A-Level CAIE Psychology: Core Knowledge Points | A-Level CAIE 心理学：核心知识点梳理

📚 A-Level CAIE Psychology: Core Knowledge Points | A-Level CAIE 心理学：核心知识点梳理

This revision guide summarises the essential content for Cambridge International AS and A Level Psychology (9990). It covers the four core approaches, the 12 key studies, research methods, issues and debates, specialist options, and exam technique.

本复习指南总结剑桥国际 AS 和 A Level 心理学（9990）的核心内容。它涵盖四大核心取向、12 项关键研究、研究方法、议题与辩论、专题选项以及考试技巧。

Use it as a checklist for retrieval practice: cover the English, say the Chinese, and test yourself on the study aims, procedures, findings, and evaluations.

你可以把它当作提取练习清单：遮住英文，说出中文，并自测每项研究的目的、程序、结果和评价。

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1. Course Structure and Assessment | 课程结构与评估

The Cambridge International A Level Psychology syllabus (9990) has four papers. Paper 1 covers approaches, issues and debates; Paper 2 covers research methods; Paper 3 covers specialist options; Paper 4 covers research methods and issues in greater depth.

剑桥国际 A Level 心理学教学大纲（9990）共有四份试卷。试卷一考查取向、议题与辩论；试卷二考查研究方法；试卷三考查专题选项；试卷四更深入地考查研究方法与议题。

At AS Level, students must know 12 core studies grouped under four approaches: biological, cognitive, learning, and social. At A Level, students also choose two specialist options for Paper 3.

在 AS 阶段，学生必须掌握四大取向下的 12 项核心研究：生物取向、认知取向、学习取向和社会取向。在 A Level 阶段，学生还要为试卷三选择两个专题选项。

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2. Four Core Approaches | 四大核心取向

The biological approach explains behaviour through brain structures, neurotransmitters, hormones, and genes. It assumes that complex behaviours can be reduced to physiological processes.

生物取向通过大脑结构、神经递质、激素和基因来解释行为。它假设复杂行为可以还原为生理过程。

The cognitive approach focuses on internal mental processes such as memory, attention, perception, and language. It views humans as information processors whose thoughts determine behaviour.

认知取向关注记忆、注意、知觉和语言等内部心理过程。它把人类视为信息加工者，认为思维决定行为。

The learning approach explains behaviour through conditioning and observation. It argues that most behaviour is acquired through experience, reinforcement, punishment, or imitation of models.

学习取向通过条件作用和观察学习来解释行为。它认为大多数行为是通过经验、强化、惩罚或模仿榜样而习得的。

The social approach investigates how people influence one another in groups, including obedience, conformity, helping behaviour, and intergroup relations.

社会取向研究个体如何在群体中影响彼此，包括服从、从众、助人行为和群体间关系。

Approach / 取向	Core studies / 核心研究	Year / 年份	Focus / 焦点
Biological / 生物	Canli et al.; Dement and Kleitman; Schachter and Singer	2000; 1957; 1962	Brain, sleep, emotion
Cognitive / 认知	Andrade; Baron-Cohen et al.; Laney et al.	2010; 2001; 2008	Memory, theory of mind, false memory
Learning / 学习	Bandura et al.; Saavedra and Silverman; Pepperberg	1961; 2002; 1987	Imitation, phobia, animal learning
Social / 社会	Milgram; Piliavin et al.; Yamamoto et al.	1963; 1969; 2012	Obedience, bystander, altruism

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3. Biological Approach Core Studies | 生物取向核心研究

Canli et al. (2000) investigated whether amygdala activation predicts emotional memory. Participants viewed emotional and neutral scenes during fMRI and later completed a recognition test; stronger amygdala activation for intense emotional scenes was linked to better recall.

Canli 等人（2000）研究杏仁核激活是否能预测情绪记忆。参与者在 fMRI 扫描期间观看情绪性和中性图片，随后完成再认测验；强烈情绪图片引发的杏仁核激活越强，回忆成绩越好。

Dement and Kleitman (1957) studied the relationship between rapid eye movement (REM) sleep and dreaming. Adults were woken during REM and NREM sleep; dream recall was far more frequent after REM awakenings, and reported dream actions often matched eye movement direction.

Dement 与 Kleitman（1957）研究快速眼动（REM）睡眠与梦境的关系。成人在 REM 和非 REM 睡眠期间被唤醒；REM 唤醒后的梦境回忆明显更频繁，报告的动作常常与眼动方向一致。

Schachter and Singer (1962) tested the two-factor theory of emotion. Participants injected with adrenaline and given no explanation were more likely to label their arousal according to a confederate’s mood, supporting the idea that emotion requires both physiological arousal and cognitive labelling.

Schachter 与 Singer（1962）检验情绪双因素理论。注射肾上腺素且未得到解释的参与者更容易根据同谋者的情绪来标记自己的唤醒状态，这支持情绪既需要生理唤醒又需要认知标记的观点。

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4. Cognitive Approach Core Studies | 认知取向核心研究

Andrade (2010) examined whether doodling improves concentration during a boring listening task. Participants who doodled while listening to a telephone message recalled significantly more names and places than those who did not doodle.

Andrade（2010）研究涂鸦是否能在无聊的听力任务中提高注意力。听电话留言时涂鸦的参与者回忆出的名字和地点明显多于未涂鸦的参与者。

Baron-Cohen et al. (2001) tested theory of mind in adults with autism or Asperger syndrome using the Eyes Test. The autism group scored significantly lower than normal and Tourette syndrome groups, suggesting impaired ability to infer mental states from eyes.

Baron-Cohen 等人（2001）使用眼神测试检验自闭症或阿斯伯格综合征成人的心理理论。自闭症组得分显著低于正常组和抽动秽语综合征组，表明他们根据眼神推断心理状态的能力受损。

Laney et al. (2008) investigated whether false childhood feedback about loving asparagus could alter food preferences. Participants given false feedback rated asparagus more highly and some constructed false memories, supporting the reconstructive nature of memory.

Laney 等人（2008）研究关于童年喜欢芦笋的虚假反馈是否能改变食物偏好。接受虚假反馈的参与者对芦笋的评价更高，一些人还构建了虚假记忆，这支持记忆具有重构性。

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5. Learning Approach Core Studies | 学习取向核心研究

Bandura et al. (1961) demonstrated observational learning of aggression. Children who observed an adult behaving aggressively toward a Bobo doll produced more physical and verbal aggression, especially when the model was the same sex as the child.

Bandura 等人（1961）证明了攻击行为的观察学习。观察成人对 Bobo 玩偶表现攻击行为的儿童产生了更多身体和言语攻击，尤其当榜样与儿童同性别时效果更强。

Saavedra and Silverman (2002) used a case study to evaluate exposure therapy for button phobia. A boy was treated with a hierarchy of disgust and fear evoked by buttons, plus imagery and cognitive restructuring; his distress ratings reduced substantially.

Saavedra 与 Silverman（2002）采用个案研究评估按钮恐惧症的暴露疗法。一名男孩接受了由按钮引发的厌恶和恐惧等级加想象与认知重构治疗；他的痛苦评分显著降低。

Pepperberg (1987) investigated symbolic communication in an African grey parrot named Alex. Alex learned to label objects, colours, shapes, and materials using the model-rival technique, suggesting that symbolic communication is not unique to humans.

Pepperberg（1987）研究非洲灰鹦鹉 Alex 的符号沟通能力。Alex 通过榜样-竞争者技术学会标记物体、颜色、形状和材料，这表明符号沟通并非人类独有。

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6. Social Approach Core Studies | 社会取向核心研究

Milgram (1963) tested obedience to authority. Participants were ordered to deliver increasing electric shocks to a learner; 65% delivered the maximum level, showing that ordinary people can obey harmful orders under authority pressure.

Milgram（1963）检验对权威的服从。参与者被命令对学习者施加逐渐增强的电击；65% 的人施加了最高水平的电击，表明普通人在权威压力下会服从有害命令。

Piliavin et al. (1969) studied bystander intervention on a New York subway. A confederate who appeared ill with a cane received more help than one who appeared drunk, and diffusion of responsibility was less evident in this real-world setting.

Piliavin 等人（1969）在纽约地铁研究旁观者干预。一名看起来生病且拄拐杖的同谋者比一名看起来喝醉的同谋者获得更多帮助，在这一真实情境中责任扩散效应不太明显。

Yamamoto et al. (2012) examined whether chimpanzees can offer targeted help. Chimpanzees observed a partner needing a tool and were more likely to give the appropriate tool, providing evidence for altruistic behaviour in non-human primates.

Yamamoto 等人（2012）研究黑猩猩是否能够提供有针对性的帮助。黑猩猩观察到同伴需要工具后，更可能提供合适的工具，为非人灵长类动物的利他行为提供了证据。

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7. Research Methods: Key Concepts | 研究方法：核心概念

The independent variable (IV) is manipulated by the researcher, and the dependent variable (DV) is measured. Extraneous variables should be controlled so they do not become confounding variables.

自变量（IV）由研究者操纵，因变量（DV）被测量。额外变量应当加以控制，以免它们成为混淆变量。

Experiments can use repeated measures, independent groups, or matched pairs designs. Each design has strengths and limitations in controlling participant variables and order effects.

实验可采用重复测量、独立组或配对组设计。每种设计在控制参与者变量和顺序效应方面各有优点和局限。

Observations may be naturalistic or controlled, and participant or non-participant. Self-reports include interviews and questionnaires; correlations show relationships but cannot establish causation.

观察可以是自然观察或控制观察，也可以是参与式或非参与式。自我报告法包括访谈和问卷；相关只能显示关系，不能确定因果关系。

Validity refers to whether a study measures what it claims to measure; reliability refers to consistency. Ethical guidelines include informed consent, protection from harm, right to withdraw, confidentiality, and debriefing.

效度指研究是否测量了它声称要测量的内容；信度指一致性。伦理准则包括知情同意、免受伤害、退出权利、保密和事后解释。

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8. Issues and Debates | 议题与辩论

The nature–nurture debate asks whether behaviour is caused mainly by genes and biology or by environment and learning. Most psychologists now take an interactionist position, recognising that both factors influence behaviour.

先天与后天之争关注行为主要源于基因和生物因素，还是源于环境和学习。如今大多数心理学家采取互动论立场，承认两者共同影响行为。

Reductionism breaks behaviour into simple biological or cognitive parts, while holism examines the whole person in context. Reductionism increases scientific control but may miss important social meanings.

还原论将行为分解为简单的生物或认知成分，而整体论则在背景中考察完整的人。还原论提高了科学控制力，但可能忽略重要的社会意义。

Individual explanations focus on personality, biology, or cognition; situational explanations focus on social roles, norms, and environmental cues. Milgram’s study is a classic example of situational power.

个人解释关注人格、生物或认知因素；情境解释关注社会角色、规范和环境线索。Milgram 的研究是情境力量的一个经典例证。

Other key debates include determinism versus free will, ethics versus scientific gain, and whether psychology should be seen as a science. Evaluations must consider cultural and individual differences too.

其他关键辩论包括决定论与自由意志、伦理与科学收益，以及心理学是否应被视为科学。评价时还必须考虑文化差异和个体差异。

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9. A2 Specialist Options | A2 专题选项

At A2 Level, students choose two specialist options. The four options in the CAIE syllabus are psychology and abnormality, consumer

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