Year 11 Eduqas Psychology: Formulae & Principles Quick-Reference | 心理学公式定理速查手册

📚 Year 11 Eduqas Psychology: Formulae & Principles Quick-Reference | 心理学公式定理速查手册

This quick-reference guide brings together the essential formulae, key experimental percentages and core psychological principles you need to memorise for the Year 11 Eduqas GCSE Psychology course. Whether you are calculating the mean for a research methods question or recalling the famous 65% obedience rate from Milgram’s study, having these facts at your fingertips will save time in the exam and strengthen your written answers.

本速查手册汇集了 Year 11 Eduqas GCSE 心理学课程中你必须牢记的核心公式、关键实验百分比和基本心理学原理。无论你是在研究方法题中计算均值，还是回忆米尔格拉姆实验中著名的 65% 服从率，把这些知识烂熟于心都能在考试中为你节省时间，并让你的书面答案更充实。

1. Calculating Mean, Median, Mode & Range | 平均值、中位数、众数与范围的计算

The mean is found by adding all the scores in a data set and dividing by the total number of scores. It is the most sensitive measure of central tendency but can be distorted by extreme values.

平均值是通过将数据集中所有分数相加，再除以分数的总个数得到的。它是最灵敏的集中趋势测量，但容易受到极端值的影响。

Mean = (∑x) / n

The median is the middle value when all scores are arranged in order. If there are two middle numbers, the median is their average.

中位数是将所有分数按顺序排列后位于中间的值。如果有两个中间数，则中位数是这两个数的平均数。

The mode is the value that appears most frequently in a data set. It is useful for identifying the most common category in nominal data.

众数是数据集中出现频率最高的数值。它在识别名义数据中最常见的类别时非常有用。

The range is calculated as the difference between the highest and lowest scores. It gives a quick measure of dispersion but does not show how scores are spread around the mean.

范围是通过最高分与最低分之间的差值计算得出的。它能快速衡量离散程度，但无法显示分数围绕平均值的分布情况。

Range = highest score – lowest score

2. Percentage Change & Proportion | 百分比变化与比例

Percentage change is used to show the difference between an original value and a new value as a percentage of the original. This is often needed when comparing ‘before’ and ‘after’ results, such as recall accuracy in memory experiments.

百分比变化用于显示原始值与新值之间的差值占原始值的百分比。在比较“之前”与“之后”的结果时，比如记忆实验中的回忆准确率，经常需要用到它。

Percentage change = ((New value – Original value) / Original value) × 100

A proportion describes a part of a whole. To convert a proportion into a percentage, multiply it by 100. For example, a proportion of 0.65 equals 65 per cent.

比例表示整体的一部分。要将比例转换为百分比，只需乘以 100。例如，比例 0.65 等于 65%。

When describing the ratio of participants who showed a certain behaviour, you can express it as a fraction or a percentage. Remember to label your percentages clearly, as a figure without a unit is often marked as incomplete.

在描述表现出某种行为的参与者比例时，你可以用分数或百分比来表示。请务必清楚地标注百分比，因为不带单位的数字常常会被判定为不完整。

3. Miller’s Law: The Magic Number 7±2 | 米勒法则：神奇数字 7±2

George Miller (1956) proposed that the capacity of short-term memory is limited to about seven items, plus or minus two. This means most people can hold between five and nine chunks of information at once.

乔治·米勒（1956）提出，短期记忆的容量大约为 7 个项目，上下浮动 2 个。这意味着大多数人一次能够记住 5 到 9 个信息组块。

A chunk is a meaningful unit of information. By grouping individual letters into words or numbers into dates, you can increase the amount of information held in short-term memory without expanding its capacity.

组块是有意义的信息单位。通过将单个字母组合成单词，或将数字组合成日期，你可以在不增加短期记忆容量的情况下，提高记住的信息量。

Miller’s principle explains why telephone numbers, credit card numbers and postcodes are often broken into smaller groups. It is a fundamental law used to understand the limitations of our memory system.

米勒的原理解释了为什么电话号码、信用卡号和邮政编码常被分成更小的组。它是用于理解我们记忆系统局限性的基本定律。

4. Multi-Store Model of Memory (Atkinson & Shiffrin) | 记忆多存储模型（阿特金森与谢夫林）

The Multi-Store Model (1968) describes memory as a flow of information through three separate stores: sensory memory, short-term memory (STM) and long-term memory (LTM). Information must be rehearsed to move from STM to LTM.

多存储模型（1968）将记忆描述为信息流经三个相互独立的存储库：感觉记忆、短期记忆（STM）和长期记忆（LTM）。信息必须经过复述才能从 STM 转移到 LTM。

The key characteristics of each store are summarised in the table below. Knowing the differences in encoding, capacity and duration is essential for evaluation questions.

每个存储库的关键特征总结于下表中。了解它们在编码、容量和持续时间上的差异对于评估题至关重要。

Store	Encoding	Capacity	Duration
Sensory memory	Modality-specific (iconic, echoic)	Very large	Less than 0.5 seconds (iconic)
Short-term memory	Mainly acoustic	7±2 chunks	Around 18 seconds
Long-term memory	Mainly semantic	Potentially unlimited	Up to a lifetime

Evaluation points: the model is supported by case studies like Clive Wearing and laboratory experiments, but it oversimplifies memory. It does not account for different types of LTM, such as episodic and procedural memories.

评估要点：该模型得到了像 Clive Wearing 这样的案例研究以及实验室实验的支持，但它过于简化了记忆。它没有解释 LTM 的不同类型，例如情景记忆和程序性记忆。

5. Yerkes-Dodson Law: Optimal Arousal | 耶克斯-多德森定律：最佳唤醒水平

The Yerkes-Dodson Law states that performance increases with physiological or mental arousal, but only up to a point. When arousal becomes too high, performance decreases. The relationship is often drawn as an inverted U-shaped curve.

耶克斯-多德森定律指出，表现会随着生理或心理唤醒水平的提高而提高，但这只在一定范围内成立。当唤醒水平过高时，表现反而会下降。这种关系通常被描绘成一条倒 U 形曲线。

Optimal arousal levels depend on the difficulty of the task. For simple or well-practised tasks, a higher level of arousal is best. For complex or new tasks, a lower level of arousal leads to better performance.

最佳唤醒水平取决于任务的难度。对于简单或熟练的任务，较高的唤醒水平最为有利。对于复杂或新的任务，较低的唤醒水平能带来更好的表现。

In the stress and mental health topic, this law helps explain why moderate anxiety can improve exam performance, while extreme anxiety causes ‘blanking out’. It is a key principle for understanding the inverted-U theory of stress and performance.

在压力与心理健康主题中，这一定律有助于解释为什么中度焦虑可以提高考试成绩，而极度焦虑却会导致“大脑一片空白”。它是理解压力与表现的倒 U 形理论的关键原理。

6. Asch’s Conformity Study: Key Percentages | 阿希从众研究：关键百分比

Solomon Asch (1951) investigated the extent to which social pressure from a majority group could affect a person to conform. Real participants were placed in groups of confederates who deliberately gave wrong answers on a line-judgement task.

所罗门·阿希（1951）调查了来自多数群体的社会压力会在多大程度上使一个人从众。真正的参与者被安排在一群假被试中，这些假被试在判断线段长度的任务中故意给出错误答案。

The critical finding was that about 75% of real participants conformed at least once by giving the same incorrect answer as the majority. Across all critical trials, the conformity rate was approximately 37%.

关键发现是，大约 75% 的真实参与者至少从众了一次，给出了与多数人相同的错误答案。在所有关键测试中，平均从众率约为 37%。

When Asch varied the task, he found that the presence of a dissenter (one confederate who gave the correct answer) reduced conformity to only 5.5%. This demonstrates the power of social support in resisting conformity.

当阿希改变任务条件时，他发现只要有一个异议者（一个给出正确答案的假被试），从众率就会下降到仅 5.5%。这证明了社会支持在抵制从众方面的力量。

These percentages are often examined. Remember: 75% conformed at least once, average conformity 37%, and with a dissenter only 5.5%.

这些百分比经常会被考查。请记住：75% 的人至少从众一次，平均从众率为 37%，有异议者时只有 5.5%。

7. Milgram’s Obedience Study: The 65% Baseline | 米尔格拉姆服从研究：65% 基准

Stanley Milgram (1963) examined obedience to authority by ordering participants to administer increasingly strong electric shocks to a ‘learner’ (a confederate). The experimenter used prods such as ‘The experiment requires that you continue’.

斯坦利·米尔格拉姆（1963）通过命令参与者对一名“学习者”（假被试）施加不断增强的电击来考察对权威的服从。实验者使用了如“实验要求你继续”这样的督促语。

The most striking result was that 65% of participants obeyed up to the maximum 450-volt level, believed to be lethal. All participants went to at least 300 volts, and only 35% refused to continue at some point.

最令人震惊的结果是，65% 的参与者一直服从到最后 450 伏特水平，而这一水平被认为可能致命。所有参与者都至少施加了 300 伏特，只有 35% 的人在某一点拒绝继续。

Milgram’s findings are often cited as a ‘law’ of destructive obedience in the presence of an authoritative figure in a prestigious setting. Variations showed that proximity of the victim and the authority figure significantly lowered obedience rates.

米尔格拉姆的发现常被引用为一项关于在权威人物面前、在有名望的环境下产生破坏性服从的“定律”。实验变式表明，受害者和权威人物的近距离接触会显著降低服从率。

For the exam, recalling the 65% baseline figure and the situational factors that influence obedience is crucial for answering questions on social influence.

在考试中，回忆 65% 的基准数字以及影响服从的情境因素，对于回答社会影响的题目至关重要。

8. Peterson & Peterson: STM Duration Principle | 彼得森夫妇研究：STM 持续时间原理

Peterson and Peterson (1959) tested the duration of short-term memory by asking participants to recall a three-letter trigram after a delay filled with counting backwards in threes to prevent rehearsal.

彼得森夫妇（1959）通过让参与者在一个以每隔三倒数来防止复述的延迟后回忆三个字母的无意义音节，测试了短期记忆的持续时间。

Results showed a steep decline in recall as the delay increased. After 3 seconds, recall was around 80%, but after 18 seconds it dropped to approximately 10%. This established the principle that STM without rehearsal lasts less than 20 seconds.

结果表明，随着延迟时间的增加，回忆率急剧下降。3 秒后回忆率约为 80%，但 18 秒后下降到大约 10%。这确立了这样一个原理：在没有复述的情况下，STM 的持续时间不到 20 秒。

This finding supports the limited duration component of the Multi-Store Model. It is a classic experimental result that can be used to explain why we forget information unless we actively rehearse it.

这一发现支持了多存储模型中持续时间有限的部分。这是一项经典的实验结果，可以用来解释为什么我们如果不积极复述就会忘记信息。

9. Ethical Principles in Psychological Research | 心理学研究中的伦理原则

The British Psychological Society (BPS) Code of Ethics sets out key principles that all psychological research must follow. These are treated as fundamental rules of conduct for researchers.

英国心理学会（BPS）的伦理准则规定了所有心理学研究必须遵循的关键原则。这些原则被视为研究者必须遵守的基本行为规则。

Respect: Participants should be treated with dignity, and their right to withdraw at any time must be made clear. Informed consent is essential.

尊重：参与者应受到有尊严的对待，并必须明确告知其随时退出的权利。知情同意至关重要。
Competence: Researchers must work within their professional boundaries and maintain high standards of accuracy and honesty.

胜任性：研究者必须在自己的专业界限内工作，并保持高标准的准确性和诚信。
Responsibility: Researchers must protect participants from physical and psychological harm. Debriefing should be provided to restore participants to their original state.

责任：研究者必须保护参与者免受身体和心理伤害。应提供事后解说，使参与者恢复到最初状态。
Integrity: Honesty in reporting results, acknowledging limitations and avoiding deception unless scientifically justified and approved.

诚信：诚实地报告结果，承认局限性，除非有科学理由并经过批准，否则应避免欺骗。

These principles function as ethical ‘theorems’ for conducting studies. When evaluating research on the exam, always consider whether informed consent, confidentiality, debriefing and protection from harm were appropriately addressed.

这些原则是进行研究时的伦理“定理”。在考试中评估研究时，请始终考虑知情同意、保密性、事后解说和免受伤害保护是否得到妥善处理。

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Year 11 Eduqas Psychology: Formulae & Principles Quick-Reference | 心理学公式定理速查手册