GCSE Edexcel Psychology: Vocabulary & Terminology Memorisation Guide | GCSE Edexcel 心理学：词汇术语速记指南

📚 GCSE Edexcel Psychology: Vocabulary & Terminology Memorisation Guide | GCSE Edexcel 心理学：词汇术语速记指南

Psychology is a subject brimming with specialist vocabulary that can feel overwhelming at GCSE level. From cognitive processes and social behaviour to research methods and brain functions, mastering key terms is your ticket to exam confidence. This guide breaks down essential Edexcel GCSE Psychology terminology, offering clear definitions alongside creative memory hacks to help you learn them quickly and retain them for the big day.

心理学这门学科充斥着专业词汇，在 GCSE 阶段可能会让人感到不知所措。从认知过程、社会行为到研究方法和大脑功能，掌握关键术语是你从容应考的通行证。本指南将 Edexcel GCSE 心理学的核心术语拆解开来，提供清晰的定义以及富有创意的速记窍门，帮助你快速记住它们，并一直保留到大考之日。

---

1. Memory: Encoding, Storage & Retrieval | 记忆：编码、存储与提取

Encoding – The process of changing information into a form that can be stored in memory. Think of a computer keyboard: just as you press keys to convert thoughts into digital code, your brain encodes sensory input into neural codes. Quick mnemonic: ‘En-code’ – you put a code on the information.

编码 – 将信息转变为可存入记忆的形式的过程。想象一下电脑键盘：你敲击按键将想法转换成数字代码，你的大脑也会将感官输入编码为神经编码。速记技巧：“编码”就是给信息加上一个“码”。

Storage – The retention of encoded information over time. Imagine a library storing books on shelves; the books remain until you need to take them out. In memory, storage involves holding data in either short-term or long-term memory.

存储 – 将已编码的信息长时间保留下来。想象一个图书馆将书存放在书架上；在你需要取用之前，书本一直留在那里。在记忆中，存储是指将信息保持在短时或长时记忆里。

Retrieval – The process of getting information out of memory storage. It is like finding that library book using a catalogue reference. Without retrieval, stored memories would remain inaccessible.

提取 – 从记忆存储中取出信息的过程。这就像用一个目录编号找到那本图书馆的书。没有提取，储存的记忆便无法被访问。

Short-term memory (STM) – A temporary memory store with limited capacity (7 ± 2 items) and brief duration (around 18-30 seconds without rehearsal). Think of STM as a tiny post-it note on your desk: it holds a few chunks briefly before they fade or are replaced.

短时记忆 (STM) – 一个容量有限（7 ± 2 个项目）且持续时间短暂（若无复述，约 18–30 秒）的临时记忆仓库。把 STM 想象成你桌上的一张小型便利贴：它只能短暂地容纳几个组块，随后就会消退或被替换。

Long-term memory (LTM) – A memory store with potentially unlimited capacity and duration. Memories here can last a lifetime. Imagine LTM as a vast, deep underground archive where every meaningful event is filed forever.

长时记忆 (LTM) – 一个容量和持续时长近乎无限的记忆仓库。这里的记忆可以持续终生。把 LTM 想象成一个巨大的地下档案库，每个有意义的事件都会被永久归档。

---

2. Models of Memory: Multi-store Model | 记忆模型：多存储模型

Multi-store model of memory – Atkinson and Shiffrin’s model proposing three separate memory stores: sensory register, STM, and LTM. Information flows linearly through the stores, and rehearsal is needed to transfer information from STM to LTM. Picture a three-stage factory assembly line: raw material (sensory input) is briefly inspected (sensory register), then passed to a workbench for immediate use (STM), and finally moved to the warehouse for long-term storage (LTM).

记忆的多存储模型 – Atkinson 和 Shiffrin 提出的模型，认为记忆由三个独立的仓库构成：感觉登记器、STM 和 LTM。信息依次流经这些仓库，复述是将信息从 STM 转移到 LTM 所需的过程。把它想象成一条三段式工厂流水线：原材料（感官输入）经短暂检查（感觉登记器），然后送到工作台立即使用（STM），最后移入仓库作长期储存（LTM）。

Sensory register – A very short-duration memory store (less than half a second for visual, 2-3 seconds for auditory) that holds a vast amount of sensory information before it is attended to. Think of a sparkler in the dark: you see a trail of light even though the spark has already passed – that lingering afterimage is like the sensory register.

感觉登记器 – 一个持续时间极短的记忆仓库（视觉不到半秒，听觉 2–3 秒），在信息被注意之前，大量感官信息暂存于此。想象黑暗中挥舞一只烟花棒：尽管火花已经移过，你仍能看到一条光迹——那残留的视觉后像就类似于感觉登记器。

Rehearsal – The conscious repetition of information to keep it in STM or to transfer it into LTM. Saying a phone number over and over in your head is maintenance rehearsal. When you link new information to existing knowledge, you are using elaborative rehearsal. Think of rehearsal as mentally ‘re-playing’ a song until the lyrics stick.

复述 – 有意识地重复信息，以使其保留在 STM 中或转移到 LTM。在脑海里反复念诵一个电话号码，就是维持性复述。当你把新信息与已有知识相联系，就是精细复述。把复述想象成在脑海里不断“重播”一首歌，直到歌词记住。

---

3. Development: Piaget’s Key Concepts | 发展：皮亚杰的核心概念

Schema – A mental framework of beliefs and expectations that helps us organise and interpret information. A child’s schema for ‘dog’ might initially include all four-legged furry animals. Pocket analogy: a schema is like a file folder in your mind where you slot similar experiences.

图式 – 一种由信念和期待构成的心理框架，帮助我们组织和理解信息。一个孩子对“狗”的图式起初可能包含所有四条腿、毛茸茸的动物。口袋类比：图式就像你大脑里的一个文件夹，你将类似的经历放进其中。

Assimilation – Incorporating new experiences into an existing schema without changing the schema. If a child sees a cat and calls it ‘dog’, she is assimilating the cat into her dog schema. ‘Assimilation’ sounds like ‘assimil-ate’ – you are swallowing the new into the old.

同化 – 将新经验融入已有的图式中，而不改变图式本身。如果一个孩子看见一只猫却叫它“狗”，她就是在把猫同化进她的“狗”图式。“同化”可以理解为把新东西“吞”进旧框架里。

Accommodation – Changing an existing schema or creating a new schema in response to new information that does not fit. When the child learns that the furry animal is called a cat and adjusts her schema, accommodation has occurred. Think ‘accommodation = adjust the room (schema) to fit new furniture (information)’.

顺应 – 针对无法适应的新信息，改变现有图式或创建新图式。当孩子认识到那只毛茸动物叫猫，并调整了她的图式，顺应就发生了。这样想：“顺应”就是调整房间（图式）来容纳新家具（信息）。

Conservation – The understanding that the basic properties of an object, such as mass, volume, and number, remain the same even when its appearance changes. Piaget’s famous liquid conservation task showed that pre-operational children cannot conserve. Memory aid: ‘conserve’ – the amount is conserved, just like energy is conserved in physics.

守恒 – 理解物体的基本属性（如质量、体积和数量）在外观发生改变时仍保持不变。皮亚杰著名的液体守恒任务表明，前运算阶段的儿童无法守恒。记忆辅助：“守恒”意味着数量被“保持”住了，就像物理学里能量守恒一样。

Egocentrism – The child’s inability to see a situation from another person’s point of view. In the three mountains task, children assume that the doll sees the same view they see. Picture a toddler covering their own eyes and thinking you cannot see them – that is pure egocentrism.

自我中心 – 儿童无法从他人的角度看待情境。在三山任务中，儿童会认为玩偶看到的景色与自己相同。想象一个幼儿蒙住自己的眼睛就以为你也看不见他——这就是纯粹的自我中心。

---

4. Social Influence: Conformity & Obedience | 社会影响：从众与服从

Conformity – A change in a person’s behaviour or beliefs as a result of real or imagined group pressure. Asch’s line studies are a classic demonstration. Think of a chameleon changing colour to blend in: we sometimes change to fit the group, just like the chameleon fits its environment.

从众 – 由于真实的或想象到的团体压力，个人的行为或信念发生改变。Asch 的线段研究就是一个经典展示。想想变色龙为了融入环境而改变颜色：我们有时也会改变自己去适应群体，就像变色龙适应环境一样。

Normative social influence – Conforming to be accepted, liked, and to avoid rejection. It leads to public compliance but not necessarily private acceptance. ‘Normative’ sounds like ‘normal’ – you want to appear normal to the group, so you go along even if you privately disagree.

规范社会影响 – 为了被接纳、喜爱以及避免被排斥而从众。这会导致公开服从，但未必会私下接受。“规范”意味着你想在群体中显得“正常”，所以即使私下不同意，你也会顺从。

Informational social influence – Conforming because you believe the group has the correct information, especially in ambiguous situations. This leads to both public and private acceptance. When you do not know which way to walk in a new building and follow the crowd, that is informational influence. ‘Informational’ – you follow because you think they have better ‘info’.

信息社会影响 – 由于相信群体掌握了正确的信息而从众，尤其在模糊情境中。这会导致公开与私下均接受。当你在一栋新建筑里不知道往哪走，于是跟着人群，这就是信息影响。“信息”影响——你跟随他们，因为你认为他们拥有更好的“信息”。

Obedience – Following direct orders or commands from an authority figure. Milgram’s electric shock experiment famously showed high obedience rates. Picture a soldier following a sergeant’s command; obedience often occurs in hierarchical structures.

服从 – 听从权威人物发出的直接命令。米尔格拉姆的电击实验经典地展示了高比例的服从。想象一名士兵听从士官的命令；服从常发生于层级结构中。

Agentic state – A mental state in which a person believes they are acting as an agent for the authority figure, and therefore feels no personal responsibility for their actions. In Milgram’s experiment, participants shifted into the agentic state, handing over moral control to the experimenter. Think ‘agent’ – you see yourself as the authority’s agent, just carrying out orders.

代理人状态 – 一种心理状态，处于该状态的人自认为是在为权威人物行事，因而对自身行为不感到个人责任。在米尔格拉姆实验中，参与者进入了代理人状态，将道德控制权交给了实验者。想想“代理人”——你视自己为权威的代理人，只是在执行命令。

---

5. Social Influence: Bystander Behaviour | 社会影响：旁观者行为

Bystander effect – The finding that individuals are less likely to offer help in an emergency when other people are present. The larger the number of bystanders, the less likely anyone will help. Think of a theatre audience: when everyone is watching, each person assumes someone else will act, so no one steps forward.

旁观者效应 – 当有其他人在场时，个人在紧急情况下提供帮助的可能性降低的发现。旁观者越多，任何人实施帮助的可能性就越小。想象剧场里的观众：当所有人都在看的时候，每个人都以为别人会行动，于是没人站出来。

Diffusion of responsibility – The tendency for an individual to feel less responsibility to act when others are present because the responsibility is shared (diffused) among them. Use the image of a school project group: if too many members are assigned, each person slack off thinking someone else will do the work.

责任分散 – 当其他人在场时，个体感受到的行动责任感降低的现象，因为责任被大家分担（分散）了。借用学校小组项目的图像：如果组员太多，每个人都会偷懒，心想总有人会去做。

Pluralistic ignorance – A situation in which bystanders monitor the behaviour of others, see that they are not reacting, and consequently assume the situation is not an emergency. Everyone is privately confused but publicly looks calm, so no one acts. Imagine a classroom where no student raises a hand to ask a question because everyone else looks like they understand – but in truth, no one does.

多众无知 – 旁观者观察他人的行为，看到其他人没有反应，从而推断情况并非紧急的一种情境。大家私下都困惑，但公开看来都很镇定，于是没人行动。想象一个教室，没有学生举手提问，因为其他人都好像听懂了——但实际上没人懂。

---

6. Research Methods: Core Variables & Hypotheses | 研究方法：核心变量与假设

Independent variable (IV) – The variable that the researcher deliberately changes or manipulates to see if it has an effect on another variable. ‘I’ change it: Independent begins with I, reminding you that the experimenter controls it.

自变量 (IV) – 研究者有意识地改变或操纵以观察其是否对另一变量产生影响的变量。“自”由研究者自己决定，就像“我改变它”一样。

Dependent variable (DV) – The variable that the researcher measures; it ‘depends’ on the changes made to the IV. Think of a weighing scale: the number shown depends on what you put on it. So the DV depends on the IV.

因变量 (DV) – 研究者测量的变量；它的值“依赖于”对自变量的改变。想象一个体重秤：显示的数字取决于你放在上面的是什么。所以 DV 依赖于 IV。

Extraneous variables – Any variables other than the IV that could potentially affect the DV if not controlled. These are unwanted ‘extra’ influences. Imagine you are trying to bake a perfect cake; an extraneous variable might be a draughty window that changes the oven temperature.

额外变量 – 除自变量之外，在未加控制的情况下可能影响因变量的任何变量。这些都是恼人的“额外”影响。想象你正试图烤出完美的蛋糕；一个额外变量可能就是漏风的窗户，改变了烤箱温度。

Hypothesis – A precise, testable prediction about the expected outcome of an experiment. It often states the relationship between the IV and DV. Think ‘hypo-thesis’ as a ‘pre-thesis’: an early statement you need to prove or disprove.

假设 – 关于实验预期结果的精确、可检验的预测。它通常陈述 IV 和 DV 之间的关系。把“假设”看作“假说”——一个有待证实或证伪的早期陈述。

Operationalisation – Clearly defining variables in terms of how they can be measured or manipulated. Instead of a vague ‘memory’, you operationalise it as ‘number of words correctly recalled from a list of 20’. Memory trick: ‘operationalise’ makes the variable ‘operational’ – you can actually work with it.

操作化 – 根据变量如何被测量或操纵来清晰地定义它们。与其用模糊的“记忆”，你将它操作化定义为“从 20 个单词列表中正确回忆出的单词数量”。记忆技巧：操作化让变量变得“可操作”——你真的可以下手去做了。

---

7. Research Methods: Experimental Designs | 研究方法：实验设计

Independent groups design – Different participants are placed in each condition of the experiment (e.g., one group receives the new teaching method, the other the traditional one). This design avoids order effects but needs more participants. Think of two separate classrooms that never mix – each experiences only one condition.

独立组设计 – 将不同的参与者分配到实验的每种条件下（例如，一组接受新教学法，另一组接受传统法）。该设计避免了顺序效应，但需要更多参与者。想象两间互不混班的教室——每间只体验一种条件。

Repeated measures design – The same participants take part in all conditions of the experiment. Each person acts as their own control, but order effects may occur. Visualise a tennis player practising first with a wooden racket, then with a carbon fibre racket – the same player experiences both conditions.

重复测量设计 – 同一批参与者参与实验的所有条件。每个人作为自身的对照，但可能出现顺序效应。想象一位网球选手先用木制球拍练习，再用碳纤维球拍——同一位选手体验两种条件。

Matched pairs design – Participants are paired up based on key characteristics (e.g., age, IQ) and then one from each pair is allocated to a different condition. This reduces participant variables without requiring the same person to do both conditions. Think of a talent show where contestants are paired by ability before being assigned different coaches.

配对组设计 – 根据关键特征（如年龄、智商）将参与者配对，然后每对中的一人被分配到不同条件。这减少了参与者变量，又不要求同一个人完成两种条件。想象才艺表演中，选手按能力配对后再分配不同的指导。

Random allocation – A technique to ensure that each participant has an equal chance of being placed in any condition, minimising bias. The word ‘random’ reminds you it is like pulling names from a hat.

随机分配 – 一种确保每位参与者有均等机会被分入任何条件的技术，以最小化偏差。“随机”这个词提醒你，这就像从帽子里抽名字。

Counterbalancing – A method used to control order effects in repeated measures design by varying the order of conditions for different participants. Half do condition A then B; half do B then A. Picture a balanced seesaw: counterbalancing evens out the order of testing.

平衡抵消法 – 在重复测量设计中用于控制顺序效应的方法，通过变动不同参与者接受条件的顺序。一半人先做 A 再做 B，另一半先做 B 再做 A。想象一个平衡的跷跷板：平衡抵消法让测试顺序变得均等。

---

8. Brain and Neuropsychology: Localisation & Hemispheres | 大脑与神经心理学：功能分区与半球

Localisation of function – The theory that different areas of the brain are responsible for specific behaviours, processes, or activities. For instance, Broca’s area is linked to speech production. Think of a city map: each district (brain area) has a specific job, like a financial district or an entertainment zone.

功能分区 – 一种理论，认为大脑的不同区域负责特定的行为、过程或活动。例如，布罗卡区与言语产生相关。想象一幅城市地图：每个区域（脑区）都有特定的功能，就像金融区或娱乐区。

Lateralisation – The idea that one hemisphere of the brain has specialised functions that are not equally shared by both hemispheres. The left hemisphere typically controls language and the right hemisphere is more involved in spatial tasks. Remember ‘later’ means side; lateralisation is about the side-specific jobs.

偏侧化 – 大脑的一个半球具有另一半球不完全共享的特定功能的概念。左半球通常控制语言，右半球更多参与空间任务。记住“偏侧”就是偏向一侧；偏侧化指的是某一侧专有的工作。

Broca’s area – Located in the left frontal lobe, this area is crucial for speech production. Damage can lead to Broca’s aphasia, where speech is laboured and broken. Mnemonic: ‘Broca’ rhymes with ‘broke his speech’ – when this area is damaged, speech is broken.

布罗卡区 – 位于左额叶，对言语产生至关重要。受损可导致布罗卡失语症，表现为言语费力且断断续续。助记：“布罗卡”听起来像“不啰嗦卡”似的——这块区域受损了，说话就卡住了。

Wernicke’s area – Located in the left temporal lobe, it is responsible for language comprehension. Damage can cause Wernicke’s aphasia, where a person produces fluent but meaningless speech. Think ‘Wernicke’s = Word meaning check’ – it checks whether the words make sense.

韦尼克区 – 位于左颞叶，负责语言理解。损伤可导致韦尼克失语症，患者言语流利却毫无意义。这样想：“韦尼克”就是“唯你懂义”？不，可以记作“韦尼克——语义扣克”，就是语义的理解被卡住了，辨不清意思。

Frontal lobe – The part of the brain behind the forehead, involved in planning, decision-making, and speech production. Picture the frontal lobe as the CEO of a company: it manages executive decisions and self-control.

额叶 – 前额后方的大脑部分，参与计划、决策和言语产生。把额叶想象成公司的首席执行官：它负责管理决策和自控。

---

9. Psychological Problems: Depression & Addiction | 心理问题：抑郁与成瘾

Unipolar depression – A mood disorder characterised by persistent low mood, loss of interest, and other emotional and physical symptoms that impair daily life. ‘Unipolar’ means one pole – the mood goes only down, not the extreme highs of bipolar. Visualise a unicycle with only one wheel; it goes one direction – downward.

单相抑郁 – 一种以持续情绪低落、兴趣丧失及损害日常生活的其他情绪和躯体症状为特征的心境障碍。“单相”意味着一个方向——情绪只向下，而不像双相那样出现极端高涨。想象一辆只有一个轮子的独轮车；它只能去一个方向——向下。

Addiction – A psychological or physiological dependence on a substance or behaviour, leading to withdrawal symptoms and loss of control. Think of a sticky spider web: the more you struggle, the more entangled you become. Addiction traps you similarly.

成瘾 – 对某种物质或行为产生心理或生理依赖，导致戒断症状和失控。想象一张黏黏的蜘蛛网：你越挣扎，缠得越紧。成瘾就是这样把人困住的。

Cognitive behavioural therapy (CBT) – A therapy that helps patients identify and change negative thought patterns and behaviours. It is problem-focused and practical. ‘Cognitive’ is about thoughts, ‘behavioural’ is about actions; CBT fixes both. Picture an inner mechanic tuning up faulty thinking (cognitive) and broken habits (behavioural).

认知行为疗法 (CBT) – 一种帮助患者识别并改变负性思维模式与行为的疗法。它以问题为导向且实用性强。“认知”关乎想法，“行为”关乎行动；CBT 两样都修理。想象一位内部机械师在调整出故障的思维（认知）和坏掉的习惯（行为）。

Withdrawal symptoms – The unpleasant physical and psychological effects that occur when stopping or reducing a substance or activity on which the body has become dependent. Symptoms include anxiety, nausea, and cravings. Remember ‘with-draw’ – when you draw the substance away, the body protests.

戒断症状 – 当停止或减少身体已产生依赖的物质或活动时，所出现的不愉快的生理和心理反应。症状包括焦虑、恶心和渴求。记住“戒断”就是撤掉（with-draw）了某物，身体就会抗议。

Published by TutorHao | Psychology Revision Series | aleveler.com

更多咨询请联系16621398022（同微信）