📚 AS CAIE Psychology: Quick Vocabulary Memorisation Guide | AS CAIE 心理学：词汇术语速记指南
Mastering key terminology is not just about memorising definitions – it is about building a mental map that connects concepts across the entire AS CAIE Psychology syllabus. This guide selects high-frequency terms from every topic and pairs them with simple, memorable cues to help you recall them quickly in exam conditions. Use these pairings to strengthen your understanding and write precise, high-mark answers.
掌握关键术语不仅仅是背诵定义——更重要的是建立一张贯穿整个 AS CAIE 心理学大纲的概念脑图。本指南选取每个主题中的高频术语，并配上简单易记的线索，帮助你在考试中快速回忆。利用这些配对来加深你的理解，写出精确、高分的答案。
1. Research Methods Terminology | 研究方法术语
Independent variable (IV): The factor that the researcher deliberately changes or manipulates. Think ‘I control’ – I determine its levels.
自变量 (IV)：研究者有目的地改变或操纵的因素。联想“自”即自己控制——由你来决定它的水平。
Dependent variable (DV): The outcome that is measured. It depends on the IV. Mnemonic: DV waits for the IV to act and then ‘depends’ on it.
因变量 (DV)：被测量的结果。它依赖于自变量。记忆法：DV 等待 IV 出手，然后“依靠”它发生变化。
Operationalisation: Turning a vague concept into a clear, measurable procedure. For example, ‘aggression’ could be operationalised as number of times a child hits a doll. Remember ‘operation’ – you must describe the exact operation of measuring.
操作化：将模糊的概念转变为清晰、可测量的程序。例如，“攻击性”可以被操作化为孩子敲击玩偶的次数。记住“操作”二字——你必须描述测量的具体操作步骤。
Confounding variable: An uncontrolled factor that might affect the DV, making it hard to tell whether the IV caused the change. Visualise a ‘confused’ researcher who cannot isolate the real cause.
混淆变量：一个未加控制的因素，可能影响因变量，让人难以判断是不是自变量引起了变化。想象一位“困惑”的研究者，无法分离出真正的原因。
Standardisation: Keeping the procedure exactly the same for all participants. All instructions, timings and settings are identical. Recall ‘standard’ – everything follows the same standard.
标准化：让所有参与者的程序完全一致。所有的指导语、计时和设置都相同。想到“标准”——所有环节遵循同一个标准。
2. Biological Psychology: Neurons & Synapses | 生物心理学：神经元与突触
Neuron: A nerve cell that sends electrical impulses. Three main types: sensory, relay and motor. Picture a biological ‘wire’ carrying messages.
神经元：发送电冲动的神经细胞。三种主要类型：感觉神经元、联络神经元和运动神经元。想象一条传递信息的生物“电线”。
Synapse: The tiny gap between two neurons where chemical transmission occurs. Mnemonic: synaptic cleft is the ‘space’ where neurotransmitters ‘synch’ or link neurons.
突触：两个神经元之间发生化学传递的微小间隙。记忆法：突触间隙是神经递质“同步”连接神经元的“空间”。
Neurotransmitter: A chemical messenger released from vesicles into the synapse. Think ‘transmit’ – these chemicals transmit the signal across the gap.
神经递质：从囊泡释放到突触间隙的化学信使。想到“传递”——这些化学物质把信号传过间隙。
Action potential: A brief electrical charge that travels down the axon when a neuron fires. It is ‘all-or-nothing’. Associate ‘action’ with the moment a neuron ‘acts’ and fires.
动作电位：神经元放电时沿轴突快速传导的短暂电荷。遵循“全或无”原则。把“动作”联想为神经元“行动”并放电的那一刻。
3. Biological Psychology: Brain & Hormones | 生物心理学：大脑与荷尔蒙
Amygdala: An almond-shaped structure deep in the brain, critical for processing fear and aggression. Almond = amygdala – both start with ‘a’ and share a shape.
杏仁核：大脑深处杏仁状的结构，对加工恐惧和攻击性至关重要。杏仁 (almond) 和杏仁核 (amygdala) 都以“a”开头，且有相似形状。
Hippocampus: Seahorse-shaped region essential for forming new long-term memories. Think of a ‘hippocampus’ on a campus – a campus stores knowledge, just as the hippocampus stores memories.
海马体：形似海马的区域，对形成新的长时记忆至关重要。想象校园 (campus) 里的海马 (hippocampus)——校园储存知识，海马体储存记忆。
Prefrontal cortex: The front part of the frontal lobes, involved in decision-making, impulse control and reasoning. Picture the brain’s ‘CEO’ sitting right behind your forehead.
前额叶皮层：额叶的前部，参与决策、冲动控制和推理。把它想象成坐在你额头后面的“首席执行官”。
Adrenaline: Hormone released in fight-or-flight response, increasing heart rate and energy. Adrenaline = ‘add’ energy rapidly.
肾上腺素：在战斗或逃跑反应中释放的激素，增加心率和能量。肾上腺素 (adrenaline) 联想为“添加”(add) 快速能量。
Cortisol: Stress hormone produced by adrenal glands; helps body cope with prolonged stress but can impair memory. ‘Cort’ sounds like ‘court’ – prolonged stress keeps you in court.
皮质醇：肾上腺分泌的压力激素；帮助身体应对长期压力，但会损伤记忆。“Cort”听起来像“court”（法庭）——长期压力就像不断上法庭。
4. Cognitive Psychology: Memory Models | 认知心理学：记忆模型
Multi-store model (Atkinson & Shiffrin): Proposes three separate stores – sensory register, short-term memory (STM) and long-term memory (LTM). Information flows linearly. Think of a three-storey building; information travels floor by floor.
多存储模型 (Atkinson & Shiffrin)：提出三个独立的存储系统——感觉登记、短时记忆 (STM) 和长时记忆 (LTM)。信息线性流动。想象一座三层楼房，信息一层一层地运输。
Sensory register: Very brief store for each sense (iconic for vision, echoic for sound). Duration: less than half a second. ‘Register’ like a fleeting cash register receipt.
感觉登记：各个感觉极短暂的存储（视觉的映像记忆、听觉的声像记忆）。持续时间不到半秒。“登记”就像一张转瞬即逝的收银小票。
Working memory model (Baddeley & Hitch): Replaces the idea of a single STM. Components: central executive, phonological loop, visuospatial sketchpad, episodic buffer. ‘Working’ because it actively processes information, like a mental workbench.
工作记忆模型 (Baddeley & Hitch)：替代了单一 STM 的概念。组成：中央执行器、语音回路、视空间画板、情节缓冲器。“工作”因为它主动加工信息，像一个心理工作台。
Central executive: The boss of working memory, directing attention and dividing resources. It does not store information – it manages. Think of a CEO who delegates tasks.
中央执行器：工作记忆的“老板”，指挥注意并分配资源。它不储存信息——只负责管理。想象一个分配任务的CEO。
Phonological loop: Handles auditory information; consists of phonological store (inner ear) and articulatory process (inner voice). Say the word ‘phonological’ aloud to remember it deals with sounds.
语音回路：处理听觉信息；包括语音存储（内耳）和发音复述过程（内部言语）。大声读出“phonological”这个单词，以记住它与声音有关。
5. Cognitive Psychology: Forgetting & Eyewitness | 认知心理学：遗忘与目击证词
Proactive interference: Old memories disrupt recall of new information. Pro = forward, so old learning interferes forward. Mnemonic: PRO-active – the past is ‘pro’ and gets in the way.
前摄干扰：旧记忆干扰新信息的回忆。Pro 意为向前，所以旧知识向前干扰。记忆法：PRO-active——过去的知识“pro”出来捣乱。
Retroactive interference: New learning disrupts recall of old memories. Retro = backward, new information reaches back and messes up old recall. ‘Retro’ fashion – new trends mess with old memories.
倒摄干扰：新学习干扰旧记忆的回忆。Retro 意为向后，新信息向后干扰。联想“retro”风——新潮流搅乱了旧记忆。
Misleading information effect: Post-event information alters memory of the original event. Loftus’s car crash studies are key. The word ‘misleading’ reminds you that misleading questions lead witnesses astray.
误导信息效应：事后信息改变了对原始事件的记忆。Loftus 的撞车实验是关键。“误导”一词提醒你，误导性问题会把目击者引入歧途。
Weapon focus effect: Witnesses focus on a weapon, impairing their memory for other details. The weapon ‘steals’ attention. Think of a camera zooming in on a weapon and blurring the background.
武器聚焦效应：目击者注意力集中在武器上，削弱对其他细节的记忆。武器“偷走”了注意。想象镜头拉近武器，背景一片模糊。
6. Learning Theories: Behaviourism | 学习理论：行为主义
Classical conditioning: Learning by association; a neutral stimulus becomes associated with a reflex response. Pavlov’s dogs are the classic example. ‘Classical’ music was the neutral stimulus that became paired with food.
经典条件作用：通过联结学习；中性刺激与反射反应联结起来。Pavlov 的狗是经典例子。“经典”音乐像是中性刺激，与食物配对后引发反应。
Unconditioned stimulus (UCS): A stimulus that naturally triggers a response (e.g., food). ‘Unconditioned’ means unlearned. It unconditionally produces a reaction.
无条件刺激 (UCS)：自然引发反应的刺激（如食物）。“无条件”意味着非习得。它无条件地产生反应。
Conditioned stimulus (CS): Originally neutral, after association it triggers a conditioned response. The bell in Pavlov’s experiment. ‘Conditioned’ means learned – the stimulus becomes a condition for the response.
条件刺激 (CS)：原为中性，经过联结后引发条件反应。Pavlov 实验中的铃声。“条件”意味着习得——该刺激成为反应的条件。
Operant conditioning: Learning through consequences; behaviour is shaped by reinforcement and punishment. Skinner’s box. ‘Operant’ – you ‘operate’ on the environment and are rewarded or punished.
操作条件作用：通过后果学习；行为由强化和惩罚塑造。Skinner 箱。“操作”– 你对环境“操作”，得到奖赏或惩罚。
Positive reinforcement: Adding a pleasant stimulus to increase a behaviour. ‘Positive’ means adding; ‘reinforcement’ strengthens. Giving a treat. Remember +R, adding good stuff.
正强化：增加一个愉快刺激以增强行为。“正”指增加；“强化”指增强。给奖励。记住 +R，添加好东西。
Negative reinforcement: Removing an unpleasant stimulus to increase behaviour. Not punishment! It is taking away something bad (e.g., turning off a loud noise). Think of ‘negative’ as subtracting something aversive.
负强化：移除一个不愉快的刺激以增强行为。注意，这不是惩罚！是拿走不好的东西（如关掉吵人的噪声）。把“负”想成减去讨厌的东西。
7. Social Psychology: Conformity & Obedience | 社会心理学：从众与服从
Conformity: Yielding to group pressure, changing behaviour or beliefs to fit in. Asch’s line studies. Conform = ‘form’ your views to match the group.
从众：屈从于群体压力，改变行为或信念以融入。Asch 的线段实验。Conform 可以理解为“form”自己的看法以匹配群体。
Normative social influence: Conforming to be liked or accepted by the group. It answers the question ‘What should I do to be liked?’ Norm = social norms about popularity.
规范社会影响：为被群体喜爱或接受而从众。它回答的问题是“我该做什么才会被喜欢？”规范 = 关于受欢迎的社会规范。
Informational social influence: Conforming because you believe the group knows better, especially in ambiguous situations. Info = information; you seek information from the group.
信息社会影响：因为相信群体更懂而从众，尤其是在模糊情境下。Info = 信息；你向群体寻求信息。
Obedience: Following direct orders from an authority figure. Milgram’s electric shock experiment. ‘Obey’ – a direct command from someone with power.
服从：遵循权威人物的直接命令。Milgram 的电击实验。“服从”– 来自拥有权力者的直接指令。
Authoritarian personality: A dispositional explanation for obedience; rigid, submissive to authority and prejudiced. Measured by the F-scale. ‘Authoritarian’ – think of an author who dictates everything.
权威人格：服从的倾向性解释；刻板、服从权威、带有偏见。用 F 量表测量。“权威人格”– 想象一个对一切都下指令的作者。
8. Data Handling & Statistics | 数据处理与统计
Mean: Arithmetic average; sum of scores divided by number of scores. Sensitive to outliers. ‘Mean’ sounds like ‘median’ but you must actually calculate it by including all values equally.
平均数：算术平均值；所有分数之和除以分数个数。对异常值敏感。“平均数”虽然也含“均”，但它会让每个值平等地参与计算。
Median: The middle score when data are ordered. Not affected by extreme scores. ‘Median’ and ‘middle’ both start with ‘m’.
中位数：数据依序排列后的中间值。不受极端分数影响。“中位数”的“中”就是中间。
Mode: The most frequently occurring score. Mode = most. Think of fashion ‘mode’ – the most popular style.
众数：出现频率最高的分数。Mode = most。想到时尚“mode”– 最流行的款式。
Standard deviation: A measure of how spread out scores are around the mean. Large SD = wide spread. ‘Deviation’ means how much scores deviate from the norm.
标准差：衡量分数围绕平均值的分散程度。标准差大表示分散广。“差”就是指分数偏离常规的程度。
Correlation coefficient (r): A number between −1 and +1 indicating strength and direction of a relationship. +1 perfect positive; −1 perfect negative; 0 no relationship. ‘r’ = relationship strength.
相关系数 (r)：介于 −1 到 +1 之间的数字，表示关系的强度和方向。+1 完全正相关；−1 完全负相关；0 无关系。“r”代表关系强度 (relationship)。
P-value: The probability that results occurred by chance. If p < 0.05, results are usually considered significant. 'P' stands for probability – if it is low, your hypothesis can grow.
P 值：结果因偶然发生的概率。若 p < 0.05，结果通常被认为是显著的。“P”代表概率 (probability)——如果它小，你的假设便“生”(grow) 起来了。
9. Issues & Debates: Nature vs Nurture | 议题与辩论：先天与后天
Nature: The view that behaviour is determined by biological factors such as genes, brain structure and hormones. ‘Nature’ – you are born with it, it is your nature.
先天：认为行为由基因、大脑结构和荷尔蒙等生物因素决定的观点。“先天”– 与生俱来，这是你的天性。
Nurture: The view that behaviour is shaped by environment, learning and experience. ‘Nurture’ is what you receive from caregivers and culture.
后天：认为行为由环境、学习和经验塑造的观点。“后天”养育是来自照顾者和文化的影响。
Interactionist approach: Most psychologists accept that nature and nurture interact. Neither acts in isolation. Epigenetics demonstrates how environment can alter gene expression. ‘Interaction’ – they constantly affect each other.
交互作用论：多数心理学家认同先天与后天相互作用。两者并非孤立起作用。表观遗传学展示了环境如何改变基因表达。“交互”– 它们持续相互影响。
Reductionism: Breaking behaviour down into its simplest components (e.g., biological reductionism explains aggression through amygdala activity alone). ‘Reduce’ means making something simpler, perhaps too simple.
还原论：将行为拆解为最简单的成分（如生物还原论只用杏仁核活动解释攻击性）。“还原”意味着使事物更简单，可能过分简略。
Holism: The idea that the whole is greater than the sum of its parts; behaviour should be understood in its entire context. ‘Whole’ and ‘holism’ share the same root. A holistic approach examines the full picture.
整体论：认为整体大于部分之和；行为应在其整体情境中理解。“整”（whole）和“整体论”（holism）同源。整体论考察全貌。
10. Ethics & Key Guidelines | 伦理与关键准则
Informed consent: Participants must be given enough information about the study to make a voluntary decision. This includes the right to withdraw. ‘Informed’ means they know what they are signing up for.
知情同意：必须给予参与者足够的研究信息，以便其做出自愿决定。这包括随时退出的权利。“知情”意味着他们知道自己同意参加的是什么。
Deception: Misleading participants about the true aim of a study. It should only be used when absolutely necessary and must be followed by a thorough debrief. ‘De-‘ often means away from the truth.
欺骗：误导参与者研究的真实目的。只有在绝对必要时才可使用，并且事后必须进行充分的事后解说。“欺”意味着偏离真相。
Debrief: After the study, the true purpose is explained, and participants can ask questions. It returns participants to a positive state. ‘Brief’ is summarizing; ‘debrief’ is unsummarising the true story.
事后解说：研究结束后，解释真实目的，允许参与者提问。它使参与者恢复积极状态。“brief”是摘要，debrief 是揭开真相的“反摘要”。
Right to withdraw: Participants can stop taking part at any time without penalty. Even their data can be removed later. ‘Withdraw’ means pulling out freely – like withdrawing money from a bank with no fee.
退出权利：参与者可以在任何时间无惩罚地停止参与。甚至他们的数据随后也可删除。“退出”意味着自由抽身——像从银行无偿取款。
Confidentiality: Participants’ personal details and data are kept private and not identified in reports. Identifiers are replaced by codes. ‘Confidential’ – the information is entrusted to you, keep it secret.
保密性：参与者的个人信息和数据保持私密，不在报告中标识。用代码代替标识信息。“保密”– 信息托付给你，应当保密。
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