📚 A-Level WJEC Psychology: Quick Vocabulary Memorization Guide | A-Level WJEC 心理学：词汇术语速记指南
Mastering psychology terminology is half the battle in A-Level WJEC exams. This guide presents essential terms grouped by topic, with clear definitions and memorable cues to help you recall them under pressure. Each term is explained in English and Chinese, reinforcing understanding and retrieval.
掌握心理学专业术语是攻克 A-Level WJEC 考试的重要一环。本指南按主题汇总了核心术语，附上清晰的定义和易记提示，帮助你在考试压力下迅速回想。每个术语都配有中英文解释，加强理解与记忆提取。
1. Research Methods Vocabulary | 研究方法词汇
Independent Variable (IV) – The factor that is deliberately manipulated by the researcher to observe its effect on the dependent variable. Remember: “I manipulate the IV.” In Chinese, 自变量 , literally ‘self-changing quantity’, the one you change.
自变量 (Independent Variable, IV) – 研究者有意操纵的因素，以观察它对因变量的影响。记忆口诀：“我操纵 IV”。英文中 I 代表 “我”，想象是自己动手改变的变量。
Dependent Variable (DV) – The outcome that is measured after changing the IV. It ‘depends’ on the IV. In Chinese, 因变量 , the result variable. Think: “DV is the Data Value I record.”
因变量 (Dependent Variable, DV) – 改变自变量后测量的结果。它“依赖”于自变量。英文联想：DV 也是 “Data Value” 的缩写，是你记录的数据值。
Confounding Variable – An uncontrolled factor that could affect the DV and confuse the true effect of the IV. If you forget to control time of day, fatigue becomes a confounding variable.
混淆变量 (Confounding Variable) – 未加控制的因素，可能影响因变量并混淆自变量的真实效果。比如忘记控制测试时间，疲劳就会成为混淆变量。
| Term (English) | 中文术语 | Quick Memory Aid |
|---|---|---|
| Operationalisation | 操作化 | Turning a fuzzy concept into a measurable number – “operate” on the idea. |
| Pilot Study | 试点研究 | A small trial run; think of a pilot testing an aircraft before the real flight. |
2. Biological Psychology & the Brain | 生物心理学与大脑
Synaptic Transmission – The process by which a nerve impulse crosses the synapse. Neurotransmitters are released from presynaptic vesicles, diffuse across the gap, and bind to receptors on the postsynaptic neuron. Recall “synaptic snap”: like a key (neurotransmitter) fitting into a lock (receptor).
突触传递 (Synaptic Transmission) – 神经冲动跨越突触的过程。神经递质从前膜囊泡释放，扩散过间隙，并与后膜受体结合。记忆画面：“突触钥匙” – 递质像钥匙打开受体这把锁。
Localisation of Function – The theory that specific brain areas control particular behaviours. Broca’s area (speech production) and Wernicke’s area (language comprehension) are classic examples. Mnemonic: “Broca’s Broken speech, Wernicke’s Word confusion.”
功能定位 (Localisation of Function) – 特定脑区控制特定行为的理论。布罗卡区（言语表达）和韦尼克区（语言理解）是经典例子。记忆口诀：“布罗卡不语，韦尼克乱语。”
fMRI – Functional Magnetic Resonance Imaging; measures brain activity by detecting changes in blood oxygenation. It shows which parts of the brain are working during a task. Think “f for function, M for map”.
功能性磁共振成像 (fMRI) – 通过检测血氧变化来测量脑活动。它能显示执行任务时大脑哪些区域在工作。联想 “f = 功能, M = 绘图”。
3. Cognitive Psychology – Memory | 认知心理学 – 记忆
Multi-Store Model (MSM) – Atkinson & Shiffrin’s model with three stores: sensory register, short-term memory (STM), and long-term memory (LTM). Information moves via attention and rehearsal. Visualise a three-floor warehouse: fleeting perception, conscious workspace, and permanent archive.
多存储模型 (Multi-Store Model, MSM) – 阿特金森和谢夫林提出的三存储模型：感觉登记、短时记忆和长时记忆。信息通过注意和复述传递。想象三层仓库：瞬时感知层、意识工作间和永久档案室。
Working Memory Model (WMM) – Baddeley & Hitch’s model focusing on active processing. Central executive supervises the phonological loop (verbal info) and visuospatial sketchpad (visual info). Reminder: “Central Executive is the boss, Loop speaks, Sketchpad sketches.”
工作记忆模型 (Working Memory Model, WMM) – 巴德利和希奇提出的强调主动加工的模型。中央执行系统监督语音回路（言语信息）和视空间画板（视觉信息）。记忆：“中央执行系统是老板，回路负责说，画板负责画。”
Eyewitness Testimony – Evidence given by a witness to a crime; heavily studied in relation to leading questions and post-event information. Loftus showed how wording like “smashed” vs “hit” alters speed estimates.
目击者证词 (Eyewitness Testimony) – 犯罪目击者提供的证据；在误导性问题和事后信息方面被广泛研究。洛夫特斯展示“撞碎”和“碰撞”等用词如何改变速度估计。
4. Social Psychology – Conformity & Obedience | 社会心理学 – 从众与服从
Conformity – A change in behaviour or belief due to real or imagined group pressure. Asch’s line study illustrated normative social influence (desire to fit in) and informational influence (belief that the group is right). Compare: Normative = Need for liking; Informational = Need to be right.
从众 (Conformity) – 因真实或想象的群体压力而导致的行为或信念改变。阿希的线段实验说明了规范社会影响（渴望融入）和信息性影响（相信群体正确）。对比：规范性 = 需要被喜欢；信息性 = 需要正确。
Obedience – Following direct orders from an authority figure. Milgram’s shock experiment revealed high obedience when commands were given by a legitimate authority. The agentic state theory says we shift responsibility to the authority.
服从 (Obedience) – 遵从权威人物的直接命令。米尔格拉姆的电击实验显示，当合法权威下达命令时服从率很高。代理状态理论认为我们将责任转移给权威。
Agentic State vs Autonomous State – In the agentic state, a person sees themselves as an agent of another’s will; in the autonomous state, they act according to their own conscience. Mnemonic: “Agentic = Acting for Another; Autonomous = Acting on my Own.”
代理状态与自主状态 – 代理状态下，个体视自己为他人意志的执行者；自主状态下则依据自己的良心行动。记忆：“代理 = 为他人的代理人；自主 = 自己做主。”
5. Developmental Psychology – Attachment | 发展心理学 – 依恋
Attachment – An enduring emotional bond between an infant and caregiver, essential for survival. Bowlby proposed that attachment is innate and serves an evolutionary function: keeping infants close to the caregiver for safety.
依恋 (Attachment) – 婴儿与照料者之间持久的情感纽带，对生存至关重要。鲍尔比提出依恋是天生的，具有进化功能：让婴儿靠近照料者以确保安全。
Strange Situation – Ainsworth’s structured observation to assess attachment types: secure (Type B), insecure-avoidant (Type A), and insecure-resistant (Type C). Remember the reunion behaviour: Secure = happy then calm; Avoidant = ignores; Resistant = clingy yet angry.
陌生情境法 (Strange Situation) – 安斯沃思用于评估依恋类型的结构化观察：安全型 (B)、不安全-回避型 (A) 和不安全-抗拒型 (C)。记忆重聚时的表现：安全型 = 高兴然后平静；回避型 = 忽视；抗拒型 = 纠缠却愤怒。
Internal Working Model – A mental representation formed from early attachment that influences future relationships. A loving, responsive caregiver creates a positive model: “I am worthy, others are reliable.”
内部工作模型 (Internal Working Model) – 由早期依恋形成的心理表征，影响未来人际关系。充满爱且敏感的照料者会形成积极模型：“我值得被爱，他人值得信赖。”
6. Individual Differences – Psychopathology | 个体差异 – 心理病理学
Abnormality Definitions – Four common definitions: statistical infrequency (rare behaviours), deviation from social norms (breaking unwritten rules), failure to function adequately (unable to cope with daily life), and deviation from ideal mental health (absence of Jahoda’s criteria). Use the acronym “S.D.F.I.” – Statistical, Deviation from norms, Failure to function, Ideal deviation.
异常定义 – 四种常见定义：统计稀有性（罕见行为）、偏离社会规范（违反不成文规则）、功能不良（无法应对日常生活）和偏离理想心理健康（缺乏贾霍达标准）。首字母口诀 “SDFI”：统计、规范、功能、理想。
Phobia Characteristics – Emotional: excessive fear, anxiety; Cognitive: irrational beliefs about the feared object; Behavioural: avoidance or freezing. The two-process model explains phobias: classical conditioning creates them, operant conditioning maintains them.
恐惧症特征 – 情感：过度恐惧、焦虑；认知：对恐惧对象的非理性信念；行为：回避或僵住。双过程模型解释恐惧症：经典条件作用产生恐惧，操作性条件作用维持恐惧。
Cognitive Behavioural Therapy (CBT) – A treatment focusing on changing maladaptive thoughts and behaviours. For depression, Beck’s CBT challenges negative triad (self, world, future). The ABC model (Activating event, Belief, Consequence) is used in REBT.
认知行为疗法 (CBT) – 聚焦于改变不良思维和行为的治疗方法。对于抑郁症，贝克的 CBT 挑战负性三角（自我、世界、未来）。理性情绪行为疗法 (REBT) 使用 ABC 模型：激发事件、信念、后果。
7. Debates & Issues – Nature vs Nurture | 争论与议题 – 先天与后天
Nature vs Nurture – The debate over whether behaviour is determined by genetics (nature) or environment and learning (nurture). Modern psychology recognises an interaction: diathesis-stress model shows genetic vulnerability + environmental trigger.
先天与后天 (Nature vs Nurture) – 关于行为由遗传（先天）还是环境和学习（后天）决定的争论。现代心理学认识到交互作用：素质–应激模型显示遗传易感性 + 环境触发因素。
Reductionism vs Holism – Reductionism explains behaviour by breaking it down into smaller components (e.g., biological reductionism to neurotransmitters). Holism considers the whole person and emergent properties. Remember: Reductionism = microscope; Holism = wide-angle lens.
还原论与整体论 (Reductionism vs Holism) – 还原论通过分解为更小成分来解释行为（如生物学还原论到神经递质）。整体论则考虑整个个体及其涌现属性。记忆：还原论 = 显微镜；整体论 = 广角镜头。
Ethical Issues – Key principles from BPS code: informed consent, deception (acceptable if justified and debriefed), protection from harm, privacy/confidentiality. When evaluating studies, always consider “Can participants give fully informed consent? Was there any distress?”
伦理问题 – 英国心理学会准则的关键原则：知情同意、欺骗（如有正当理由且事后解释可接受）、免受伤害、隐私/保密。评估研究时总要思考：“参与者能否给出完全知情同意？是否造成任何痛苦？”
8. Approaches – Biopsychology & Behaviourism | 取向 – 生物心理学与行为主义
Biopsychology Assumptions – All behaviour has a physical basis in the brain, genes, hormones, and evolutionary pressures. Twin studies reveal heritability. The approach uses scientific methods like brain scans and animal experiments.
生物心理学假设 – 所有行为都有大脑、基因、激素和进化压力上的物理基础。双胞胎研究揭示遗传力。该取向采用脑扫描和动物实验等科学方法。
Classical Conditioning – Learning by association. Pavlov’s dogs: neutral stimulus (bell) + unconditioned stimulus (food) leads to conditioned response (salivation to bell). Key terms: NS, UCS, UCR, CS, CR. Think “Pavlov’s bell = conditional signal.”
经典条件作用 – 通过联想学习。巴甫洛夫的狗：中性刺激（铃声）+ 无条件刺激（食物）导致条件反应（听到铃声分泌唾液）。关键词：NS, UCS, UCR, CS, CR。“巴甫洛夫的铃声 = 条件信号。”
Operant Conditioning – Learning through consequences. Positive reinforcement (adding reward to increase behaviour), negative reinforcement (removing unpleasant stimulus to increase behaviour), punishment (decreases behaviour). Skinner’s box demonstrated rats pressing levers for food.
操作性条件作用 – 通过后果学习。正强化（添加奖励以增加行为）、负强化（移除不愉快刺激以增加行为）、惩罚（减少行为）。斯金纳箱展示大鼠按杠杆获取食物。
9. Statistical & Data Analysis Terms | 统计与数据分析术语
Nominal, Ordinal, Interval Data – Nominal: categories with no order (eye colour). Ordinal: ordered but unequal intervals (ratings 1-5). Interval: ordered with equal intervals and no true zero (temperature in °C). Mnemonic: “NOIR” – Nominal, Ordinal, Interval, Ratio. (Ratio has true zero, e.g., height).
名义、顺序、等距数据 – 名义：无顺序的类别（眼睛颜色）。顺序：有序但间隔不等（评分1-5）。等距：有序且间隔相等，没有真正的零点（摄氏度）。记忆：”NOIR” – 名义、顺序、等距、比率（比率有真正零点，如身高）。
Mean, Median, Mode – Mean: arithmetic average; influenced by outliers. Median: middle value, robust. Mode: most frequent. For skewed data, median is best. Say: “Mean is mean to outliers.”
平均数、中位数、众数 – 平均数：算术平均值；受极端值影响。中位数：中间值，稳健。众数：出现最多的值。对于偏态数据，中位数更佳。口诀：“平均数对极端值很刻薄。”
Type I and Type II Errors – Type I: rejecting a null hypothesis that is actually true (false positive). Type II: failing to reject a false null hypothesis (false negative). Think: “Type I fires a false alarm; Type II misses the target.”
I 类错误与 II 类错误 – I 类错误：拒绝了真实的虚无假设（假阳性）。II 类错误：未能拒绝错误的虚无假设（假阴性）。联想：“I 类误报，II 类漏报。”
10. Exam-Style Vocabulary Application | 考试题型词汇应用
In WJEC Component 2 and 3, you must use specialist terminology precisely. When describing a study, integrate terms like “operationalised the IV by…”, “used a repeated measures design to control for participant variables”, “the DV was assessed through…”. Practise rewriting a simple sentence: “They tested memory” → “They assessed recall performance using a standardised word list to operationalise the DV.”
在 WJEC 第二部分和第三部分，你必须准确使用专业术语。描述研究时，整合术语，如“通过……操作化自变量”、“采用重复测量设计以控制参与者变量”、“因变量通过……评估”。练习改写简单句：“他们测试了记忆” → “他们使用标准化词表评估回忆表现，从而操作化因变量。”
Evaluation vocabulary – Use phrases like “internal validity was compromised by…”, “demand characteristics may have influenced behaviour”, “the sample lacked population validity because it was ethnocentric/androcentric”. These phrases show examiners you think like a psychologist.
评价词汇 – 使用“内部效度因……被削弱”、“需求特征可能影响行为”、“样本缺乏人口效度，因为它具有种族中心/男性中心主义”等短语。这些表述向考官展示你像心理学家一样思考。
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