📚 Year 9 AQA Psychology: Quick Guide to Memorising Key Terms | Year 9 AQA 心理学：核心术语速记指南
Mastering psychology vocabulary is your first step towards exam success. This guide will take you through must-know terms for Year 9 AQA Psychology, pairing each concept with simple memorisation tricks. Read on to build a solid foundation of specialist language.
掌握心理学词汇是迈向考试成功的第一步。这份指南将带你学习 Year 9 AQA 心理学的必知术语，每个概念都配有简单的记忆技巧。请继续阅读，打好专业语言的坚实基础。
1. Why Terminology Matters in Psychology | 心理学中术语为何重要
In AQA Psychology, examiners expect you to use precise terms rather than everyday language. Saying ‘short-term memory capacity is limited’ instead of ‘I can only hold a few things in my head at once’ shows real understanding and earns higher marks.
在 AQA 心理学中，考官期望你使用准确的术语，而不是日常用语。说“短时记忆容量有限”，而不是“我脑袋里一次只能装几件事”，能展示真正的理解，拿到更高分数。
Key terms also act as signposts that structure your answers. When you correctly label a process such as ‘retrieval failure’, you immediately signal to the examiner that you grasp the theory behind the question.
核心术语也是组织答案的路牌。当你正确使用“提取失败”这样的术语时，你就立即向考官表明你掌握了题目背后的理论。
Moreover, specialist vocabulary makes revision more efficient. Clusters of terms (encoding, storage, retrieval) are linked concepts that help you chunk information, reducing cognitive load during exams.
此外，专业词汇能提高复习效率。成组的术语（编码、存储、提取）是相互关联的概念，有助于你组块信息，在考试时减轻认知负担。
2. Encoding, Storage and Retrieval | 编码、存储与提取
Encoding is the process of transforming sensory input into a format that can be placed into memory. For example, when you read a word and transform it into a sound, you are encoding it acoustically.
编码是将感觉输入转化为可以存入记忆的形式的过程。比如，你读到一个词并将其转化为声音，你就是在对它进行声学编码。
Storage refers to the retention of encoded material over time. Memories are not stored as exact copies; they are reconstructed using schemas, which are mental frameworks built from past experience.
存储指的是已编码材料随时间的保留。记忆并不是原样储存，而是利用图式（基于过去经验形成的心理框架）重新建构的。
Retrieval is the process of accessing stored information and bringing it into conscious awareness. This can happen through recognition (e.g., multiple-choice) or free recall (e.g., writing an essay).
提取是访问已储存信息并使其进入意识的过程。这可以通过再认（如选择题）或自由回忆（如写论文）来实现。
A helpful mnemonic is ‘Every Smart Rat’ – Encoding, Storage, Retrieval. Picture a clever rat organising its cheese stash to strengthen the link.
一个有用的记忆法是“聪明鼠”（Every Smart Rat）——编码、存储、提取。想象一只聪明的老鼠在整理它的奶酪储藏，以此来强化联结。
3. Sensory Register and Attention | 感觉寄存与注意
The sensory register holds information from all five senses for a very brief moment. Iconic memory (visual) lasts about 0.3 seconds, while echoic memory (auditory) can last 2-3 seconds.
感觉寄存器在极短瞬间内保存来自全部五种感觉的信息。图像记忆（视觉）持续约 0.3 秒，而声像记忆（听觉）可维持 2-3 秒。
Its capacity is huge but unprocessed. Most sensory information decays rapidly unless we pay attention to it. Attention acts as a filter that selects which information passes into short-term memory.
它的容量巨大但未经加工。除非我们给予注意，否则大部分感觉信息都会快速消退。注意就像一个过滤器，选择哪些信息进入短时记忆。
Psychologists often describe attention using the ‘cocktail party effect’: you can focus on one conversation in a noisy room, yet still notice your own name being spoken elsewhere. This shows that unattended information is sometimes semantically processed.
心理学家常用“鸡尾酒会效应”来描述注意：你能在嘈杂房间里聚焦一个谈话，却仍会注意到别处有人喊你的名字。这表明未被注意的信息有时也能得到语义加工。
Remember: Sensory register is like a high-speed camera, snapping everything but keeping almost nothing without attention.
记住：感觉寄存器像一台高速相机，拍下一切画面，但若无注意，则几乎不留存。
4. Short-Term Memory (STM) and Long-Term Memory (LTM) | 短时记忆与长时记忆
Short-term memory has a limited capacity of around 7±2 items, as proposed by George Miller (1956). You can briefly hold about seven chunks of information, such as a phone number, before it fades or is displaced.
短时记忆容量有限，约为 7±2 个组块，由乔治·米勒（1956）提出。你能短暂容纳大约七个信息组块，例如一个电话号码，然后它就会消失或被挤掉。
The duration of STM is around 18-30 seconds without rehearsal, demonstrated by Peterson and Peterson (1959) using nonsense trigrams and a counting distractor task. Rehearsal can keep information in STM longer.
短时记忆在没有复述的情况下，持续时间约为 18-30 秒，这由彼得森夫妇（1959）用无意义三字母组和倒计数干扰任务证实。复述能让信息在短时记忆中保持更久。
STM mainly encodes information acoustically. Conrad (1964) found that people confused letters that sounded similar (e.g., V and B) even when they were presented visually, supporting acoustic encoding.
短时记忆主要以声学方式编码。康拉德（1964）发现，即使视觉呈现，人们仍容易混淆发音相似的字母（如 V 和 B），这支持了声学编码的观点。
Long-term memory, in contrast, has a potentially unlimited capacity and duration. Its encoding is predominantly semantic – based on meaning. Baddeley (1966) found that words with similar meanings caused confusion in LTM, not words that sounded alike.
相比之下，长时记忆的容量和持续时间可以说是无限的。它的编码主要是语义性的——基于意义。巴德利（1966）发现，意义相似的词汇会干扰长时记忆，而非发音相似的词汇。
To visualise, think of STM as the RAM of a computer – fast but limited – while LTM is the hard drive, storing vast amounts of data permanently.
为方便记忆，可以把短时记忆看作电脑内存——快但容量小，而长时记忆是硬盘，能永久储存海量数据。
5. The Multi-Store Model of Memory | 多存储记忆模型
Atkinson and Shiffrin (1968) proposed the multi-store model, which describes memory as a linear flow of information through three distinct stores: sensory register, short-term memory and long-term memory.
阿特金森和谢夫林（1968）提出了多存储模型，该模型将记忆描述为信息线性流经三个独立存储器的过程：感觉寄存器、短时记忆和长时记忆。
Information enters the sensory register and, if attention is paid, moves to STM. Through maintenance rehearsal (repeating information), it can stay in STM and eventually be transferred into LTM for permanent storage.
信息进入感觉寄存器，如果给予注意，就进入短时记忆。通过维持性复述（重复信息），信息能在短时记忆中保持，并最终转存到长时记忆，成为永久储存。
According to the model, each store differs in capacity, duration and encoding. A key strength is that it inspired a huge amount of research; however, it oversimplifies memory by treating STM and LTM as single, unitary stores.
根据该模型，每个存储器的容量、持续时间和编码方式都不同。它的一个重要优势是激发了大量研究；不过，它把短时记忆和长时记忆都视作单一整体，这过度简化了记忆。
Think of the model as a library: sensory register is the book display window, attention is the librarian pulling a book, STM is the reading desk, and rehearsal is the book being catalogued into LTM (the vast archive).
可以将这个模型想象成图书馆：感觉寄存器是展示橱窗，注意是管理员拿出书，短时记忆是阅览桌，复述就像把书编目后存入长时记忆这座庞大的档案馆。
6. Forgetting: Interference and Retrieval Failure | 遗忘：干扰与提取失败
One major explanation for forgetting is interference theory, which states that memories can disrupt each other. Proactive interference occurs when old learning blocks new recall (e.g., struggling to remember a new password because the old one keeps coming to mind).
对遗忘的一大解释是干扰理论，认为记忆会彼此干扰。前摄干扰指的是旧的学习阻碍了新的回忆（例如，因为旧密码不断冒出来而难以记住新密码）。
Retroactive interference is the reverse: new learning disrupts the recall of old information. Studying French after Spanish can make previously learned Spanish vocabulary harder to retrieve.
倒摄干扰则相反：新的学习扰乱了旧信息的回忆。学完西班牙语再学法语的经历，可能使你更难提取先前记住的西班牙语词汇。
Another explanation is retrieval failure due to absence of cues. This is often called cue-dependent forgetting. Context-dependent failure means you recall better in the same physical environment where you learned the material.
另一种解释是由于线索缺失导致的提取失败，常被称为线索依赖遗忘。语境依赖失败意味着，当你处于学习时的同一物理环境中，回忆效果会更好。
State-dependent forgetting occurs when your internal state (e.g., mood, level of alertness) differs between learning and recall. Being calm during revision but anxious in the exam can hinder retrieval.
状态依赖遗忘是指学习与回忆时的内部状态（如情绪、警觉程度）不匹配。复习时平静、考试时焦虑，就可能阻碍提取。
Use the mnemonic ‘PIRaTe’: Proactive interference, Interference (retroactive), Retrieval failure – to remember three types of forgetting.
用“PIRaTe”这个助记词：Proactive interference（前摄干扰）、Interference retroactive（倒摄干扰）、Retrieval failure（提取失败），记住三种遗忘类型。
7. Research Design: Experiments, Observations and Questionnaires | 研究设计：实验、观察与问卷
Experiments are the most powerful method for establishing cause-and-effect relationships. In a laboratory experiment, the researcher manipulates an independent variable and measures its effect on a dependent variable while controlling extraneous variables.
实验是确立因果关系最有力的方法。在实验室实验中，研究者操纵一个自变量，并测量它对因变量的影响，同时控制额外变量。
Field experiments take place in natural settings, offering greater ecological validity, but control over confounding variables is often harder. Natural experiments exploit naturally occurring changes (e.g., a new school policy), and the independent variable is not directly manipulated.
现场实验在自然环境中进行，生态效度更高，但往往更难控制混淆变量。自然实验则利用自然发生的变化（如新校规），自变量并不被直接操纵。
Observations involve watching and recording behaviour without direct manipulation. Overt observation (participants know they are watched) raises issues of demand characteristics, while covert observation raises ethical concerns about deception.
观察法是在不直接操纵的情况下，观察并记录行为。显性观察（被试知道被观察）会引发需求特征问题，而隐性观察则带来欺骗的伦理关切。
Questionnaires and interviews are self-report techniques used to gather data on attitudes, opinions and behaviours. A strength is that they can collect large amounts of data quickly, but respondents may give socially desirable answers rather than truthful ones.
问卷和访谈是用于收集态度、观点和行为数据的自我报告技术。优点是能快速采集大量数据，但受访者可能给出符合社会期望而非真实的答案。
Think of methods as tools: an experiment is a scalpel, precise for causality; an observation is a magnifying glass; and a questionnaire is a wide-angle lens for surveying large groups.
把研究方法想象成工具：实验是手术刀，精确探究因果；观察是放大镜；问卷则是广角镜头，适合调查大群体。
8. Variables and Hypotheses | 变量与假设
The independent variable (IV) is the factor that the researcher changes or manipulates. In a study on sleep and test scores, the amount of sleep given to participants would be the IV.
自变量（IV）是研究者改变或操纵的因素。在一项关于睡眠与考试成绩的研究中，给予参与者的睡眠时长就是自变量。
The dependent variable (DV) is what is measured; it is the outcome that may be affected by the manipulation of the IV. In the same study, the test scores are the DV.
因变量（DV）是被测量的内容；它是可能受自变量操纵影响的结果。在同一研究中，考试成绩就是因变量。
Extraneous variables are any variables other than the IV that could affect the DV. Researchers try to control them to ensure a fair test. Confounding variables are those that actually change alongside the IV, making it impossible to determine the true cause of any effect.
额外变量是指除自变量外，可能影响因变量的任何变量。研究者努力控制它们以确保公平测试。混淆变量则是那些确实与自变量同时变化、导致无法确定真正原因的变量。
A hypothesis is a clear, testable prediction. An experimental hypothesis states the expected effect of the IV on the DV, while a null hypothesis predicts that any observed difference is due to chance alone.
假设是一个清晰、可检验的预测。实验假设陈述了自变量对因变量预期的效应，而零假设则预测任何观察到的差异都纯属偶然。
Operationalisation is the process of clearly defining variables in measurable terms. Instead of ‘memory will improve’, you might operationalise the DV as ‘the number of words correctly recalled from a list of 20’.
操作化是用可测量的方式明确定义变量的过程。不应说“记忆会变好”，而可以把这个因变量操作化定义为“从 20 个单词中正确回忆出的数量”。
9. Ethical Vocabulary in Psychology | 心理学中的伦理术语
Informed consent means that participants must know the aim and procedure of a study and agree to take part voluntarily. For under-16s, parental or guardian consent is also required.
知情同意意味着被试必须了解研究的目的和程序，并自愿同意参加。未满 16 岁的参与者还需要父母或监护人的同意。
Deception refers to deliberately misleading or withholding information from participants. While minor deception is sometimes permitted, it must be justified and a full debrief must follow.
欺骗是指故意误导被试或向其隐瞒信息。虽然有时允许轻微的欺骗，但必须说明理由，并在事后进行充分的释疑。
Debriefing is the process of informing participants about the true nature of the study after it ends, especially if deception was used. It aims to restore participants to their original state and allow them to withdraw their data.
事后解释（释疑）是在研究结束后告知被试研究真实性质的过程，尤其当使用了欺骗时。它旨在让被试恢复原状，并允许他们撤回自己的数据。
Right to withdraw ensures that participants can leave the study at any time without penalty. Their data can also be removed if they choose later. Protection from harm means participants must not experience physical or psychological distress beyond what they would encounter in daily life.
退出权确保被试可以随时退出研究，而不受惩罚。如果事后选择，他们的数据也可以被删除。免受伤害意味着被试不应经历超出日常生活中可能遭遇的身心痛苦。
Confidentiality requires that all personal data be kept anonymous and secure. Participants are usually identified by codes instead of names, and their information is not shared without permission.
保密性要求所有个人信息匿名并安全保存。被试通常以代码而非姓名标识，未经允许不得分享其信息。
10. Mnemonics for Memorising Psychology Terms | 术语速记记忆术
Creating vivid mental images is one of the most effective ways to lock in vocabulary. For ‘proactive interference’, imagine an old broken key (old memory) jamming a lock and preventing a new key from entering.
创建生动的心理意象是锁定词汇最有效的方法之一。对于“前摄干扰”，可以想象一把旧钥匙（旧记忆）卡在锁里，阻挡新钥匙进入。
Acronyms turn a list of terms into a memorable word or phrase. For the three memory processes, ‘ESR’ (Encoding → Storage → Retrieval) can be visualised as an ESR test, or you might use ‘Every Smart Rat’ as a silly sentence.
首字母缩略词能将一串术语变成易记的词或短语。对于三个记忆过程，“ESR”（编码→存储→提取）可想象成一个ESR测试，或者用“Every Smart Rat”这类有趣的句子来助记。
The method of loci, or memory palace, asks you to place terms along a familiar route. Imagine walking through your house: place ‘sensory register’ at the front door, ‘attention’ at the hallway mirror, ‘STM’ on the kitchen table, and ‘LTM’ in your bedroom wardrobe.
位置记忆法（记忆宫殿）要求你把术语安放在熟悉的路线中。想象自己在屋子里走动：把“感觉寄存器”放在大门口，“注意”在走廊镜子，“短时记忆”在厨房餐桌，“长时记忆”在卧室衣柜。
Rhymes and rhythm also boost recall. Try chanting ‘STM, seven plus or minus two, that’s the limit just for you!’ The silliness makes it stick.
押韵和节奏也能促进回忆。试着念：“短时记忆七加减二，就是你的容量限制！”这种傻气的句子更容易记住。
Finally, think in analogies: the multi-store model is like a library, the sensory register is a camera, and encoding is like saving a file in a different format. Linking abstract ideas to concrete objects is a proven memory enhancer.
最后，多用类比：多存储模型如同图书馆，感觉寄存器像相机，编码则像以不同格式保存文件。把抽象概念和具体物品联系起来，是经过验证的记忆增强方法。
Pair these techniques with frequent self-testing – write down terms from memory and check your accuracy. Spaced practice ensures that the vocabulary truly moves into long-term storage.
将这些技巧与频繁的自我测试结合起来——凭记忆写下术语并检查准确性。分散练习能确保词汇真正进入长时存储。
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