Year 10 WJEC Psychology: Core Knowledge Review | Year 10 WJEC 心理学：核心知识点梳理

📚 Year 10 WJEC Psychology: Core Knowledge Review | Year 10 WJEC 心理学：核心知识点梳理

Welcome to this focused revision guide for Year 10 WJEC Psychology. This article synthesises the essential topics you will encounter in the first year of the GCSE course, covering key theories, studies, and concepts. Whether you are preparing for an end-of-unit test or building a foundation for Year 11, this guide will help you consolidate your understanding of memory, perception, development, social influence, language, and research methods.

欢迎阅读这篇针对 Year 10 WJEC 心理学的重点复习指南。本文梳理了你在 GCSE 课程第一年会遇到的核心主题，包括关键理论、研究和概念。无论你是在准备单元测验，还是为 Year 11 打基础，这份指南都能帮助你巩固对记忆、知觉、发展、社会影响、语言和研究方法的理解。

1. Memory Processes and Models | 记忆过程与模型

The study of memory focuses on how we encode, store, and retrieve information. Encoding transforms sensory input into a format the brain can process; storage maintains information over time; and retrieval accesses stored material when needed.

记忆研究关注我们如何编码、储存和提取信息。编码将感官输入转化为大脑能够处理的格式；储存将信息维持一段时间；提取则在需要时获取已储存的材料。

Psychologists also distinguish between different types of memory, such as episodic memory for personal events, semantic memory for facts, and procedural memory for skills like riding a bike. These categories help explain why some memories resist decay while others fade quickly.

心理学家还区分了不同类型的记忆，例如关于个人经历的情景记忆、关于事实的语义记忆，以及像骑自行车这样的技能的程序性记忆。这些类别有助于解释为何有些记忆能抵抗消退，而另一些则很快遗忘。

2. Multi-store Model of Memory | 记忆的多重储存模型

Atkinson and Shiffrin (1968) proposed the multi-store model of memory, which suggests that memory consists of three separate stores linked by transfer and rehearsal. Information flows from the sensory register to short-term memory (STM) and finally to long-term memory (LTM).

Atkinson 和 Shiffrin（1968）提出了记忆的多重储存模型，认为记忆由三个独立的储存室组成，它们之间通过迁移和复述相连。信息从感觉登记进入短时记忆（STM），最终到达长时记忆（LTM）。

Feature	Sensory Register	Short-term Memory (STM)	Long-term Memory (LTM)
Capacity	Very large	7 +/- 2 items	Unlimited
Duration	Less than 1 second	About 18-30 seconds	Potentially a lifetime
Encoding	Modality-specific (echoic, iconic)	Mainly acoustic	Mainly semantic

Rehearsal acts as the key maintenance mechanism. If you keep repeating a phone number, it stays in STM; with elaborative rehearsal, the information becomes encoded into LTM. Without rehearsal, information is lost through decay or displacement.

复述起着关键的维持作用。如果你不断重复一个电话号码，它就会停留在 STM 中；通过精细复述，信息得以编码进入 LTM。若没有复述，信息就会因消退或替代而丢失。

The model is supported by evidence from amnesia patients, such as HM, who could form new STM traces but could not transfer them to LTM, showing separate stores. However, critics argue the model oversimplifies memory and ignores the active processing that often occurs in STM.

该模型得到了健忘症患者（如 HM）证据的支持，他们能形成新的 STM 痕迹，却无法将其转入 LTM，证明了独立的储存室。然而，批评者认为该模型过于简化，忽视了 STM 中常常发生的主动加工。

3. Forgetting: Interference and Context | 遗忘：干扰与情境

Forgetting can be explained by two types of interference. Proactive interference occurs when old learning disrupts the recall of new information, while retroactive interference happens when new learning disrupts the recall of old information.

遗忘可以通过两种干扰来解释。前摄干扰是指旧的学习干扰了新信息的回忆，而倒摄干扰则是指新的学习干扰了旧信息的回忆。

For example, if you first learn French words and then try to learn Spanish vocabulary, the French may proactively interfere, making Spanish recall harder. If you then start studying Italian, it might retroactively damage your ability to remember Spanish.

例如，如果你先学了法语单词，然后学习西班牙语词汇，法语可能会产生前摄干扰，使得回忆西班牙语变得更困难。如果你接着学习意大利语，它可能会反向损害你回忆西班牙语的能力。

Context-dependent forgetting suggests that recall is better when the retrieval environment matches the learning environment. Godden and Baddeley (1975) asked divers to learn words either on land or underwater and found recall was highest when the test setting matched the learning context.

情境依赖遗忘表明，当提取环境与学习环境匹配时，回忆效果更好。Godden 和 Baddeley（1975）让潜水员在陆地或水下学习单词，发现测试环境与学习情境一致时回忆率最高。

4. Perception: Sensation and Interpretation | 知觉：感觉与解释

Sensation refers to the detection of physical stimuli by our sense organs, while perception is the brain’s active interpretation of those sensory signals. The same retinal image can lead to different perceptual experiences depending on past knowledge, expectations, and context.

感觉是指我们的感觉器官对物理刺激的察觉，而知觉则是大脑对那些感觉信号的主动解释。同样的视网膜图像，可能会因过往知识、预期和情境而导致不同的知觉体验。

Gibson’s direct theory argues that sensation and perception are the same process. He believed the environment contains enough rich information, such as optic flow and texture gradients, for us to perceive directly, without needing inference or past experience.

Gibson 的直接理论主张，感觉和知觉是同一个过程。他认为环境中包含足够丰富的信息，例如视觉流动和纹理梯度，使我们无需推理或过往经验就能直接知觉。

In contrast, Gregory’s constructivist theory states that perception is an active, inference-based process. The brain constructs a hypothesis about what is ‘out there’ using sensory data and prior knowledge. This explains why visual illusions can trick us: the brain applies a rule that usually works but fails under certain conditions.

相比之下，Gregory 的建构理论指出，知觉是一个主动的、基于推理的过程。大脑利用感觉数据和先前知识，对“外部世界”构建出一个假设。这解释了为什么视觉错觉会欺骗我们：大脑应用了一条通常有效的规则，但在特定条件下却失效了。

5. Visual Illusions and Gregory’s Constructivist Theory | 视觉错觉与格里高利的建构理论

The Müller-Lyer illusion features two lines of equal length, but the one with outgoing fins appears longer than the one with ingoing fins. Gregory explained this by suggesting that the brain interprets the fins as depth cues, misapplying the size constancy principle normally used to perceive a three-dimensional world.

缪勒-莱耶错觉呈现两条长度相等的线段，但两端带有向外延伸的燕尾的线段看起来比带有向内延伸的燕尾的线段更长。Gregory 解释说，大脑将这些燕尾解读为深度线索，误用了平时用于感知三维世界的大小恒常性原则。

In the Ponzo illusion, an upper horizontal line seems longer than a lower one of equal length, even though both are identical. Converging lines are interpreted as parallel lines receding into the distance, so the brain scales up the size of the ‘farther’ object. These illusions provide evidence for the constructivist view that perception is influenced by experience and learned depth conventions.

在庞佐错觉中，上方水平线看起来比下方等长的水平线更长，尽管它们完全一样。会聚的线条被解读为向远方延伸的平行线，因此大脑将“更远”物体的尺寸放大。这些错觉为建构主义观点提供了证据，即知觉受经验和习得的深度惯例所影响。

6. Development: Piaget’s Theory of Cognitive Development | 发展：皮亚杰的认知发展理论

Jean Piaget proposed that children’s thinking develops in four distinct stages, each characterised by qualitatively different cognitive abilities. The sequence is universal and invariant: sensorimotor, pre-operational, concrete operational, and formal operational.

皮亚杰提出，儿童的思维发展分为四个不同的阶段，每个阶段具有质上不同的认知能力。这个顺序是普遍且不变的：感知运动阶段、前运算阶段、具体运算阶段和形式运算阶段。

Sensorimotor (0–2 years): Infants learn through sensory experiences and motor actions, developing object permanence — the understanding that objects continue to exist even when hidden.
感知运动阶段（0–2岁）： 婴儿通过感官体验和动作学习，发展客体永久性——即即使物体被隐藏，也理解它们继续存在。
Pre-operational (2–7 years): Children use symbols and language but show egocentrism (seeing the world only from their own perspective) and fail conservation tasks because they cannot mentally reverse actions.
前运算阶段（2–7岁）： 儿童使用符号和语言，但表现出自我中心主义（只能从自己的视角看世界），并且无法通过守恒任务，因为他们不能进行心理上的可逆操作。
Concrete operational (7–11 years): Logical reasoning emerges, and children can solve conservation problems and understand classification. However, thinking remains tied to concrete objects.
具体运算阶段（7–11岁）： 逻辑推理出现，儿童能解决守恒问题并理解分类。但思考仍离不开具体物体。
Formal operational (11+ years): Adolescents develop abstract reasoning, systematic hypothesis testing, and can contemplate hypothetical scenarios.
形式运算阶段（11岁以上）： 青少年发展出抽象推理、系统性假设检验，并能够思考假设情景。

Piaget used ingenious conservation experiments, such as pouring water from a tall, thin beaker into a short, wide one, to demonstrate pre-operational children’s inability to understand that quantity remains unchanged despite appearance. His theory revolutionised education by suggesting children learn best through active discovery.

皮亚杰设计了巧妙的守恒实验，例如将水从高而细的烧杯倒入矮而宽的烧杯中，来证明前运算阶段儿童无法理解尽管外观改变，但数量保持不变。他的理论通过倡导主动发现学习，给教育带来了革命。

7. Social Influence: Conformity (Asch) | 社会影响：从众（阿希实验）

Conformity describes how we change our behaviour or opinions to fit in with a group majority. Solomon Asch (1951) tested conformity by asking participants to judge line lengths in groups where confederates deliberately gave wrong answers. About 75% of participants conformed at least once, and the overall conformity rate across critical trials was 37%.

从众描述了我们如何改变自己的行为或观点以适应群体多数。Solomon Asch（1951）通过让参与者与故意给出错误答案的假被试一起判断线段长度，来测试从众行为。大约 75% 的参与者至少从众了一次，关键试次中的整体从众率为 37%。

Asch identified two main types of social influence behind conformity: normative social influence, where we conform to be liked and accepted, and informational social influence, where we conform because we believe the group is better informed. Factors such as group size, unanimity, and task difficulty affect conformity levels.

Asch 识别出从众背后的两种主要社会影响：规范性社会影响，即我们为了被喜欢和接纳而从众；以及信息性社会影响，即我们因为相信群体更加知情而从众。群体规模、一致性以及任务难度等因素都会影响从众程度。

8. Social Influence: Obedience (Milgram) | 社会影响：服从（米尔格拉姆实验）

Stanley Milgram (1963) conducted a famous study on obedience to authority. Participants were instructed to deliver increasingly strong electric shocks to a ‘learner’ (a confederate) every time a mistake was made. Despite hearing cries of pain, 65% of participants continued to the maximum 450-volt shock level, simply because an authority figure in a white coat told them to continue.

Stanley Milgram（1963）进行了一项关于服从权威的著名研究。参与者被指示每当“学习者”（假被试）犯错时，就施加越来越强的电击。尽管听到了痛苦的喊叫，仍有 65% 的参与者继续服从，一直达到最大 450 伏特电击，仅仅因为一位穿着白大褂的权威人物告诉他们要继续。

Milgram’s variations revealed that obedience drops when the authority figure is distant, when the learner is in the same room, or when other participants rebel. This study shows that ordinary people can commit harmful acts when placed in a powerful situational context, highlighting the strength of destructive obedience.

Milgram 的变式实验表明，当权威人物不在场、学习者身处同一房间、或者有其他参与者反抗时，服从程度会下降。这项研究表明，普通人在强大的情境压力下可能会做出有害行为，凸显了破坏性服从的威力。

9. Language and Thought: The Sapir-Whorf Hypothesis | 语言与思维：萨丕尔-沃尔夫假说

The Sapir-Whorf hypothesis proposes that the language we speak influences the way we think and perceive the world. The strong version, linguistic determinism, claims that language entirely determines thought. Most psychologists favour the weak version, linguistic relativity, which suggests language merely influences our typical thought patterns.

萨丕尔-沃尔夫假说提出，我们所说的语言会影响我们思考和感知世界的方式。强版本，即语言决定论，声称语言完全决定思维。大多数心理学家倾向于弱版本，即语言相对论，它认为语言只是影响我们惯常的思维模式。

Evidence includes research on colour perception. Some languages, such as that of the Himba tribe in Namibia, have fewer basic colour terms than English. Studies show that speakers of such languages group colours differently, supporting the idea that linguistic categories can affect discrimination. However, universal patterns across cultures also suggest that perceptual processes are not entirely dictated by language.

证据包括对颜色知觉的研究。一些语言，例如纳米比亚 Himba 部落的语言，其基本颜色词汇比英语少。研究表明，这些语言的使用者对颜色进行分组的方式不同，这支持了语言范畴能影响辨别能力的观点。然而，跨文化的普遍模式也表明，知觉过程并非完全由语言决定。

10. Key Research Methods in Psychology | 心理学主要研究方法

Psychologists use various research methods to investigate behaviour and mental processes. Experiments, considered the most scientific method, involve manipulating an independent variable (IV) to observe its effect on a dependent variable (DV), while controlling extraneous variables. Laboratory experiments offer high control, but field and natural experiments trade some control for greater ecological validity.

心理学家使用多种研究方法来调查行为和心理过程。实验被认为是最科学的方法，涉及操纵自变量（IV）以观察其对因变量（DV）的影响，同时控制额外变量。实验室实验提供高度控制，但现场实验和自然实验为了获得更高的生态效度而牺牲了一部分控制。

Correlational studies examine the relationship between two co-variables without manipulation. A correlation coefficient indicates the strength and direction of the relationship, but correlation does not imply causation. Observational techniques, questionnaires, interviews, and case studies provide rich qualitative and quantitative data, each with its own strengths and limitations regarding validity, reliability, and ethical considerations.

相关研究在不进行操纵的情况下，检查两个协变量之间的关系。相关系数指示关系的强度和方向，但相关并不意味着因果关系。观察技术、问卷、访谈和案例研究提供了丰富的定性和定量数据，每种方法在效度、信度和伦理考量方面都有各自的优势和局限。

All psychological research must adhere to ethical guidelines, including informed consent, right to withdraw, confidentiality, and protection from harm. The British Psychological Society (BPS) sets these standards to ensure participants are treated with respect and dignity.

所有心理学研究都必须遵守伦理准则，包括知情同意、退出权、保密以及免受伤害。英国心理学会（BPS）制定了这些标准，以确保参与者受到尊重和有尊严的对待。

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Year 10 WJEC Psychology: Core Knowledge Review | Year 10 WJEC 心理学：核心知识点梳理