation / 顺应 | Adjust the schema ‘accommodation’ / 调整图式“住所” |
| ZPD / 最近发展区 | River between alone and cannot / 独自会与不会之间的河 |
| CBT / 认知行为疗法 | ABC: Activating event, Belief, Consequence / 激活事件、信念、结果 |
| IV & DV / 自变量与因变量 | IV changes, DV depends / 自变量改变，因变量依赖 |
Review this table once a week, and when you feel confident, reconstruct it on blank paper from memory. This transforms passive reading into active recall and cements the vocabulary for your OCR Psychology journey.
每周回顾一次此表，当你有信心时，在白纸上凭记忆重建它。这会将被动阅读变成主动回忆，为你的 OCR 心理学之旅巩固词汇。
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