Alevelevel心理学要求学生有着大量的阅览能力，但是同学们想要拿到Alevel心理学好的分数就一定要多看、多读、多考虑。下面来给我们分享一些Alevel心理学考试要点内容，期望我们都能够好好复习。

Alevel心理学分类

认知心理学

这种办法把人脑视作为类似于电脑的加工系统，要点看大脑怎么处理信息，加工信息，贮存信息，考虑，解决问题等进行一系列的脑力活动，以及这个过程怎么影响咱们的行为。想一想你为何记住每天带饭卡、出门带钥匙？你为何知道一道十分难的代数题的解法？你又为什么现在还记住许多小时候发生的事情？你的大脑功不可没！

社会心理学

社会心理学是研讨个别和集体的社会心理现象的心理学分支。个别社会心理现象指受他人和集体制约的个人的思想、感情和行为。

开展心理学

这一分支的心理学着眼于整个生命周期的开展，从幼年到成年。这是一项对于人类开展的科学研讨，旨在了解和解释人们怎么和为什么改变，在整个生命的进程中。这包含人类生长的各个方面，包含身体、情感、智力、社会、感性和个性的开展。

生理心理学

生理心理学重视行为的生物学基础。它也被称为生物心理学、生物心理学、心理生物学和神经科学。心理学家在这一范畴研讨电子和化学功能与大脑的活动，以及它们怎么与一个人的心理体会和行为相关。心理学的这一分支是经过生理研讨为重心的办法，研讨许多不同的心理现象。

失常心理学/变态心理学

失常心理学这个范畴，重视于心理和行为反常。这个术语涵盖了广泛的疾病、失调紊乱，包含抑郁症、神经失调、性曲解等。 辅导员，临床心理学家和心理治疗师常常作业在这一范畴。

教育心理学

教育心理学是校园、教育心理学、教育问题和学生重视的心理学的分支。教育心理学家常常研讨学生怎么学习。经过直接与学生、家长、教师和管理人员的作业与交流，改善效果。

行为心理学

行为心理学，也被称为行为主义，是基于“一切的行为都是经过条件效果学习”的理论。尽管它在20世纪50年代变得不那么杰出，但是行为心理学仍然是治疗，教育和许多其他范畴的支柱。

健康心理学

健康心理学是一个专业范畴，要点研讨生物学、心理学、行为和社会因素对健康和疾病的影响。其他方面包含医学心理学和行为医学,有时与健康心理学术语替换运用。健康心理学范畴的要点是促进健康，以及预防和治疗疾病。

Alevel心理学考试要点内容

Milgram（1963）对心理遵守的深化探究

Context 布景

One of the most famous studies of obedience in psychology was carried out by Stanley Milgram (1963). Stanley Milgram, a psychologist at Yale University, conducted an experiment focusing on the conflict between obedience to authority and personal conscience.

“心理遵守”最著名的研讨由Stanley Milgram进行（1963）。耶鲁大学的心理学家Stanley Milgram，进行了一项试验，着眼于 “遵守威望”与 “个人良知”(品德）的关系以及抵触。

He examined justifications for acts of genocide offered by those accused at the World War II, Nuremberg War Criminal trials. Their defense often was based on "obedience" - that they were just following orders from their superiors.

在德国二战的大残杀中，有许多辩解基于——那些残杀者之所以会杀许多人，仅仅是对指令及上级的遵守。

The experiments began in July 1961, a year after the trial of Adolf Eichmann in Jerusalem. Milgram devised the experiment to answer the question:

试验开始于七月1961，阿道夫·艾希曼在耶路撒冷试行一年后。Milgram设计了试验来回答这个问题：

Could it be that Eichmann and his million accomplices in the Holocaust were just following orders? Could we call them all accomplices?" (Milgram, 1974).

Eichmann(阿道夫*艾希曼，纳粹高官，被称屠夫）和他的万千追随者只是在在残杀中遵守指令吗？他们都可以被叫做同伙吗？

Aim 目的

—Milgram (1963) was interested in researching how far people would go in obeying an instruction if it involved harming another person. 

Milgram研讨人们到底会何种程度的遵守指令，即便所给的指令中包含伤害他人。

Method 办法

Lab experiment

Participants 参与者

A newspaper advertisement was used to recruit 40 men aged 20-50 (volunteer&self selecting). The advertisement was asking for people to take part in a study on memory.

Respondents were from a range of backgrounds and jobs :

—37.5% manual laborers 手工业者

—40% white collar workers 白领

—22.5% professionals专业人

All were from USA.

Procedure 步骤

At the beginning of the experiment they were introduced to another participant——Mr.Wallace, who was actually a confederate of the experimenter

在试验的开始，他们被介绍给另一个参与者—华勒斯先生—其实是试验者的同伙/合谋者。

They drew straws to determine their roles – learner or teacher – although this was fixed and participants were always the teacher. 

他们用抽签来决议他们的人物——learner or teacher?

他们经过抽签决议，谁是learner谁是teacher这两个人物？

但是，这其中是满满的套路！签早已经决议了，参与者永久只会抽到‘teacher’

Two rooms in the Yale Interaction Laboratory were used - one for the learner (with an electric chair) and another for the teacher and experimenter with an electric shock generator.

耶鲁试验室的两间试验室被运用 — 一间给learner运用，另一间给teacher和试验者运用，还有最重要的试验仪器—电震发生器。

The “learner” (Mr. Wallace) was strapped to a chair with electrodes. After he has learned a list of word pairs given him to learn, the "teacher" tests him by naming a word and asking the learner to recall its partner/pair from a list of four possible choices.

“学习者”（华勒斯先生）被绑在一个有电极的椅子上。在他学会了一组单词之后，“教师”，也就是participants，对他进行测验。

The teacher is told to administer an electric shock every time the learner makes a mistake, increasing the level of shock each time. There were 30 switches on the shock generator marked from 15 volts (slight shock) to 450 (danger – severe shock).

每一次学习者犯错误时，教师都会给学生一个电击，每次都会添加电击的水平。有30个开关上有15伏的冲击波发生器（细微电击）至450（危险的，严峻的休克）。

The learner gave mainly wrong answers (on purpose) and for each of these the teacher gave him an electric shock.

当learner（成心）给出错误的答案时，teacher就会给他实施电击。

When the teacher refused to administer a shock the experimenter was to give a series of orders / prods to ensure they continued.

当‘教师’拒绝执行电击，试验者将给他们一系列‘指令’来确保他们持续。

There were 4 prods and if one was not obeyed then the experimenter (Mr. Williams) read out the next prod, and so on.

Prod 1: Please continue.

Prod 2: The experiment requires you to continue.

Prod 3: It is absolutely essential that you continue.

Prod 4: You have no other choice but to continue. 

Results 成果

65% (two-thirds) of participants (i.e. teachers) continued to the highest level of 450 volts. All the participants continued to 300 volts.

65%（三分之二）的参与者（即教师）持续到最高水平的450伏。一切的参与者持续到300伏特。

Conclusion 结论

1、People are much more obedient to destructive orders than we might expect. In fact, the majority of people are quite willing to obey destructive orders.

人比咱们想象的更遵守于破坏性的指令。并且，事实上，大多数人都很愿意遵守破坏性的指令。

2、People find receiving and obeying destructive orders highly stressful. They obey in spite of their emotional responses. The situation triggers a conflict between two deeply ingrained tendencies: to obey those in authority, and not to harm people.

人们发现接受和遵守破坏性的指令十分有压力。尽管他们的情绪反应，他们仍是遵守了指令。这种状况引发了两种根深柢固的倾向之间的抵触：尊重威望、上级？仍是不去伤害他人？

以上就是Alevel心理学考试技巧的介绍了，期望对各位学子考好Alevel心理学考试有多协助。受疫情影响，有些考试局的ALEVEL考试取消了，科学的评估成绩方式将会成为一项至关重要的挑选。因此学生应该更加重视平时的学习和测验，添加阶段性的测验来检验一段时间内的学习功率和效果。这代表平时的课堂体现、测验、出勤、课上互动、课下作业我们都要重视起来啦。