KS3 OCR Psychology: Vocabulary & Terminology Quick Memory Guide | KS3 OCR 心理学：词汇术语速记指南

📚 KS3 OCR Psychology: Vocabulary & Terminology Quick Memory Guide | KS3 OCR 心理学：词汇术语速记指南

Mastering psychology starts with a solid grip on its vocabulary. This guide presents the essential terms you need for KS3 OCR Psychology, paired with clear explanations and memory tricks. Each section introduces key concepts using paired English and Chinese paragraphs to reinforce understanding in both languages.

掌握心理学，始于牢固掌握其术语。本指南为你提供 KS3 OCR 心理学所需的核心词汇，并配以清晰的解释和记忆窍门。每个小节均通过英中对照段落介绍关键概念，帮助你用双语巩固理解。

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1. Psychology and Key Approaches | 心理学与主要流派

Psychology is the scientific study of the human mind and behaviour. It uses systematic methods to observe, describe, explain and predict how we think, feel and act.

心理学是对人类心智和行为的科学研究。它采用系统的方法观察、描述、解释和预测我们的思维、情感与行动。

Behaviourism focuses on observable actions and suggests all behaviour is learned through interaction with the environment. Key thinkers include John B. Watson and B.F. Skinner.

行为主义关注可观察的行为，认为所有行为都是通过与环境的互动习得的。主要代表人物包括约翰·华生和 B.F. 斯金纳。

Cognitive psychology investigates internal mental processes such as memory, perception, problem-solving and language. It compares the human mind to a computer that processes information.

认知心理学研究记忆、知觉、问题解决和语言等内部心理过程。它将人脑比作一台处理信息的计算机。

Biological approach explains behaviour through genes, brain structures, neurotransmitters and hormones. It demonstrates how physical processes influence emotions and actions.

生物心理学通过基因、大脑结构、神经递质和激素来解释行为。它揭示了生理过程如何影响情绪和行动。

Social psychology examines how the presence of others (real or imagined) affects our behaviour, feelings and thoughts. Topics include conformity, obedience and group dynamics.

社会心理学探究他人（真实或想象中的存在）如何影响我们的行为、情感和思维。主题包括从众、服从和群体动力。

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2. Research Methods and Design | 研究方法与设计

Experiment: A research method that manipulates an independent variable to measure its effect on a dependent variable while controlling other factors. It can establish cause and effect.

实验法：一种通过操纵自变量来测量其对因变量的影响，同时控制其他因素的研究方法。它可以确立因果关系。

Observation: Researchers watch and record behaviour in a natural or controlled setting without interference. It may be overt (participants know) or covert (participants do not know).

观察法：研究者在自然或受控环境中观察并记录行为，不加干预。观察可以是公开的（参与者知情）或隐蔽的（参与者不知情）。

Questionnaire: A set of written questions used to gather self-reported data from many participants. Questions may be open-ended (qualitative) or closed (quantitative).

问卷法：一套书面问题，用于从大量参与者那里收集自我报告数据。问题可以是开放式的（定性）或封闭式的（定量）。

Interview: A face-to-face or telephone conversation where the researcher asks questions and records the answers. Structured interviews follow a fixed list; unstructured interviews are more flexible.

访谈法：研究者通过面对面或电话交谈提问并记录回答。结构化访谈遵循固定的提纲；非结构化访谈则更加灵活。

Case study: An in-depth investigation of a single individual, group or event. It provides rich qualitative data but is hard to generalise to a wider population.

个案研究：对单个个体、群体或事件进行深入调查。它提供丰富的定性资料，但难以推广到更广泛的人群。

Correlation: A statistical measure of the relationship between two variables. A positive correlation means as one increases, the other tends to increase; a negative correlation means as one increases, the other tends to decrease. Correlation does NOT imply causation.

相关：衡量两个变量之间关系的统计指标。正相关意味着一个变量增加时另一个也往往增加；负相关意味着一个变量增加时另一个则往往减少。相关并不代表因果。

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3. Variables and Hypotheses | 变量与假设

Independent variable (IV): The factor that the researcher manipulates or changes in an experiment. For example, the amount of sleep students get before a test.

自变量 (IV)：研究者在实验中操纵或改变的因素。例如，学生在考试前的睡眠时长。

Dependent variable (DV): The factor that is measured to see the effect of the IV. In the sleep example, test scores would be the DV.

因变量 (DV)：为观察自变量效果而测量的因素。在睡眠例子中，考试成绩就是因变量。

Extraneous variable (EV): Any variable other than the IV that could affect the DV. Researchers try to control EVs to avoid misleading results.

额外变量 (EV)：除自变量外，任何可能影响因变量的变量。研究者会设法控制额外变量，以免结果出现偏差。

Hypothesis: A precise, testable prediction about the relationship between variables. An experimental hypothesis often states that ‘there will be a difference …’ while a null hypothesis proposes ‘there will be no difference.’

假设：一个关于变量之间关系的精确、可检验的预测。实验假设通常表述为“会有差异…”，而虚无假设则提出“不会有差异…”。

Operationalisation: The process of clearly defining variables in terms of how they are measured or manipulated. For instance, ‘memory performance’ may be operationalised as ‘the number of words recalled from a list of 20.’

操作化：按照测量或操纵的方式明确定义变量的过程。例如，可以将“记忆力表现”操作化定义为“从20个词中回忆出的单词数量”。

Standardisation: Keeping the procedure, instructions and setting the same for all participants. It increases reliability by ensuring any differences in results are due to the IV, not random changes.

标准化：使所有参与者的程序、指导语和环境保持一致。它通过确保结果的差异来自自变量而非无关变化来提高信度。

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4. Ethical Considerations | 伦理考量

Informed consent: Participants must be told the aims and nature of the study (as far as possible) and agree to take part. For those under 16, parental consent is required.

知情同意：参与者必须尽可能被告知研究的目的和性质，并同意参与。未满16岁者需获得家长同意。

Right to withdraw: Participants must be allowed to leave the study at any time, and may also ask for their data to be removed. This protects their autonomy and well-being.

退出权利：参与者必须被允许随时退出研究，并可要求删除其数据。这保护了他们的自主性和福祉。

Deception: Deliberately misleading participants should be avoided unless research can be done in no other way. If used, a full debrief must follow and participants must still have the right to withdraw.

欺骗：应避免刻意误导参与者，除非研究别无他法。若使用欺骗，事后必须进行充分的中介澄清，且参与者仍保留退出权利。

Confidentiality: Participants’ personal data must be stored securely and not shared without permission. Results are usually reported anonymously, using numbers or initials.

保密性：参与者的个人数据必须安全储存，未经允许不得分享。结果通常匿名报告，使用编号或首字母代替姓名。

Protection from harm: Researchers have a duty to ensure participants do not experience physical or psychological distress greater than what they would face in everyday life. Any risk must be minimised.

免受伤害：研究者有责任确保参与者不会经历超出日常生活水平的身体或心理压力。任何风险必须降到最低。

Debrief: After the study, participants should be fully informed about the true purpose and given the chance to ask questions. This is especially important if any deception occurred.

事后解释：研究结束后，参与者应被充分告知研究的真实目的，并有机会提问。若使用了欺骗，这一点尤其重要。

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5. Memory and Information Processing | 记忆与信息加工

Encoding: The process of changing sensory input into a form that can be stored in memory. Encoding can be visual (picture), acoustic (sound) or semantic (meaning).

编码：将感觉输入转换为可存储于记忆的形式的过程。编码可以是视觉的（图像）、听觉的（声音）或语义的（意义）。

Storage: Retaining encoded information over time. Information is held in sensory memory, short-term memory (STM) or long-term memory (LTM).

储存：随时间保留已编码信息的过程。信息被保存在感觉记忆、短时记忆（STM）或长时记忆（LTM）中。

Retrieval: Accessing stored information when needed. Retrieval cues – like context or state – can help trigger memories.

提取：在需要时提取储存的信息。提取线索——如情境或状态——有助于触发记忆。

Short-term memory (STM): A temporary store with limited capacity (7 ± 2 items) and short duration (up to 18–30 seconds without rehearsal). Information is mainly coded acoustically.

短时记忆 (STM)：容量有限（7±2 个项目）且持续时间短暂（不进行复述时约 18–30 秒）的暂时储存。信息主要按听觉编码。

Long-term memory (LTM): A virtually unlimited store that holds information for years. Coding is largely semantic, and types include episodic (personal events), semantic (facts) and procedural (skills).

长时记忆 (LTM)：容量几乎无限、可储存多年信息的记忆系统。编码以语义为主，类型包括情节记忆（个人事件）、语义记忆（事实）和程序记忆（技能）。

Forgetting: Loss or inability to retrieve information. Explanations for forgetting include decay (memory trace fades), displacement (new information pushes old out of STM) and interference (proactive or retroactive).

遗忘：信息丢失或无法提取。遗忘的解释包括消退（记忆痕迹消退）、替代（新信息将旧信息挤出 STM）和干扰（前摄或倒摄干扰）。

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6. Learning and Conditioning | 学习与条件反射

Classical conditioning: Learning through association, first demonstrated by Ivan Pavlov. A neutral stimulus becomes linked to a reflex response after being paired with an unconditioned stimulus.

经典条件反射：由伊万·巴甫洛夫首次证明的联想学习。一个中性刺激在与无条件刺激多次配对后，会与反射反应产生联系。

Unconditioned stimulus (UCS): Something that naturally triggers a reflex (e.g., food causing salivation). The unconditioned response (UCR) is the reflex itself.

无条件刺激 (UCS)：自然引发反射的事物（例如食物引起唾液分泌）。无条件反应 (UCR) 就是该反射本身。

Conditioned stimulus (CS): An originally neutral stimulus that, after association with a UCS, comes to trigger a learned response. In Pavlov’s studies, the bell became the CS.

条件刺激 (CS)：原本中性的刺激，在与 UCS 建立联系后，能引发习得反应。在巴甫洛夫的研究中，铃声变成了条件刺激。

Operant conditioning: Learning through consequences. B.F. Skinner showed that behaviour is shaped by reinforcement and punishment.

操作条件反射：通过后果进行的学习。斯金纳证明，行为由强化和惩罚塑造。

Positive reinforcement: Adding a pleasant stimulus to increase the likelihood of a behaviour being repeated (e.g., giving praise for completing homework).

正强化：通过添加令人愉快的刺激来增加行为重复的可能性（例如因完成作业而受到表扬）。

Negative reinforcement: Removing an unpleasant stimulus to increase behaviour (e.g., turning off a loud alarm by pressing a button). This is NOT punishment.

负强化：通过移除令人不快的刺激来增加行为（例如按下按钮关闭吵闹的闹钟）。注意，这并非惩罚。

Punishment: A consequence that decreases the likelihood of a behaviour. Positive punishment adds something unpleasant (e.g., a scolding); negative punishment removes something pleasant (e.g., taking away a video game).

惩罚：降低行为可能性的后果。正惩罚添加令人不快的事物（如责骂）；负惩罚移除令人愉快的事物（如拿走电子游戏）。

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7. Social Influence and Group Behaviour | 社会影响与群体行为

Conformity: A change in a person’s behaviour or beliefs due to real or imagined group pressure. Asch’s line experiment revealed that people may conform even when the group is clearly wrong.

从众：因真实或想象中的群体压力而改变个人行为或信念。阿希的线段实验显示，即使群体明显错误，人也可能屈从。

Obedience: Following direct orders or commands from an authority figure. Milgram’s electric shock study showed that ordinary people can obey harmful orders under certain circumstances.

服从：遵循权威人物的直接命令。米尔格拉姆的电击研究表明，在特定情境下，普通人也会服从伤害性的指令。

Social loafing: The tendency for individuals to put in less effort when working in a group compared to when working alone. It can be reduced by making each person’s contribution identifiable.

社会惰化：个体在群体中工作时的努力程度低于独自工作时的倾向。让每个人的贡献可被识别可以减少这种现象。

Deindividuation: A loss of personal identity and self-awareness in groups, often leading to reduced inhibitions and uncharacteristic behaviour. Crowd anonymity can intensify this effect.

去个体化：在群体中个人身份和自我意识的丧失，常导致克制力下降和非常规行为。人群中的匿名性会增强这种效应。

Bystander effect: The finding that the more people who are present in an emergency, the less likely any one person is to offer help. Diffusion of responsibility is a key explanation.

旁观者效应：紧急事件中目击者越多，每个人提供帮助的可能性就越低。责任扩散是关键解释之一。

Authority figure: A person perceived to have power or expertise, such as a teacher, police officer or scientist. Milgram found that the presence of a lab-coated authority increased obedience.

权威人物：被认为拥有权力或专长的人，如教师、警察或科学家。米尔格拉姆发现，穿实验室白大褂的权威人物会增加服从倾向。

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8. The Brain and Nervous System | 大脑与神经系统

Neuron: A nerve cell that transmits information through electrical and chemical signals. It consists of a cell body, dendrites (receiving signals) and an axon (sending signals).

神经元：通过电信号和化学信号传递信息的神经细胞。它由细胞体、树突（接收信号）和轴突（发送信号）组成。

Synapse: The tiny gap between two neurons where chemical messengers cross. Neurotransmitters are released from the presynaptic neuron and bind to receptors on the postsynaptic neuron.

突触：两个神经元之间的微小间隙，化学信使在此传递。神经递质从突触前神经元释放，并与突触后神经元上的受体结合。

Central nervous system (CNS): Consists of the brain and spinal cord. It processes incoming information and coordinates responses throughout the body.

中枢神经系统 (CNS)：由脑和脊髓组成。它处理传入信息并协调整个人体的反应。

Peripheral nervous system (PNS): The network of nerves connecting the CNS to the rest of the body. It carries signals to and from muscles, glands and sense organs.

外周神经系统 (PNS)：将中枢神经系统与身体其他部分连接起来的神经网络。它负责向肌肉、腺体和感觉器官传递信号以及从这些部位接收信号。

Neurotransmitter: A chemical messenger that carries signals across the synapse. Examples include dopamine (linked to pleasure and reward) and serotonin (affects mood).

神经递质：一种跨越突触传递信号的化学信使。例如多巴胺（与愉悦和奖励相关）和血清素（影响情绪）。

Brain imaging: Techniques such as MRI (magnetic resonance imaging) and CT scans provide images of brain structure. fMRI can also show brain activity by tracking blood flow.

脑成像技术：如 MRI（磁共振成像）和 CT 扫描等技术可提供大脑结构图像。fMRI 还可以通过追踪血液流动来显示大脑活动。

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9. Data Handling and Descriptive Statistics | 数据处理与描述统计

Qualitative data: Non-numerical, descriptive information such as interview transcripts, open-ended answers or diary entries. It provides depth but is harder to analyse statistically.

定性数据：非数值的描述性信息，如访谈记录、开放式回答或日记。它提供深度，但较难进行统计分析。

Quantitative data: Numerical information that can be counted or measured, such as test scores, reaction times or rating scales. It is easier to summarise using statistics.

定量数据：可计数或测量的数值信息，如测试分数、反应时间或评定量表。用统计学方法进行总结更为容易。

Mean: The average score, calculated by adding all values and dividing by the number of values. It is sensitive to extreme scores (outliers).

平均数：所有数值相加再除以数值个数的结果。它对极端值（离群值）敏感。

Median: The middle score when data is arranged in order. If there is an even number of values, it is the average of the two middle numbers. It is less affected by outliers.

中位数：将数据按顺序排列后处于中间位置的数值。若数据个数为偶数，则取中间两个数的平均数。它受离群值影响较小。

Mode: The most frequently occurring value in a data set. A set may have one mode, more than one mode (bimodal, multimodal) or no mode if all values are unique.

众数：数据集中出现频率最高的值。一组数据可能有一个众数、多个众数（双峰、多峰）或没有众数（所有值均不同）。

Range: The difference between the highest and lowest values. It gives a simple measure of spread but can be distorted by outliers.

全距：最高值与最低值之间的差值。它提供一个简单的离散程度指标，但可能受离群值扭曲。

Scatter graph: A visual display showing the relationship between two variables. Points plotted may form a pattern indicating positive, negative or zero correlation.

散点图：展示两变量之间关系的视觉图表。绘制的点可能形成显示正相关、负相关或零相关的模式。

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10. Top Tips and Mnemonics for Key Terms | 关键术语速记技巧

Use the acronym IV-DV: ‘I manipulate, D I measure.’ Whenever you design an experiment, remember the independent variable is what you change, and the dependent variable is the data you collect.

使用首字母缩略词 IV-DV：“I 操纵，D 测量。” 无论何时设计实验，记住自变量是你改变的，因变量是你收集的数据。

For ethics, recall WITH DCR: Withdraw, Informed consent, Told truth (debrief), Harm protection, Debrief, Confidentiality, Right to privacy. Customise it into a sentence like ‘We Invite The Helpful Designated Researcher.’

对于伦理，记住 WITH DCR：退出权利 (Withdraw)、知情同意 (Informed consent)、告知真相（事后解释）(Told truth)、免受伤害 (Harm protection)、事后解释 (Debrief)、保密性 (Confidentiality)、隐私权 (Right to privacy)。可以组成一句话：“我们邀请那位乐于助人的指定研究员。”

To distinguish classical and operant conditioning, link Pavlov = Passive (dog salivates without doing anything) and Skinner = Active (rat presses lever).

区分经典条件反射与操作条件反射，可以联系 巴甫洛夫 = 被动（狗无需做什么就分泌唾液）和 斯金纳 = 主动（老鼠按压杠杆）。

Memory stages: Encoding is Entering, Storage is Storing, Retrieval is Recovering. Think of a computer: type (encode), save (store), open file (retrieve).

记忆三阶段：编码即输入，储存即保存，提取即恢复。联想到计算机：打字（编码），保存（储存），打开文件（提取）。

Variables can be recalled with the ‘I DO’ mnemonic: Independent variable is I how I change it; Dependent variable is the Outcome; Extraneous variables need Eliminating.

变量可用“I DO”助记：Independent 自变量即我改变它；Dependent 因变量即结果 (Outcome)；Extraneous 额外变量需要消除 (Eliminating)。

Use this table to review the most common research methods at a glance:

利用以下表格快速回顾最常见的研究方法：

Method	Strengths	Weaknesses
Experiment	High control, cause-effect	Artificial setting, demand characteristics
Observation	Natural behaviour, rich detail	Observer bias, cannot infer cause
Questionnaire	Quick, large samples	Social desirability bias, low response rate
Interview	In-depth data, flexibility	Time-consuming, interviewer effects
Case study	Detailed, unique insights	Hard to generalise, subjectivity

Finally, create your own flashcards with a definition on one side and the term plus an example on the other. Regularly test yourself by mixing up the cards and recalling the missing piece. Pair active recall with spaced repetition for the strongest memory.

最后，制作自己的抽认卡，一面写定义，另一面写术语和一个例子。定期打乱卡片，回忆缺失的部分。将主动回忆与间隔重复相结合，以获得最强的记忆效果。

Published by TutorHao | Psychology Revision Series | aleveler.com

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