卡尼曼在《思考，快与慢》中区分的“系统1”与“系统2”是什么？
What are Kahneman’s “System 1” and “System 2” in “Thinking, Fast and Slow”?
卡尼曼在 2011 年提出人类思维有双系统：系统1快速、直觉、自动化（如认脸），系统2缓慢、理性、需努力（如心算）。许多认知偏差来自系统1的快捷启发式替代了系统2的审慎思考。
In 2011 Kahneman described two mental systems: System 1 is fast, intuitive, and automatic (e.g., face recognition), while System 2 is slow, deliberate, and effortful (e.g., mental arithmetic). Many cognitive biases arise when System 1’s heuristics substitute for System 2’s careful thought.
难度 专业 · 适合 高中(15-18)
CC BY 4.0 · 已核验 · Verified 2026-10-03 · 2 条独立证据
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丹尼尔·卡尼曼《思考，快与慢》（2011）
Daniel Kahneman, “Thinking, Fast and Slow” (2011)
独立核验依据 · Independent verification: 核验依据 2 OPENLIBRARY 标识 /works/OL15992072W：Thinking, Fast and Slo
#卡尼曼 #系统1系统2 #认知偏差
什么是刻板印象威胁？
What is stereotype threat?
刻板印象威胁指当某人担心自己会印证所属群体的负面刻板印象时，焦虑反而拖累其表现，如女生在数学测试前被提醒性别差异。它揭示了环境暗示的力量。
Stereotype threat occurs when fear of confirming a negative stereotype about one’s group undermines performance—for example, women reminded of gender gaps before a math test. It shows the power of situational cues.
难度 专业 · 适合 高中(15-18)
CC BY 4.0 · 已核验 · Verified 2026-08-23
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Anthony Giddens,《Sociology》Polity Press 多版;中译《社会学》北京大学出版社
A. Giddens, Sociology, Polity Press, various editions; Chinese ed. Peking University Press
#刻板印象威胁 #表现 #焦虑
费斯廷格的“认知失调”理论如何解释态度改变？
How does Festinger’s “cognitive dissonance” theory explain attitude change?
费斯廷格在 1957 年提出，当人同时持有相互冲突的认知（如“抽烟有害”却“我抽烟”）时会产生心理不适，从而促使其改变态度或行为以减少失调。这一理论是当代社会心理学的基石之一。
In 1957 Festinger proposed that holding conflicting cognitions (e.g., “smoking is harmful” yet “I smoke”) creates discomfort that motivates changing attitudes or behavior to reduce dissonance. It is a cornerstone of modern social psychology.
难度 专业 · 适合 高中(15-18)
CC BY 4.0 · 已核验 · Verified 2026-11-03
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利昂·费斯廷格《认知失调理论》（1957）
Leon Festinger, “A Theory of Cognitive Dissonance” (1957)
独立核验依据 · Independent verification: 核验依据 1 OPENLIBRARY 标识 /works/OL4788697W：A Theory of Cognitive D
#费斯廷格 #认知失调 #态度改变
班杜拉的“波波玩偶”实验支持了哪种学习理论？
Which learning theory did Bandura’s “Bobo doll” experiment support?
班杜拉在 1961/1963 年让儿童观看成人殴打充气玩偶的影片，之后这些儿童更可能模仿攻击行为，支持了“社会学习（观察学习）”理论——人可以通过观察他人而非仅由奖惩直接塑造行为。该发现推动了对媒体暴力的讨论。
In 1961/1963 Bandura showed children a film of an adult beating an inflatable doll, after which those children imitated the aggression, supporting “social (observational) learning” theory—that people learn by watching others, not only through direct reward or punishment. It fueled debate on media violence.
难度 进阶 · 适合 小学高段(9-12)
CC BY 4.0 · 已核验 · Verified 2026-11-03
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阿尔伯特·班杜拉《攻击：社会学习的分析》（1973）；1961 年实验
Albert Bandura, “Aggression: A Social Learning Analysis” (1973); 1961 experiment
独立核验依据 · Independent verification: 核验依据 1 OPENLIBRARY 标识 /works/OL3356960W：Aggression: a social le
#班杜拉 #波波玩偶 #观察学习
什么是认知偏差？
What is cognitive bias?
认知偏差是人们在判断与决策中系统性偏离理性的思维捷径，如锚定效应、可得性偏差。它们多为大脑节省认知能量的产物，却常导致误判。
A cognitive bias is a systematic deviation from rational judgment—like anchoring or availability bias. They are mental shortcuts that save mental energy but often lead to error.
难度 进阶 · 适合 初中(12-15)
CC BY 4.0 · 已核验 · Verified 2026-08-23
来源 · Source
Anthony Giddens,《Sociology》Polity Press 多版;中译《社会学》北京大学出版社
A. Giddens, Sociology, Polity Press, various editions; Chinese ed. Peking University Press
#认知偏差 #思维捷径 #决策
米尔格拉姆的服从实验揭示了什么？
What did Milgram’s obedience experiment reveal?
米尔格拉姆在 1961–1963 年于耶鲁大学让受试者对“学习者”施加递增电击，结果发现约三分之二的人在权威指令下愿意施加到致命的最高电压。该实验揭示了普通人在权威压力下可能做出违背良知的行为。
In 1961–1963 at Yale, Milgram had subjects administer increasing electric shocks to a “learner,” finding that about two-thirds obeyed authority to the maximum, supposedly lethal voltage. The experiment revealed that ordinary people may act against conscience under authoritative pressure.
难度 进阶 · 适合 初中(12-15)
CC BY 4.0 · 已核验 · Verified 2026-11-03
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斯坦利·米尔格拉姆《服从权威》（1974）；《变态与社会心理学杂志》1963
Stanley Milgram, “Obedience to Authority” (1974); Journal of Abnormal and Social Psychology (1963)
独立核验依据 · Independent verification: 核验依据 1 OPENLIBRARY 标识 /works/OL4109720W：Obedience to Authority（
#米尔格拉姆 #服从实验 #权威压力
津巴多的斯坦福监狱实验得出了什么结论，为何受批评？
What conclusion did Zimbardo’s Stanford prison experiment draw, and why was it criticized?
津巴多在 1971 年将志愿者随机分配为“狱警”与“囚犯”，实验本计划两周却因角色代入引发虐待行为而在第 6 天终止，显示情境与角色能强烈塑造行为。该实验后来因伦理问题和实验者干预而受质疑。
In 1971 Zimbardo randomly assigned volunteers as “guards” or “prisoners”; planned for two weeks, it was halted on day 6 as role-playing produced abusive behavior, showing situations and roles strongly shape conduct. The study was later criticized for ethics and experimenter interference.
难度 进阶 · 适合 小学高段(9-12)
CC BY 4.0 · 已核验 · Verified 2026-11-03
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菲利普·津巴多《路西法效应》（2007）；1971 年实验报告
Philip Zimbardo, “The Lucifer Effect” (2007); 1971 experiment
独立核验依据 · Independent verification: 核验依据 1 OPENLIBRARY 标识 /works/OL8024260W：The Lucifer Effect（首版 2
#斯坦福监狱实验 #津巴多 #角色效应
什么是共情？
What is empathy?
共情是理解并分享他人情绪与处境的能力，分为认知共情（明白对方想法）和情感共情（感受对方情绪）。它是道德发展与亲社会行为的基础。
Empathy is the ability to understand and share another’s feelings—cognitive empathy (grasping their thoughts) and emotional empathy (feeling with them). It underpins morality and prosocial behavior.
难度 入门 · 适合 大众
CC BY 4.0 · 已核验 · Verified 2026-08-23
来源 · Source
Anthony Giddens,《Sociology》Polity Press 多版;中译《社会学》北京大学出版社
A. Giddens, Sociology, Polity Press, various editions; Chinese ed. Peking University Press
#共情 #理解 #亲社会
什么是心理韧性？
What is psychological resilience?
心理韧性指个体在逆境、创伤或压力中恢复并适应的能力，并非天生固定，而可通过社会支持、认知训练和稳定环境培养。它是积极心理学关注的核心。
Psychological resilience is the ability to recover and adapt after adversity, trauma, or stress. It is not fixed at birth but can be built through social support, cognitive training, and stable environments—a focus of positive psychology.
难度 入门 · 适合 大众
CC BY 4.0 · 已核验 · Verified 2026-08-23
来源 · Source
Anthony Giddens,《Sociology》Polity Press 多版;中译《社会学》北京大学出版社
A. Giddens, Sociology, Polity Press, various editions; Chinese ed. Peking University Press
#心理韧性 #适应 #积极心理学
马斯洛的需求层次理论把人的需求分成哪几层？
What levels does Maslow’s hierarchy of needs distinguish?
马斯洛在 1943 年提出需求从低到高分为生理、安全、归属与爱、尊重、自我实现五层，认为低层满足后才会追求高层。它被广泛用于理解动机，以及教育与管理工作。
In 1943 Maslow arranged needs from low to high as physiological, safety, love/belonging, esteem, and self-actualization, arguing higher needs emerge once lower ones are met. It is widely used to understand motivation in education and management.
难度 入门 · 适合 小学低段(6-8)
CC BY 4.0 · 已核验 · Verified 2026-11-03
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亚伯拉罕·马斯洛《人类动机理论》（1943, Psychological Review）
Abraham Maslow, “A Theory of Human Motivation” (1943)
独立核验依据 · Independent verification: 核验依据 1 OPENLIBRARY 标识 /works/OL20225630W：A Theory of Human Moti
#马斯洛 #需求层次 #自我实现