IGCSE Cambridge Psychology: Key Terms Memory Guide | IGCSE剑桥心理学：词汇术语速记指南

📚 IGCSE Cambridge Psychology: Key Terms Memory Guide | IGCSE剑桥心理学：词汇术语速记指南

Welcome to this fast-track memory guide for IGCSE Cambridge Psychology. This article groups the most frequently examined key terms into clear clusters, gives each term a short definition, and adds a memory hook so you can recall the meaning under exam pressure.

欢迎使用这份 IGCSE 剑桥心理学速记指南。本文将最高频的考试术语按主题分组，给每个术语一个简短定义，并加上记忆线索，帮助你在考试压力下快速回忆。

1. Variables: The Building Blocks | 变量：研究的基础构件

Independent variable (IV) – the variable the researcher changes or manipulates to see its effect. A quick memory hook is “I change the IV”.

自变量（IV）——研究者改变或操纵以观察其效果的变量。记忆诀窍是 “我改变 IV”。

Dependent variable (DV) – the variable the researcher measures after changing the IV. Think “DV depends on the IV”.

因变量（DV）——研究者在改变 IV 后测量的变量。记住 “DV 依赖于 IV”。

Extraneous variable (EV) – any variable other than the IV that could affect the DV if not controlled. Call them “extra unwanted variables”.

额外变量（EV）——除 IV 外任何如果不加控制就可能影响 DV 的变量。称它们为 “额外的不必要变量”。

Confounding variable – an extraneous variable that has not been controlled and actually changes together with the IV, making it impossible to tell which one affected the DV. Memory hook: a confound is “confused with the IV”.

混淆变量——未被控制且实际上与 IV 一起变化的额外变量，使研究者无法判断哪个影响了 DV。记忆诀窍：混淆就是 “与 IV 混在一起”。

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2. Hypotheses and Aims | 假设与研究目的

Aim – the general statement of what the researcher wants to find out, for example “to investigate the effect of noise on memory”.

研究目的——研究者想要发现什么的一般陈述，例如 “调查噪音对记忆的影响”。

Alternative hypothesis (H₁) – the testable prediction that there will be a difference or relationship between variables. It is the hypothesis the researcher usually hopes to support.

备择假设（H₁）——变量之间存在差异或关系的可检验预测。通常是研究者希望支持的假设。

Null hypothesis (H₀) – the statement that there will be no significant difference or relationship; any observed effect is due to chance. Think “null = nothing”.

虚无假设（H₀）——不存在显著差异或关系的陈述；任何观察到的效应都是偶然造成的。记住 “null = 没有”。

Directional hypothesis – a one-tailed prediction stating the expected direction of the difference or relationship, e.g. “noise will reduce recall”. Non-directional hypothesis – a two-tailed prediction that only says there will be a difference, without saying which direction.

方向性假设——单尾预测，说明差异或关系的预期方向，例如 “噪音会降低回忆”。非方向性假设——双尾预测，只说明会有差异，不说明方向。

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3. Experimental Designs | 实验设计

Independent measures design – different participants are used in each condition of the experiment. The memory hook is “independent groups are different people”.

独立组设计——实验的每个条件使用不同的参与者。记忆诀窍是 “独立组是不同的人”。

Repeated measures design – the same participants take part in all conditions. The hook is “repeat = same people repeat the task”.

重复测量设计——同一批参与者参加所有条件。记忆诀窍是 “重复 = 同一批人重复任务”。

Matched pairs design – participants are paired based on relevant characteristics, and one member of each pair is assigned to each condition. Think “matched twins split up”.

配对组设计——根据相关特征将参与者配对，每对中的一人分配到每个条件。记住 “匹配的双胞胎被分开”。

Order effects – practice, fatigue or boredom can affect performance when the same participants do more than one condition. Counterbalancing is used to reduce order effects by varying the order of conditions.

顺序效应——当同一批参与者完成多个条件时，练习、疲劳或无聊会影响表现。平衡法通过改变条件顺序来减少顺序效应。

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4. Types of Experiments | 实验类型

Laboratory experiment – an experiment conducted in a controlled, artificial setting where the IV is manipulated and EVs are tightly controlled. High control, but lower ecological validity.

实验室实验——在受控的人工环境中进行的实验，操纵 IV 并严格控制额外变量。控制程度高，但生态效度较低。

Field experiment – the IV is manipulated in a natural, real-world setting. Participants may not know they are being studied, so behaviour is more natural, but there is less control over EVs.

现场实验——在自然真实环境中操纵 IV。参与者可能不知道自己被研究，因此行为更自然，但对额外变量的控制较弱。

Natural experiment – the researcher takes advantage of a naturally occurring change in the IV and measures its effect on the DV. Since the IV is not directly manipulated, cause-and-effect conclusions are weaker.

自然实验——研究者利用自然发生的 IV 变化并测量其对 DV 的影响。由于 IV 不是直接操纵的，因果结论较弱。

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5. Sampling Methods | 抽样方法

Target population – the entire group the researcher wants to study, e.g. all Year 10 students in Cambridge. A sample is the smaller group selected from that population to take part.

目标总体——研究者想研究的整个群体，例如剑桥所有 10 年级学生。样本是从该总体中选出参与研究的小群体。

Random sampling – every member of the target population has an equal chance of being selected, e.g. drawing names from a hat. This reduces bias but can be difficult and may not represent subgroups.

随机抽样——目标总体中每个成员被选中的机会相等，例如从帽子里抽名字。这可以减少偏差，但操作较难且可能无法代表子群体。

Opportunity sampling – the researcher selects participants who are easily available at the time, e.g. people walking past. It is quick and convenient but often unrepresentative.

机会抽样——研究者选择当时容易找到的参与者，例如路

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