IGCSE AQA Psychology: Core Knowledge Summary | IGCSE AQA 心理学：核心知识点梳理

📚 IGCSE AQA Psychology: Core Knowledge Summary | IGCSE AQA 心理学：核心知识点梳理

This article provides a structured overview of the core topics for the AQA GCSE Psychology specification (often referred to as IGCSE AQA Psychology in international contexts). It covers key models, studies, and concepts across memory, perception, development, social influence, language, thought and communication, brain and neuropsychology, psychological problems, and research methods. Each section presents essential knowledge in bite-sized bilingual pairs to aid revision and understanding.

本文为 AQA GCSE 心理学（在国际背景下常被称为 IGCSE AQA 心理学）的核心主题提供系统性梳理，覆盖记忆、感知、发展、社会影响、语言思维与交流、大脑与神经心理学、心理问题以及研究方法等关键模型、经典研究和主要概念。每节以中英文配对形式呈现核心知识点，便于复习与理解。

1. Memory | 记忆

The multi-store model of memory (Atkinson & Shiffrin, 1968) proposes three separate stores: sensory memory, short-term memory (STM), and long-term memory (LTM). Information flows from sensory memory to STM through attention, and from STM to LTM via rehearsal.

记忆的多存储模型（Atkinson & Shiffrin, 1968）提出了三个相互独立的存储系统：感觉记忆、短时记忆和长时记忆。信息通过注意从感觉记忆进入短时记忆，并经由复述从短时记忆转移至长时记忆。

Sensory memory has a large capacity but very brief duration (milliseconds). STM capacity is limited to about 7±2 items (Miller, 1956) and lasts around 18–30 seconds without rehearsal, encoding mainly acoustically. LTM has potentially unlimited capacity and a lifetime duration, encoding semantically.

感觉记忆容量大但持续时间极短（毫秒级）。短时记忆容量约为 7±2 个组块（Miller, 1956），无复述时保持约 18–30 秒，编码方式主要为声学编码。长时记忆的潜在容量无限，可持续终生，采用语义编码。

The serial position effect (Murdock, 1962) supports the distinction between STM and LTM. Participants recall more words from the beginning (primacy effect, due to LTM) and end (recency effect, due to STM) of a list.

系列位置效应（Murdock, 1962）为短时记忆与长时记忆的区分提供了支持。受试者对词表开头（首因效应，源于长时记忆）和结尾（近因效应，源于短时记忆）的回忆成绩更好。

Bartlett’s (1932) reconstruction theory argues that memory is not a passive recording but an active reconstructive process influenced by schemas. In his ‘War of the Ghosts’ study, participants distorted the story to fit their cultural expectations.

Bartlett (1932) 的重构理论认为记忆不是被动记录，而是受图式影响的主动重构过程。在他的 ‘War of the Ghosts’ 研究中，参与者会扭曲故事内容以符合其文化期待。

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2. Perception | 感知

Sensation is the detection of physical stimuli by sensory receptors; perception is the brain’s interpretation of these sensations, giving them meaning. The two are distinct but interdependent processes.

感觉是感觉接收器对物理刺激的探测；感知则是大脑对这些感觉信息的解释与赋予意义的过程。二者是有区别但又相互依赖的过程。

Gibson’s direct theory (1966) argues that perception is innate and direct, with sufficient information in the environment (e.g. texture gradient, motion parallax) for accurate perception without inference.

Gibson 的直接理论 (1966) 主张感知是与生俱来的、直接的，环境中的信息（如纹理梯度、运动视差）足以支持准确感知，无需推理。

Gregory’s constructivist theory (1970) states that perception is constructed by the brain using prior knowledge and expectations. This explains visual illusions: the brain makes incorrect inferences from ambiguous information.

Gregory 的建构理论 (1970) 认为感知是由大脑利用先验知识和期望主动建构的。这解释了视觉错觉：大脑对模糊信息做出错误推断。

Key illusions include the Müller-Lyer illusion (lines with arrows appearing different lengths) and the Ponzo illusion (converging lines influence size perception), both supporting misinterpretation of depth cues.

关键错觉包括 Müller-Lyer 错觉（带箭头的线段看起来长度不同）和 Ponzo 错觉（会聚线条影响大小感知），两者都支持深度线索的误读。

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3. Development | 发展

Piaget’s theory of cognitive development describes four stages: sensorimotor (0–2 years, object permanence develops), pre-operational (2–7, egocentrism and animism), concrete operational (7–11, conservation and decentration), and formal operational (11+, abstract logic).

皮亚杰的认知发展理论描述了四个阶段：感知运动阶段（0–2岁，客体永久性发展）、前运算阶段（2–7岁，自我中心与泛灵论）、具体运算阶段（7–11岁，守恒与去中心化）和形式运算阶段（11岁以上，抽象逻辑）。

In the sensorimotor stage, infants learn through senses and actions. Object permanence is the understanding that objects continue to exist even when hidden, typically achieved by around 8 months.

在感知运动阶段，婴儿通过感觉和动作学习。客体永久性是指即使物体被遮藏也依然存在的理解，婴儿通常在约8个月大时获得这一能力。

Conservation tasks (Piaget) show that pre-operational children cannot conserve volume, number, or mass, often fooled by appearance. However, McGarrigle & Donaldson (1974) found that if the change appears accidental (‘naughty teddy’), more children conserve, implying that social context matters.

守恒任务（Piaget）表明前运算阶段儿童不能守恒体积、数量和物质，常被外观变化所迷惑。然而 McGarrigle 和 Donaldson (1974) 发现，如果变化看起来是意外（’淘气的小熊’），更多儿童能够守恒，暗示社会情境也起作用。

Dweck’s mindset theory distinguishes between a fixed mindset (ability is innate) and a growth mindset (ability can be developed). Praise for effort rather than ability encourages a growth mindset, leading to greater resilience and achievement.

Dweck 的思维模式理论区分了固定型思维（能力天生）和成长型思维（能力可发展）。赞扬努力而非天赋有助于培养成长型思维，从而增强韧性与成就。

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4. Social Influence | 社会影响

Conformity is a change in behaviour or belief due to real or imagined group pressure. Asch (1951) demonstrated that participants often conformed to an obviously incorrect majority in a line-judgement task, especially when group size increased and unanimity was present.

从众是由于真实或想象的群体压力而导致的行为或信念的改变。阿希 (1951) 在线条判断任务中证明，参与者常屈从于明显错误的大多数，尤其在群体规模增大且意见一致时。

Obedience involves following direct commands from an authority figure. Milgram (1963) found that 65% of participants administered the maximum 450-volt shock to a learner under instruction, highlighting the power of authority, proximity, and social setting.

服从涉及听从权威人物的直接命令。米尔格拉姆 (1963) 发现 65% 的参与者按指示对学习者施加了最高 450 伏电击，突显了权威、近距离和社会情境的强大影响。

Situational factors also affect helping behaviour. The bystander effect (Latane & Darley) shows that the presence of others reduces the likelihood of intervention due to diffusion of responsibility and pluralistic ignorance.

情境因素同样影响助人行为。旁观者效应（Latane 和 Darley）表明，他人在场会因责任扩散和多数无知而降低干预的可能性。

Deindividuation occurs when individuals in a group lose self-awareness and feel anonymous, which can lead to disinhibited behaviour. Zimbardo’s Stanford Prison Experiment illustrated how roles and anonymity affect behaviour.

去个体化发生在个体于群体中丧失自我意识和匿名感时，可导致行为去抑制化。津巴多的斯坦福监狱实验说明了角色和匿名如何影响行为。

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5. Language, Thought and Communication | 语言、思维与交流

Language is a system of symbols and rules for meaningful communication. Human language is distinct from animal communication due to its productivity, displacement, and capacity for abstract reference.

语言是一种由符号和规则构成的意义沟通系统。人类语言不同于动物交流，因为它具有创造性、移位性和抽象指称能力。

The Sapir-Whorf hypothesis suggests that language determines thought (linguistic determinism) or influences thought (linguistic relativity). Studies of colour perception across cultures provide some support.

Sapir-Whorf 假说认为语言决定思维（语言决定论）或影响思维（语言相对论）。跨文化色彩感知研究为这一观点提供了一些证据。

Von Frisch’s bee studies (1950s) showed that honeybees use a waggle dance to communicate the direction and distance of food sources, a form of animal communication with symbolic properties but limited creativity.

von Frisch 的蜜蜂研究 (1950年代) 表明，蜜蜂用摇摆舞传递食物来源的方向和距离，这是一种具有符号特性但创造力有限的动物交流形式。

Non-verbal communication includes eye contact, facial expressions, body language, and personal space. Eye contact can regulate conversation flow and signal interest or threat. Cultural norms shape how personal space is used.

非语言交流包括目光接触、面部表情、身体语言和个人空间。目光接触可以调控对话节奏并传达兴趣或威胁。文化规范影响着个人空间的运用方式。

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6. Brain and Neuropsychology | 大脑与神经心理学

The nervous system consists of the central nervous system (CNS: brain and spinal cord) and the peripheral nervous system (PNS: somatic and autonomic divisions). The autonomic system controls involuntary functions and splits into sympathetic (arousing) and parasympathetic (calming) branches.

神经系统由中枢神经系统（CNS：脑和脊髓）和外周神经系统

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