“陈述性知识”与“程序性知识”有何不同？
How do declarative and procedural knowledge differ?
陈述性知识是“知道是什么”（事实与事件），可有意识回忆；程序性知识是“知道怎么做”（如骑车、游泳），往往自动化、难以用语言描述。两者依赖不同的脑系统。
Declarative knowledge is 'knowing that'—facts and events—which can be consciously recalled; procedural knowledge is 'knowing how'—like riding a bike or swimming—often automatic and hard to put into words. They rely on different brain systems.
难度 专业 · 适合 高中(15-18)
CC BY 4.0 · 来源待核验 · Source pending review
来源 · Source
出处备注：著录仅给书名，无版次与年份；同一书名常对应多个版次，不臆测具体版本。
《认知心理学》（斯滕伯格）
Cognitive Psychology (Sternberg)
#陈述性 #程序性 #知识
什么是“学习迁移”？
What is transfer of learning?
学习迁移指在一个情境中学到的知识或技能影响另一情境中的表现，分为正迁移（促进）与负迁移（干扰）。理解概念的深层结构比机械练习更利于迁移。
Transfer of learning is when knowledge or skill gained in one context affects performance in another, as positive transfer (help) or negative transfer (interference). Grasping deep structure aids transfer more than rote practice.
难度 专业 · 适合 高中(15-18)
CC BY 4.0 · 已核验 · Verified 2026-08-23 · 2 条独立证据
来源 · Source
Richard Gerrig Philip Zimbardo,《心理学与生活》第19版中译,人民邮电出版社,2016
R. J. Gerrig and P. G. Zimbardo, Psychology and Life, 19th ed., Chinese ed., Posts & Telecom Press, 2016
独立核验依据 · Independent verification: 核验依据 2 OPENLIBRARY 标识 /works/OL23493W：Psychology and life（按标题+作
#学习迁移 #迁移 #理解
不同的“强化程式”如何影响行为？
How do different schedules of reinforcement affect behavior?
斯金纳区分连续强化与间歇强化；固定比率/间隔与可变比率/间隔。可变比率（如赌博）最能维持高且稳定的反应率， extinction（消退）也最慢。
Skinner distinguished continuous from intermittent reinforcement, with fixed vs. variable ratio and interval schedules. Variable-ratio schedules (like gambling) produce the highest, steadiest response rates and the slowest extinction.
难度 专业 · 适合 高中(15-18)
CC BY 4.0 · 已核验 · Verified 2026-08-23 · 2 条独立证据
来源 · Source
Richard Gerrig Philip Zimbardo,《心理学与生活》第19版中译,人民邮电出版社,2016
R. J. Gerrig and P. G. Zimbardo, Psychology and Life, 19th ed., Chinese ed., Posts & Telecom Press, 2016
独立核验依据 · Independent verification: 核验依据 2 OPENLIBRARY 标识 /works/OL23493W：Psychology and life（按标题+作
#强化程式 #斯金纳 #行为
什么是“顿悟学习”？
What is insight learning?
苛勒在黑猩猩实验中发现，学习有时不是逐步试误，而是突然“灵光一现”地看清新关系、找到解法。它强调对问题整体结构的重组理解。
Köhler, studying chimpanzees, found that learning is sometimes not gradual trial-and-error but a sudden 'aha' grasp of new relations that yields a solution. It emphasizes reorganizing one's understanding of the problem's whole structure.
难度 进阶 · 适合 初中(12-15)
CC BY 4.0 · 已核验 · Verified 2026-08-23 · 2 条独立证据
来源 · Source
Richard Gerrig Philip Zimbardo,《心理学与生活》第19版中译,人民邮电出版社,2016
R. J. Gerrig and P. G. Zimbardo, Psychology and Life, 19th ed., Chinese ed., Posts & Telecom Press, 2016
独立核验依据 · Independent verification: 核验依据 2 OPENLIBRARY 标识 /works/OL23493W：Psychology and life（按标题+作
#顿悟 #苛勒 #问题解决
什么是“操作条件作用”？
What is operant conditioning?
斯金纳提出，行为后果会影响其再次发生的概率：奖励增加行为（强化），惩罚减少行为。它强调通过后果塑造行为，而非由刺激自动引发。
Skinner proposed that the consequences of a behavior affect its future probability: rewards increase it (reinforcement), punishments decrease it. It emphasizes shaping behavior through consequences rather than automatic stimulus responses.
难度 进阶 · 适合 初中(12-15)
CC BY 4.0 · 已核验 · Verified 2026-08-23 · 2 条独立证据
来源 · Source
Richard Gerrig Philip Zimbardo,《心理学与生活》第19版中译,人民邮电出版社,2016
R. J. Gerrig and P. G. Zimbardo, Psychology and Life, 19th ed., Chinese ed., Posts & Telecom Press, 2016
独立核验依据 · Independent verification: 核验依据 2 OPENLIBRARY 标识 /works/OL23493W：Psychology and life（按标题+作
#操作条件作用 #斯金纳 #强化
“效果律”是什么？
What is the law of effect?
桑代克提出，带来满意结果的行为更可能被重复，带来不适结果的行为则被削弱。它是行为主义学习理论的早期基石，也预示了后来的强化概念。
Thorndike proposed that behaviors followed by satisfying results are more likely to recur, while those followed by discomfort are weakened. It was an early cornerstone of learning theory and prefigured later ideas of reinforcement.
难度 进阶 · 适合 初中(12-15)
CC BY 4.0 · 已核验 · Verified 2026-08-23 · 2 条独立证据
来源 · Source
Richard Gerrig Philip Zimbardo,《心理学与生活》第19版中译,人民邮电出版社,2016
R. J. Gerrig and P. G. Zimbardo, Psychology and Life, 19th ed., Chinese ed., Posts & Telecom Press, 2016
独立核验依据 · Independent verification: 核验依据 2 OPENLIBRARY 标识 /works/OL23493W：Psychology and life（按标题+作
#效果律 #桑代克 #学习
什么是班杜拉的“观察学习”？
What is Bandura's observational learning?
观察学习指通过观察他人（榜样）的行为及其后果来学习，而不必亲自试错。波波娃娃实验显示儿童会模仿成人对玩偶的攻击行为。
Observational learning is acquiring behavior by watching others (models) and the consequences they face, without direct trial and error. The Bobo doll experiment showed children imitating adults' aggression toward the doll.
难度 进阶 · 适合 初中(12-15)
CC BY 4.0 · 已核验 · Verified 2026-08-23 · 2 条独立证据
来源 · Source
Richard Gerrig Philip Zimbardo,《心理学与生活》第19版中译,人民邮电出版社,2016
R. J. Gerrig and P. G. Zimbardo, Psychology and Life, 19th ed., Chinese ed., Posts & Telecom Press, 2016
独立核验依据 · Independent verification: 核验依据 2 OPENLIBRARY 标识 /works/OL23493W：Psychology and life（按标题+作
#观察学习 #班杜拉 #榜样
为什么“间隔复习”比临时抱佛脚效果更好？
Why does spaced review work better than cramming?
间隔重复把学习分散在多个时段，能增强记忆的巩固并减少遗忘曲线下滑；临时集中突击虽短期记住，却很快遗忘且理解较浅。
Spaced repetition spreads study across sessions, strengthening memory consolidation and slowing the forgetting curve; last-minute cramming may stick short-term but fades fast and yields shallower understanding.
难度 进阶 · 适合 大众
CC BY 4.0 · 已核验 · Verified 2026-08-23 · 2 条独立证据
来源 · Source
Richard Gerrig Philip Zimbardo,《心理学与生活》第19版中译,人民邮电出版社,2016
R. J. Gerrig and P. G. Zimbardo, Psychology and Life, 19th ed., Chinese ed., Posts & Telecom Press, 2016
独立核验依据 · Independent verification: 核验依据 2 OPENLIBRARY 标识 /works/OL23493W：Psychology and life（按标题+作
#间隔复习 #记忆 #学习
什么是“经典条件作用”？
What is classical conditioning?
巴甫洛夫发现，把原本中性的刺激（如铃声）与能天然引发反应（如食物引起唾液）的刺激反复配对，中性刺激也能单独引发该反应。这就是“望梅止渴”背后的学习机制。
Pavlov found that pairing a neutral stimulus (like a bell) with one that naturally triggers a response (food causing saliva) makes the neutral stimulus alone elicit that response. This is the learning mechanism behind 'mouth-watering at the thought.'
难度 入门 · 适合 大众
CC BY 4.0 · 已核验 · Verified 2026-08-23 · 2 条独立证据
来源 · Source
Richard Gerrig Philip Zimbardo,《心理学与生活》第19版中译,人民邮电出版社,2016
R. J. Gerrig and P. G. Zimbardo, Psychology and Life, 19th ed., Chinese ed., Posts & Telecom Press, 2016
独立核验依据 · Independent verification: 核验依据 2 OPENLIBRARY 标识 /works/OL23493W：Psychology and life（按标题+作
#经典条件作用 #巴甫洛夫 #联想
为什么大人会用奖励鼓励我们做对的事？
Why do grown-ups use rewards to encourage good behavior?
奖励会让好行为变得更开心、更愿意重复，这是“做了好事有好处”的学习方式。不过太依赖奖励，有时也会让人只为奖品而不为事情本身去做。
Rewards make good behavior feel happier and more worth repeating—a way of learning that 'doing right brings good things.' But relying too much on rewards can sometimes make people act only for the prize.
难度 入门 · 适合 小学低段(6-8)
CC BY 4.0 · 已核验 · Verified 2026-08-23 · 2 条独立证据
来源 · Source
Richard Gerrig Philip Zimbardo,《心理学与生活》第19版中译,人民邮电出版社,2016
R. J. Gerrig and P. G. Zimbardo, Psychology and Life, 19th ed., Chinese ed., Posts & Telecom Press, 2016
独立核验依据 · Independent verification: 核验依据 2 OPENLIBRARY 标识 /works/OL23493W：Psychology and life（按标题+作
#奖励 #行为 #学习