Year 11 AQA Psychology: Core Knowledge Overview | Year 11 AQA 心理学：核心知识点梳理

📚 Year 11 AQA Psychology: Core Knowledge Overview | Year 11 AQA 心理学：核心知识点梳理

This comprehensive revision guide covers the core topics of the AQA GCSE Psychology specification, perfect for Year 11 students preparing for their exams. From memory and perception to social influence and psychological problems, we summarise key theories, studies and concepts you need to master.

这份全面的复习指南涵盖了 AQA GCSE 心理学规范的核心主题，非常适合正在准备考试的 Year 11 学生。从记忆和感知到社会影响与心理问题，我们总结了您需要掌握的关键理论、研究和概念。

1. Memory | 记忆

The multi-store model of memory proposes three separate stores: sensory memory, short-term memory (STM) and long-term memory (LTM). Information flows between them through attention and rehearsal. Sensory memory has a large capacity but very brief duration (less than half a second for visual information). STM holds about 7 ± 2 chunks of information for around 18-30 seconds, primarily using acoustic encoding. LTM has potentially unlimited capacity and duration, and encodes semantically.

多存储模型提出记忆分为三个独立的存储库：感觉记忆、短时记忆和长时记忆。信息通过注意和复述在这些存储库之间流动。感觉记忆容量大但持续时间极短（视觉信息不到半秒）。短时记忆可容纳约7±2个组块，持续时间约18-30秒，主要采用听觉编码。长时记忆的容量和持续时间几乎是无限的，并以语义进行编码。

Murdock’s serial position curve experiment provided support for the multi-store model. When participants recalled a list of words, they remembered the first few (primacy effect, due to LTM rehearsal) and the last few (recency effect, still in STM) better than middle items. This distinction between STM and LTM confirms the separate stores.

Murdock的系列位置曲线实验为多存储模型提供了支持。当参与者回忆一系列单词时，他们对最前面的几个词（首因效应，因为复述进入了长时记忆）和最后几个词（近因效应，仍在短时记忆中）的记忆优于中间词汇。这种短时记忆和长时记忆的区分证实了记忆存储是分离的。

Bartlett’s ‘War of the Ghosts’ study showed that memory is reconstructive. Participants changed the story to fit their own cultural schemas, adding, omitting and transforming details. This suggests that memory is not a perfect recording but an active process influenced by prior knowledge and expectations.

Bartlett的“幽灵之战”研究表明记忆是重构性的。参与者会根据自身的文化图式改编故事，增加、遗漏和改变细节。这说明记忆不是完美的录像，而是一个受先前知识和预期影响的主动过程。

2. Perception | 感知

Perception involves the interpretation of sensory information. Gibson’s direct theory argues that perception is innate and data-driven, with no need for prior experience. He introduced concepts such as optic flow (patterns of movement in the visual field) and affordances (the potential uses of objects as directly perceived). Gregory’s constructivist theory, by contrast, claims perception is an active construction based on inference and past experience. This theory explains visual illusions well: we misinterpret visual cues because the brain makes incorrect assumptions.

感知涉及对感觉信息的解释。Gibson的直接理论认为感知是先天的、由数据驱动的，不需要先前的经验。他引入了光流（视野中的运动模式）和功能可见性（被直接感知到的物体的潜在用途）等概念。相反，Gregory的建构主义理论则主张感知是基于推断和过去经验的主动建构。这一理论很好地解释了视觉错觉：我们因大脑做出了错误假设而错误解读了视觉线索。

Visual constancies help us perceive objects as unchanging despite changes in the retinal image. Size constancy means we see an object as the same size even when its distance varies; shape constancy allows us to recognise a door as a rectangle even when it opens and projects a different shape; colour constancy ensures we perceive colours consistently under different lighting.

视觉恒常性帮助我们在视网膜影像发生变化时仍将物体感知为不变。大小恒常性意味着即使距离变化，我们仍认为物体大小不变；形状恒常性使我们即使门打开投射出不同形状仍认出它是长方形；颜色恒常性保证我们在不同光照下始终感知到一致的颜色。

Culture can influence perception, as shown by Hudson’s study in South Africa. He found that people from different cultural groups interpreted depth cues in 2D pictures differently. Participants with less exposure to Western pictorial conventions were more likely to judge the pictures literally, supporting the role of learning in perception.

文化可以影响感知，这一点被Hudson在南非的研究所证实。他发现来自不同文化群体的人对二维图片中的深度线索有不同的解读。较少接触西方绘画规范的参与者更可能从字面上判断图片，这支持了学习在感知中的作用。

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