Health & Stress
健康与压力 | Health & Stress
Short Essay 论述题
Case Studies 案例题
MCQ 选择题
Q1: Understanding Stress 理解压力
Definition 定义Definition / 定义: Stress is a psychological and physiological response that occurs when individuals perceive that the demands placed on them exceed their ability to cope.
压力是一种心理和生理反应，当个人感受到外界要求超出其应对能力时产生。
Eustress 良性压力
Positive stress that motivates individuals to perform better.
积极的压力，激励个人表现得更好。
e.g., Feeling excited before a presentation | 演讲前感到兴奋
Distress 不良压力
Negative stress that causes anxiety, discomfort, and reduced performance.
消极的压力，导致焦虑、不适和表现下降。
e.g., Feeling overwhelmed by too many responsibilities | 因太多责任而感到不堪重负
Real-Life Example / 实际例子: A student preparing for exams. Moderate stress helps stay focused (eustress), but excessive stress leads to anxiety and poor performance (distress).
备考的学生。适度压力帮助保持专注（良性压力），但过度压力导致焦虑和表现下降（不良压力）。
Effects on Daily Functioning / 对日常功能的影响:
减少注意力、损害决策能力、影响情绪健康。身体上可能导致疲劳、头痛和睡眠问题。
Q2: Causes of Stress 压力来源
Stressors 压力源Stress can arise from environmental, psychological, and social stressors.
压力可来源于环境、心理和社会压力源。
Environmental 环境
Noise, overcrowding, pollution
噪音、拥挤、污染
Psychological 心理
Fear of failure, negative thinking, high expectations
害怕失败、消极思维、高期望
Social 社会
Relationship problems, academic pressure, work demands
人际关系问题、学业压力、工作需求
Q3: General Adaptation Syndrome (GAS) 一般适应综合征
Hans SelyeGAS explains the body's response to stress in three stages:
GAS解释了身体对压力的三阶段反应：
1. Alarm Stage 警报阶段
Fight-or-flight response, increased heart rate, body prepares to respond.
战斗或逃跑反应，心率增加，身体准备应对。
2. Resistance Stage 抵抗阶段
Body adapts but remains alert, continues functioning under stress.
身体适应但保持警觉，在压力下继续运作。
3. Exhaustion Stage 衰竭阶段
Resources depleted, leading to fatigue, illness, and burnout.
资源耗尽，导致疲劳、疾病和倦怠。
Q4: Coping Strategies 应对策略
Management 管理Problem-Focused 问题聚焦
Solving the problem directly
直接解决问题
e.g., Creating a study schedule 制定学习计划
Emotion-Focused 情绪聚焦
Managing emotional responses
管理情绪反应
e.g., Relaxation techniques 放松技巧
Social Coping 社会支持
Seeking support from others
寻求他人支持
e.g., Talking to friends/family 与朋友/家人交谈
Case Study 1: The Overwhelmed Student (Aina) 案例1：压力过大的学生
Aina is a university student who feels constantly stressed. She has many assignments, sleeps very little, and often feels anxious before exams. She also skips meals and avoids social activities.
Aina是一名大学生，感到持续的压力。她有很多作业，睡眠很少，考试前经常感到焦虑。她还跳过正餐并回避社交活动。
1. Causes: Academic pressure and poor lifestyle habits.
原因：学业压力和不良生活习惯。
2. Effects: Physical: fatigue | Psychological: anxiety | Behavioral: social withdrawal, poor eating
影响：身体：疲劳 | 心理：焦虑 | 行为：社交退缩、饮食不良
3. Coping: Problem-focused: schedule | Emotion-focused: relaxation | Social: support
应对：问题聚焦：制定计划 | 情绪聚焦：放松 | 社会：寻求支持
4. GAS: Resistance stage moving toward exhaustion.
GAS阶段：抵抗阶段正转向衰竭阶段。
Case Study 2: Workplace Stress (Rahim) 案例2：职场压力
Rahim works long hours and faces constant deadlines. He feels tired, irritable, and has difficulty concentrating. Recently, he has been experiencing frequent headaches and poor sleep.
Rahim长时间工作并面临持续的截止日期。他感到疲倦、易怒，难以集中注意力。最近，他经常出现头痛和睡眠不良。
1. Type: Distress (work-related stress) | 类型：不良压力（工作相关压力）
2. Symptoms: Physical: headaches, poor sleep | Psychological: irritability, poor concentration
症状：身体：头痛、睡眠差 | 心理：易怒、注意力差
3. GAS: Exhaustion stage | GAS：衰竭阶段
4. Coping: Manage workload, relaxation, seek support
应对：管理工作量、放松、寻求支持
MCQ Practice - Stress 选择题练习
0/15Memory
记忆 | Memory
Short Essay 论述题
Case Studies 案例题
MCQ 选择题
Q1: Three Stages of Memory 记忆的三个阶段
Encoding, Storage, RetrievalEncoding 编码
Changing information into a form the brain can understand.
将信息转化为大脑能理解的形式。
e.g., Listening carefully in class 上课专心听讲
Storage 存储
Keeping information over time in memory.
将信息长期保存在记忆中。
e.g., Remembering a phone number 记住电话号码
Retrieval 提取
Bringing stored information back when needed.
在需要时取回存储的信息。
e.g., During exams 考试时回忆
Failure causes / 失败原因: Poor attention (encoding failure) | Lack of rehearsal (storage failure) | Inability to recall (retrieval failure)
注意力差（编码失败）| 缺乏复述（存储失败）| 无法回忆（提取失败）
Q2: Factors that Improve Memory 提高记忆的因素
EnhancementAttention & Focus 注意力
Helps proper encoding
帮助正确编码
Rehearsal 复述
Strengthens memory through practice
通过练习强化记忆
Meaningful Learning 意义学习
Connects new to existing knowledge
将新知识与已有知识联系
Method of Loci 位置记忆法
Placing info in imagined familiar locations
将信息放在熟悉的想象位置中
Q3: Types of Forgetting 遗忘类型
ForgettingProactive Interference 前摄干扰
Old info affects new learning (old password → new)
旧信息影响新学习
Retroactive Interference 倒摄干扰
New info affects old memories (new password → old)
新信息影响旧记忆
Decay 衰退
Memory fades over time
记忆随时间消退
Retrieval Failure 提取失败
Cannot access stored info
无法获取存储的信息
Q4: Brain Role in Memory 大脑在记忆中的作用
NeuroscienceHippocampus 海马体
Helps form new memories
帮助形成新记忆
Amygdala 杏仁核
Links emotion with memory - emotional events remembered better
将情绪与记忆联系——情绪事件记得更牢
Case Study 1: The Forgetful Student (Ali) 健忘的学生
Ali studies hard but often forgets information during exams. He usually studies while watching videos and checking his phone.
Ali学习刻苦但考试时经常忘记信息。他通常边看视频边查手机学习。
1. Reasons: Poor attention & interference from multitasking reduce encoding quality.
原因：注意力差及多任务干扰降低编码质量。
2. Multitasking effect: Reduces attention and weakens encoding → poor storage.
多任务影响：降低注意力，削弱编码→存储差。
3. Strategies: Distraction-free environment, chunking, rehearsal, method of loci.
策略：无干扰环境、组块化、复述、位置记忆法。
4. Why they help: Improve encoding, storage, retrieval. Method of loci provides visual-spatial cues.
为什么有效：改善编码、存储、提取。位置记忆法提供视觉空间线索。
Case Study 2: Emotional Memories (Siti) 情绪记忆
Siti clearly remembers emotional events but struggles to remember what she studied recently.
Siti清楚记得情绪事件，但难以记住最近学习的内容。
1. Why emotional events remembered better: Strong emotions & deeper processing.
为什么情绪事件记得更牢：强烈情绪和更深加工。
2. Brain part: Amygdala | 脑部区域：杏仁核
3. Why everyday info forgotten: Low attention, lack of rehearsal, low meaning.
为什么日常信息被遗忘：注意力低、缺乏复述、意义低。
4. Ways to improve: Repetition, meaningful learning, method of loci.
改善方法：重复、意义学习、位置记忆法。
MCQ Practice - Memory
0/15Personality
人格/性格 | Personality
Short Essay 论述题
Case Studies 案例题
MCQ 选择题
Q1: Personality Concept 人格概念
DefinitionDefinition: Personality refers to the consistent patterns of thoughts, feelings, and behaviors that make an individual unique.
定义：人格指使个体独特的思想、情感和行为的稳定模式。
Consistency 一致性
Behaves similarly across situations
在不同情境中表现相似
e.g., Always punctual 总是准时
Uniqueness 独特性
Each person has distinct traits
每个人都有独特的特质
e.g., Outgoing vs. shy 外向 vs 害羞
Q2: Freud's Structure 弗洛伊德人格结构
PsychoanalyticId 本我
Driven by pleasure and immediate satisfaction
受快乐和即时满足驱动
"I want to cheat!"
Ego 自我
Based on reality, makes practical decisions
基于现实，做出实际决定
"I should study instead"
Superego 超我
Represents moral values and rules
代表道德价值观和规则
"Cheating is wrong"
Q3: Big Five Traits 大五人格特质
Trait TheoryO - Openness 开放性
Creativity, trying new things
创造力，尝试新事物
C - Conscientiousness 尽责性
Organized, responsible
有条理，负责任
E - Extraversion 外向性
Sociable, outgoing
社交性强，外向
A - Agreeableness 宜人性
Kind, cooperative
善良，合作
N - Neuroticism 神经质
Tendency for negative emotions
消极情绪倾向
Q4: Self-Actualization 自我实现
HumanisticDefinition: The process of reaching one's full potential.
定义：实现个人全部潜能的过程。
Importance: Personal growth, satisfaction, fulfillment, achieving career goals.
重要性：个人成长、满足感、成就感、实现职业目标。
Question 1: Ali's Traits Ali的特质
Ali is organized and responsible but feels anxious when situations are uncertain.
Ali有条理且负责任，但在不确定的情况下感到焦虑。
a) Traits: Conscientiousness + Neuroticism
a) 特质：尽责性 + 神经质
b) Effects: Reliable & hardworking, but worries too much, avoids new situations.
b) 影响：可靠且勤奋，但过度担忧，回避新情境。
c) Strategies: Relaxation techniques, gradual exposure to build confidence.
c) 策略：放松技巧，逐步暴露以建立信心。
Question 2: Siti's Defense Siti的防御
Siti becomes defensive when receiving criticism and avoids talking about her past.
Siti在接受批评时变得有防御性，并避免谈论过去。
a) Freud: Internal conflicts between thoughts and emotions → defensive behavior.
a) 弗洛伊德：思想与情绪的内在冲突导致防御行为。
b) Defense mechanisms: Denial (refusing criticism) + Repression (avoiding past experiences).
b) 防御机制：否认（拒绝批评）+ 压抑（回避过去经历）。
c) Help: Open communication, self-reflection, counseling.
c) 帮助：开放沟通、自我反思、咨询。
MCQ Practice - Personality
0/15Sex, Gender & Sexuality
性、性别与性取向
Short Essay 论述题
Case Studies 案例题
MCQ 选择题
Q1: Sexual Orientation & Gender Identity 性取向与性别认同
DefinitionsSexual Orientation 性取向
Pattern of emotional, romantic, or sexual attraction toward others.
对他人情感、浪漫或性吸引的模式。
Gender Identity 性别认同
Person's internal sense of their own gender.
个人对自己性别的内在感知。
Types of Sexual Orientation 性取向类型:
Heterosexual 异性恋 | Homosexual 同性恋 | Bisexual 双性恋
Types of Gender Identity 性别认同类型:
Cisgender 顺性别 | Transgender 跨性别
Key Difference: Sexual orientation = WHO you are attracted to; Gender identity = WHO you are
关键区别：性取向 = 你被谁吸引；性别认同 = 你是谁
Q3: Human Sexuality 人类性学
BiopsychosocialHow people experience and express themselves as sexual beings.
人们作为性存在体验和表达自己的方式。
Biological 生物
Hormones and physical development
荷尔蒙和身体发育
Psychological 心理
Thoughts, emotions, experiences
思想、情感、经历
Social 社会
Cultural and societal influences
文化和社会影响
Case Study 1: Understanding Identity (Jason) 理解身份
Jason feels that his gender identity does not match the sex assigned to him at birth. He is also unsure about his sexual orientation.
Jason感觉他的性别认同与出生时被分配的性别不匹配。他也不确定自己的性取向。
a) Gender identity: Internal sense of gender.
a) 性别认同：内在的性别感知。
b) Difference: Sexual orientation = who attracted to; Gender identity = who you are.
b) 区别：性取向=被谁吸引；性别认同=你是谁。
c) Support: Provide emotional support, offer counseling.
c) 支持：提供情感支持，提供咨询。
Case Study 2: Social Understanding 社会理解
Some students believe that being transgender is the same as being homosexual.
一些学生认为跨性别等同于同性恋。
a) Incorrect: Transgender = gender identity; Homosexual = sexual orientation.
a) 不正确：跨性别=性别认同；同性恋=性取向。
b) Education reduces misunderstanding and promotes acceptance.
b) 教育减少误解并促进接纳。
MCQ Practice - Sexuality
0/15Psychological Disorders
心理障碍 | Psychological Disorders
Short Essay 论述题
Case Studies 案例题
MCQ 选择题
Q1: Psychotic Disorders 精神病性障碍
SchizophreniaDefinition: Loss of contact with reality - difficulty distinguishing real from unreal.
定义：失去与现实接触——难以区分真实与虚幻。
Delusions 妄想
False beliefs held despite evidence
尽管有证据仍坚持的错误信念
e.g., Believing others are spying
Hallucinations 幻觉
Perceiving things not present
感知不存在的事物
e.g., Hearing voices, seeing things
Positive Symptoms 阳性症状
Added experiences: hallucinations, delusions, disorganised thinking
新增体验：幻觉、妄想、思维混乱
Negative Symptoms 阴性症状
Loss of functioning: flat affect, social withdrawal, lack of motivation
功能丧失：情感平淡、社交退缩、缺乏动力
Q2: Depression 抑郁症
Mood DisorderPersistent low emotional state affecting feelings, thoughts, and behavior.
持续的消极情绪状态，影响感受、思维和行为。
Emotional 情绪
Persistent sadness, hopelessness
持续悲伤、绝望
Physical 身体
Fatigue, sleep/appetite changes
疲劳、睡眠/食欲改变
Cognitive 认知
Difficulty concentrating, negative thoughts
注意力难以集中、消极思维
Diagnostic criteria: Symptoms must last for at least 14 days.
诊断标准：症状必须持续至少14天。
Causes / 原因:
生物：神经递质失衡（血清素）、遗传因素 | 心理：消极思维模式、低自尊 | 社会：压力生活事件、失去（死亡、分手）
Q3: Personality Disorders (ASPD) 人格障碍
Long-term patternsRigid, maladaptive patterns affecting relationships and social functioning.
僵化、适应不良的模式，影响人际关系和社会功能。
Antisocial Personality Disorder (ASPD) 反社会人格障碍:
• Disregard for others' rights 无视他人权利 • Lack of empathy 缺乏同理心
• Manipulative behavior 操纵行为 • Impulsivity and risk-taking 冲动和冒险
影响：关系困难、法律问题、工作功能差 | 原因：严苛或忽视的童年、缺乏情感联结
Q4: Anxiety Disorders 焦虑障碍
GAD, PhobiaExcessive fear and worry disproportionate to the situation.
与情境不相称的过度恐惧和担忧。
Physical 身体
Rapid heartbeat, sweating
心跳加快、出汗
Cognitive 认知
Persistent fearful thoughts
持续的恐惧想法
Behavioural 行为
Avoidance of feared situations
回避恐惧情境
Development factors / 发展因素: Learning (fear acquired through experience) | Cognitive (irrational beliefs) | Avoidance (reinforces anxiety) | Conditioning (fear through association)
学习（通过经验获得恐惧）| 认知（非理性信念）| 回避（强化焦虑）| 条件作用（通过联想学习恐惧）
Case Study 1: Anxiety (Jason) 焦虑案例
Jason feels constantly worried, restless, cannot sleep well, finds it difficult to concentrate, and avoids participating in discussions.
Jason持续担忧、坐立不安、睡眠不好、难以集中注意力，并回避参与讨论。
a) Disorder: Anxiety disorder - excessive worry, restlessness, sleep difficulties, poor concentration, avoidance.
a) 障碍：焦虑障碍——过度担忧、坐立不安、睡眠困难、注意力差、回避。
b) Effects: Academic performance affected, avoids participation, sleep problems cause fatigue.
b) 影响：学业表现受影响、回避参与、睡眠问题导致疲劳。
c) Coping: Relaxation techniques, time management, gradual participation, seek counseling.
c) 应对：放松技巧、时间管理、逐步参与、寻求咨询。
Case Study 2: Depression (Siti) 抑郁案例
Siti has lost interest in her hobbies, prefers to stay alone, feels tired, struggles to focus, and thinks she is not good enough.
Siti对爱好失去兴趣、喜欢独处、感到疲倦、难以集中注意力，并认为自己不够好。
a) Disorder: Depression - loss of interest, fatigue, difficulty concentrating, negative thoughts, social withdrawal.
a) 障碍：抑郁症——失去兴趣、疲劳、注意力困难、消极思维、社交退缩。
b) Effects: Academic decline, social isolation, reduced motivation.
b) 影响：学业下降、社交孤立、动力降低。
c) Help: Professional help, talk to friends/family, daily activities, healthy routine.
c) 帮助：专业帮助、与朋友/家人交谈、日常活动、健康作息。
Social Psychology
社会心理学 | Social Psychology
Q1: Social Influence 社会影响
Conformity & ObedienceQ2: Attribution Theory 归因理论
Internal vs ExternalQ3: Attitudes and Behaviour 态度与行为
ABC ModelQ4: Group Processes 群体过程
Facilitation & LoafingCase Study 1: Conformity 从众案例
Case Study 2: Attribution 归因案例
MCQ Practice - Social Psychology
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