📚 Year 8 WJEC Psychology: Vocabulary and Terminology Quick Memory Guide | WJEC 八年级心理学：词汇术语速记指南
Mastering psychological terminology is the first step to thinking like a psychologist. This guide breaks down the key terms you will encounter in Year 8 WJEC Psychology and gives you simple, memorable tricks to lock each word into your long-term memory. Read each entry in English first, then review the Chinese explanation – the paired bilingual approach will strengthen your recall for both the exam and real-life understanding.
掌握心理学专业术语，是像心理学家一样思考的第一步。本指南将分解你在 WJEC 八年级心理学课程中会遇到的关键术语，并为每个单词提供简单易记的技巧，将它们牢牢锁进你的长期记忆。请先读英文定义，再对照中文解释——这种双语配对学习法能强化你在考试和现实理解中的回忆能力。
1. Classical Conditioning | 经典条件反射
Classical conditioning is learning through association, where a neutral stimulus becomes linked to a response after being paired with a stimulus that naturally triggers that response. The core terms are: Unconditioned Stimulus (UCS) – something that automatically causes a reaction (e.g., food); Unconditioned Response (UCR) – the natural reaction (e.g., salivation); Neutral Stimulus (NS) – something that initially produces no specific response (e.g., a bell before training); Conditioned Stimulus (CS) – the previously neutral stimulus after it has been paired with the UCS (e.g., the bell after conditioning); Conditioned Response (CR) – the learned response to the CS (e.g., salivation to the bell).
经典条件反射是通过联想进行学习，指一个中性刺激在与一个自然引发反应的刺激反复配对后，变得能够引发该反应。核心术语有：无条件刺激（UCS）——自动引起反应的事物（如食物）；无条件反应（UCR）——自然的反应（如唾液分泌）；中性刺激（NS）——起初不引发特定反应的事物（如训练前的铃声）；条件刺激（CS）——与 UCS 配对后原本中性的刺激（如条件作用后的铃声）；条件反应（CR）——对 CS 的习得反应（如听到铃声分泌唾液）。
Use the story of Pavlov’s dogs as a mnemonic: Uncle Charles Salivates, Uncle Charles Reacts, No Slobber, Change Sound, Change Reaction. Imagine Uncle Charles drooling (UCR) when he sees pizza (UCS). Then you ring a bell (NS) just before the pizza appears; soon the bell alone makes him drool (CS → CR). This chain helps you recall the sequence UCS-UCR, NS, CS-CR.
用巴甫洛夫的狗的故事来助记：Uncle Charles 流口水（UCR）当他看到披萨（UCS）时；你在他看到披萨前先摇铃（NS），不久后铃声单独就能让他流口水（CS → CR）。用这个形象的故事把 UCS-UCR, NS, CS-CR 的顺序串联起来。
2. Operant Conditioning | 操作性条件反射
Operant conditioning is learning through consequences. Positive reinforcement means adding a pleasant stimulus to increase a behaviour; negative reinforcement means removing an unpleasant stimulus to increase a behaviour; positive punishment means adding an unpleasant stimulus to decrease a behaviour; negative punishment means removing a pleasant stimulus to decrease a behaviour. Remember: reinforcement always aims to strengthen a behaviour, while punishment aims to weaken it.
操作性条件反射是通过后果进行学习。正强化指增加愉快刺激以增加行为；负强化指移除不愉快刺激以增加行为；正惩罚指增加不愉快刺激以减少行为；负惩罚指移除愉快刺激以减少行为。记住：强化总是为了增强行为，惩罚总是为了减弱行为。
Use the “ADD/REMOVE + WANTED/UNWANTED” grid. Visualise a vending machine: if you put money in (behaviour) and get a snack (positive reinforcement), you will repeat the behaviour. If a loud buzzer stops when you fasten your seatbelt (negative reinforcement), you learn to buckle up. A detention given for talking (positive punishment) reduces talking; losing screen time for breaking a rule (negative punishment) reduces the misbehaviour. Picture the “+” and “−” signs as mathematical operations: add pleasant = R+, remove unpleasant = R-, add unpleasant = P+, remove pleasant = P-.
用“增加/移除 + 想要/不想要”的格子来记忆。想象一台自动售货机：你投币（行为）并得到零食（正强化），就会重复行为。如果系上安全带后刺耳的蜂鸣声消失（负强化），你就学会了扣安全带。因说话被罚留堂（正惩罚）会减少说话；因违反规则被剥夺屏幕时间（负惩罚）会减少不当行为。将“+”和“-”想象成数学运算：加愉快 = R+，减不愉快 = R-，加不愉快 = P+，减愉快 = P-。
3. Multi-Store Model of Memory | 记忆的多存储模型
Atkinson and Shiffrin proposed that memory consists of three separate stores: sensory memory, short-term memory (STM), and long-term memory (LTM). Information enters through sensory memory, where it lasts only a fraction of a second. If we pay attention, it moves to STM, which has limited capacity (7±2 chunks) and limited duration (about 15–30 seconds). Through maintenance rehearsal (repeating information), it can be transferred to LTM, which has potentially unlimited capacity and duration. Retrieval involves bringing information from LTM back to STM.
阿特金森和希夫林提出，记忆由三个独立存储系统构成：感觉记忆、短时记忆（STM）和长时记忆（LTM）。信息首先进入感觉记忆，仅持续几分之一秒。如果我们注意，信息便进入 STM，STM 的容量有限（7±2 个组块），持续时间也有限（约 15–30 秒）。通过维持性复述（重复信息），它可以被转入 LTM，LTM 的容量和持续时间几乎是无限的。提取就是把信息从 LTM 带回到 STM。
Mnemonic: “Sally Sells Tea Leaves” – Sensory, Short-term, Transfer, Long-term. Or picture a leaky three-part sink: the first tray catches rain (sensory), but it drains quickly unless you cup your hands (attention) and hold 7 marbles (STM). To keep the marbles permanently, you must keep reciting a poem (rehearsal) and move them into a large bucket (LTM). When you need a marble, you fetch it back into your hand (retrieval). This visual will remind you of the flow and limits of the model.
助记法：“Sally 卖茶叶”（Sensory, Short-term, Transfer, Long-term）的首字母。或者想象一个有漏洞的三格水槽：第一个托盘接雨水（感觉记忆），但很快就会流光，除非你用双手捧住 7 颗弹珠（STM）。要永久保存弹珠，你必须不停地背诵一首诗（复述）并把弹珠移到一只大水桶（LTM）里。需要时再取回手中（提取）。这个画面能帮你记住模型的流程和局限。
4. Working Memory Model | 工作记忆模型
Baddeley and Hitch argued that STM is not a single store but a system of several components. The central executive directs attention and coordinates the two slave systems: the phonological loop (deals with spoken and written material, split into the phonological store and an articulatory control process) and the visuospatial sketchpad (handles visual and spatial information). Later, the episodic buffer was added to integrate information across systems and link to LTM.
巴德利和希奇认为 STM 并非单一存储，而是由多个成分组成的系统。中央执行器负责分配注意资源，并协调两个从属系统：语音回路（处理口语和书面材料，分为语音存储和发音控制过程）和视空间画板（处理视觉与空间信息）。后来还加入了情景缓冲器，用以整合各系统的信息并与 LTM 相联。
Memory hack: “CEP-VP-EB” – Central Executive, Phonological Loop, Visuospatial Sketchpad, Episodic Buffer. Visualise a CEO (central executive) in an office, with two assistants: one is constantly whispering a phone number to herself (phonological loop), and the other is drawing a map (visuospatial sketchpad). The CEO later stores the combined report in a binder labelled “Episodes” (episodic buffer). This scene gives you a mental anchor for each component and its function.
记忆技巧：“CEP-VP-EB”——中央执行器、语音回路、视空间画板、情景缓冲器。想象一个办公室里有一位 CEO（中央执行器），他有两个助手：一位不停地对自己低语电话号码（语音回路），另一位在画地图（视空间画板）。后来 CEO 把合并的报告存入一本标着“情景”的活页夹中（情景缓冲器）。这个场景为每个成分及其功能提供了心理锚点。
5. Social Influence: Conformity | 社会影响：从众
Conformity is a change in behaviour or belief due to real or imagined group pressure. Key types: normative social influence – conforming to be liked, accepted, or to avoid rejection; informational social influence – conforming because you believe the group has more accurate information, often in ambiguous situations. Asch’s line experiment demonstrated the power of conformity, where participants agreed with a clearly wrong majority to fit in.
从众是指因真实或想象中的群体压力而导致行为或信念的改变。关键类型：规范社会影响——为了被喜欢、被接纳或避免拒绝而从众；信息社会影响——因为相信群体拥有更准确的信息而从众，常发生在模糊情境中。阿希的线段实验证明了从众的力量，被试为了合群而同意明显错误的大多数。
Think of “Norm = Normal, Info = Insight”. When you laugh at a joke you don’t understand because everyone else is laughing, that’s normative – you want to be seen as normal. When you follow the crowd’s path out of a fire alarm because you genuinely think they know the way, that’s informational – you rely on their insight. Link the two to an N for Need-to-fit-in and I for I-don’t-know-better. Picture a stick figure trying on the same clothes as peers (norm) or copying the exam answers of a clever friend (info).
把“Norm”想成“正常”，把“Info”想成“信息”。当你因为大家都在笑而跟着笑一个你并不理解的笑话时，那就是规范影响——你希望被看作正常。当你跟随人群从火警出口逃跑，因为你真心认为他们知道路，那就是信息影响——你依赖他们的判断。将两者与 N 和 I 联系起来：N = 需要融入，I = 我不知道哪个更好。想象一个火柴人试穿和同伴一样的衣服（规范），或者照抄聪明朋友的考试答案（信息）。
6. Obedience | 服从
Obedience is following a direct order from an authority figure, even when it conflicts with personal conscience. Milgram’s study showed that ordinary people were willing to administer what they believed were severe electric shocks to another person simply because an experimenter told them to. Factors affecting obedience include the proximity of the authority figure, the prestige of the authority, and the presence of disobedient peers.
服从是指遵从权威人物的直接指令，即使这与个人良知相抵触。米尔格拉姆的研究表明，普通人愿意对另一个人施加他们认为严重的电击，仅仅因为实验者要求他们这样做。影响服从的因素包括权威人物的接近程度、权威的声望以及是否有不服从的同伴在场。
Use the acronym P.A.P.E.R. – Prestige, Authority proximity, Peer rebellion, Ethical concerns, Results. Imagine a clipboard-wearing experimenter (authority) standing right behind you (proximity), wearing a lab coat (prestige). If another participant refuses to continue (peer rebellion), your own obedience drops. Milgram’s findings were that 65% of participants went to the maximum voltage level. Visualise a shock generator with 30 switches and a sign saying “65% went all the way” to anchor the shocking statistic.
用首字母缩写 P.A.P.E.R. 来记忆：声望（Prestige）、权威接近程度（Authority proximity）、同伴反抗（Peer rebellion）、伦理关切（Ethical concerns）、结果（Results）。想象一位拿着写字板的实验者（权威）紧贴在你身后（接近程度），穿着白大褂（声望）。如果另一位被试拒绝继续（同伴反抗），你的服从就会下降。米尔格拉姆发现 65% 的被试一路按到了最高电压。想象一个电击发生器上有 30 个开关，旁边贴着“65% 都按到了底”的标志，来记住这个惊人的数据。
7. Attitudes and Prejudice | 态度与偏见
An attitude is an evaluative judgement (positive, negative, or neutral) about an object, person, or event. It has three components: affective (feelings), behavioural (actions), and cognitive (thoughts/beliefs), known as the ABC model. Prejudice is a rigid, unfair, and negative attitude towards a group of people, whereas discrimination is the actual behaviour that results from prejudice. Stereotypes are oversimplified, fixed ideas about a group.
态度是对某个对象、人或事件的评价性判断（积极、消极或中性）。它包含三个成分：情感成分（感受）、行为成分（行动）和认知成分（想法/信念），即 ABC 模型。偏见是一种对人群僵化、不公且消极的态度，而歧视是由偏见导致的实际行为。刻板印象是对某个群体过于简化且固定的看法。
Remember the ABC: A (Affect – how you feel), B (Behaviour – how you act), C (Cognition – what you think). For prejudice, add D for Discrimination (the action). Think of a triangle: the top is A (angry feeling), bottom left B (boycott the shop), bottom right C (belief they are all lazy). Prejudice leads to the arrow D – treating someone unfairly. Use a simple rhyme: “ABC builds attitude, D turns it into a bruise.” This reminds you prejudice (attitude) can hurt when it becomes discrimination.
记住 ABC：A（情感——你的感受），B（行为——你的行动），C（认知——你的想法）。对于偏见，加上 D 代表歧视（行为）。想象一个三角形：顶角是 A（生气的情绪），左下角是 B（抵制那个商店），右下角是 C（相信他们都很懒惰）。偏见导致箭头 D——不公平地对待他人。用一句简单的押韵：“ABC 构建态度，D 让它留下淤青。”这提醒你偏见（态度）一旦变成歧视就会伤人。
8. The Brain: Key Areas | 大脑：关键区域
In Year 8 psychology, you need to recognise basic brain regions: frontal lobe – involved in decision-making, problem-solving, and personality; temporal lobe – processes auditory information and memory; parietal lobe – handles sensory information like touch and spatial awareness; occipital lobe – processes visual information. The cerebellum controls balance and coordinated movement, while the brainstem regulates automatic functions such as breathing and heart rate.
在八年级心理学中，你需要认识基本的大脑区域：额叶——参与决策、问题解决和个性；颞叶——处理听觉信息和记忆；顶叶——处理触觉和空间意识等感觉信息；枕叶——处理视觉信息。小脑控制平衡与协调运动，脑干则调节呼吸和心跳等自主功能。
Use a fist model: hold up your hand, palm facing away. Your four fingers folded over the thumb represent the cerebrum. The very front (knuckles) is the frontal lobe (control centre), the side of your index finger is temporal (ears/temple), the top of the hand is parietal (touch sensor), and the back of the hand is occipital (sight). Your wrist is the brainstem (life support), and the fleshy part at the base of your palm is the cerebellum (balance). Name each part as you touch it: “Frontal thinker, temporal listener, parietal feeler, occipital watcher, cerebellum dancer, brainstem breather.”
用拳头模型：伸出手，掌心朝外。四指弯曲覆在大拇指上代表大脑皮层。指关节处是额叶（控制中心），食指侧面是颞叶（耳朵/太阳穴），手背顶部是顶叶（触觉传感器），手背是枕叶（视觉）。手腕是脑干（生命支持），手掌根部肉垫是小脑（平衡）。一边触摸一边命名：“额叶思考者，颞叶倾听者，顶叶感觉者，枕叶观察者，小脑舞蹈家，脑干呼吸机。”
9. Research Methods: Key Terms | 研究方法：关键术语
Understanding research terms helps you evaluate studies. A hypothesis is a testable prediction. The independent variable (IV) is the factor the researcher manipulates; the dependent variable (DV) is the factor measured. A control group provides a baseline for comparison. Experiments can be lab (high control, artificial), field (real setting, less control), or natural (researcher observes naturally occurring IV). Sampling methods include random (everyone has equal chance) and opportunity (whoever is available). Validity is whether a study measures what it intends to; reliability is the consistency of results.
理解研究术语有助于你评价各项研究。假设是一个可检验的预测。自变量（IV）是研究者操纵的因素；因变量（DV）是被测量的因素。控制组提供用于比较的基线。实验可分为实验室实验（高控制但人为）、现场实验（真实环境，控制较少）或自然实验（研究者观察自然发生的自变量）。抽样方法包括随机抽样（每个人都有同等机会）和机会抽样（谁方便就选谁）。效度指研究是否测量了它想要测量的东西；信度指结果的一致性。
Create a mnemonic sentence: “In Dumbo’s Village, Clever Rats Often Nest.” The first letters give you IV, DV, Control, Random, Opportunity, Natural. For validity vs reliability, picture a dartboard: a valid study hits the bullseye (accuracy), while a reliable study hits the same spot repeatedly, even if it is not the centre (consistency). Imagine an archer: arrows tight together but off-centre = reliable not valid; arrows scattered = neither; arrows tight in the centre = both valid and reliable.
编一个助记句：“In Dumbo’s Village, Clever Rats Often Nest.” 首字母对应 IV, DV, Control, Random, Opportunity, Natural。对于效度和信度，想象一个飞镖靶：有效的研究命中靶心（准确性），而可靠的研究则重复命中同一点，哪怕不中靶心（一致性）。想象一位弓箭手：箭矢集中却偏离中心 = 可靠但无效；箭矢散乱 = 两者皆无；箭矢集中且中靶心 = 既有效又可靠。
10. Ethical Issues in Psychology | 心理学中的伦理问题
Ethical guidelines protect participants from harm. Key principles include: informed consent – participants must know the true nature of the study and agree to take part; right to withdraw – participants can leave at any time without penalty; deception – should be avoided, but if used, researchers must debrief afterwards; confidentiality – personal data must be kept private; protection from harm – no physical or psychological harm should occur; and debriefing – revealing the true purpose after the study to restore well-being.
伦理准则保护参与者免受伤害。关键原则包括：知情同意——参与者必须了解研究的真实性质并同意参与；退出权——参与者可随时退出而不会受到惩罚；欺骗——应尽量避免，如果使用，研究者必须在事后进行事后解释；保密——个人数据必须保密；免受伤害——不得发生身心伤害；以及事后解释——研究结束后说明真实目的以恢复参与者的身心健康。
Use the acronym C.R.I.D.D.P.: Consent, Right to withdraw, Identification of deception, Debriefing, Data confidentiality, Protection from harm. Think of a friendly researcher named “Criddyp” who always asks “May I?”, says “You can leave anytime,” later explains “I tricked you, here’s why,” shreds your personal forms, and ensures you feel okay. This personalisation makes the abstract rules concrete and memorable.
用首字母缩写 C.R.I.D.D.P. 来记：同意 (Consent)、退出权 (Right to withdraw)、欺骗说明 (Identification of deception)、事后解释 (Debriefing)、数据保密 (Data confidentiality)、免受伤害 (Protection)。想象一位名叫“克里迪普”的友善研究者，他总是先问“我可以吗？”，说“你随时可以离开”，随后解释“我骗了你，原因是……”，撕碎你的个人表格，并确保你感觉良好。这种拟人化让抽象的规则变得具体易记。
11. Quick Glance Glossary | 速查词汇表
Here is a summary table of the core terms covered in this guide. Use it for last-minute revision before your exam – cover the English or Chinese column and test yourself.
下面汇总了本指南中涵盖的核心术语速查表。可用于考前最后一分钟的复习——遮住英文或中文栏自我测试。
| English Term | 中文术语 |
|---|---|
| Unconditioned Stimulus (UCS) | 无条件刺激 |
| Conditioned Response (CR) | 条件反应 |
| Positive Reinforcement | 正强化 |
| Negative Punishment | 负惩罚 |
| Sensory Memory | 感觉记忆 |
| Phonological Loop | 语音回路 |
| Normative Social Influence | 规范社会影响 |
| Obedience | 服从 |
| Affective Component (ABC) | 情感成分 (ABC 模型) |
| Frontal Lobe | 额叶 |
| Independent Variable (IV) | 自变量 |
| Informed Consent | 知情同意 |
12. Bringing It All Together | 综合应用
The most effective way to remember these terms is to connect them to your own experiences. When you hear about a celebrity advertising a product in a way that makes you like it, ask yourself: is that classical conditioning associating the star (CS) with positive feelings (CR)? When your teacher praises a classmate for putting their hand up, note that this positive reinforcement is shaping behaviour. If you copy an answer because you genuinely think the other person knows more, you’re experiencing informational social influence. Applying the terminology to daily life transforms abstract words into useful tools.
记忆这些术语最有效的方法，是把它们和自己的经历联系起来。当你看到某个名人代言产品让你产生好感时，问问自己：这是不是经典条件反射，把明星（CS）与积极感受（CR）建立了联结？当老师表扬一位同学举手发言时，注意这种正强化正在塑造行为。如果你因为真心认为别人更懂而抄了答案，你就在经历信息社会影响。将术语应用于日常生活，能把抽象词汇变为实用的思维工具。
Regularly quiz yourself using the table above, and try to explain each concept to a friend or family member without looking at your notes. Teaching someone else is one of the deepest forms of retrieval practice and will secure these terms firmly in your long-term memory.
经常用上面的表格自测，并试着在不看笔记的情况下向朋友或家人解释每一个概念。教别人是最深度的提取练习形式之一，会把这些术语牢牢地巩固在你的长时记忆中。
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