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Classification of types of memory according to the sense organs and the use of mnemonic means: figurative, verbal-logical, motor, emotional, voluntary and involuntary, mechanical and logical, direct and mediated. Features of short-term memory, its volume, mechanisms, connection with consciousness. The phenomenon of substitution is the replacement of information in an overflowing short-term memory. Difficulties in memorizing names, surnames and the phenomenon of substitution. Acoustic transcoding of information in short-term memory. The relationship between short-term memory and long-term memory, their relative independence. The subconscious nature of a person's long-term memory. The relationship of long-term memory with speech and thinking, in particular with internal speech. Semantic organization of material in long-term memory.
There are several grounds for classifying the types of human memory. One of them is the division of memory according to the time of saving the material, the other - according to the analyzer prevailing in the processes of memorizing, saving and reproducing material. In the first case, instant, short-term, operational, long-term and genetic memory are distinguished. In the second case, they talk about motor, visual, auditory, olfactory, tactile, emotional and other types of memory. Consider and give short definition the main of the named types of memory.
Instant, or iconic, memory is associated with maintaining an accurate and complete picture of what has just been perceived by the senses, without any processing of the information received. This memory is a direct reflection of information by the senses. Its duration is from 0.1 to 0.5 s. Instant memory is a complete residual impression that arises from direct perception of stimuli. This is a memory-image.
Short-term memory is a way of storing information for a short period of time. The duration of retention of mnemonic traces here does not exceed several tens of seconds, on average about 20 (without repetition). In short-term memory, not a complete, but only a generalized image of the perceived, its most essential elements, is preserved. This memory works without a prior conscious intention to memorize, but on the other hand, with a mindset for the subsequent reproduction of the material. Short-term memory is characterized by such an indicator as volume. It is on average equal to 5 to 9 units of information and is determined by the number of units of information that a person is able to accurately reproduce several tens of seconds after a single presentation of this information to him.
Short-term memory is associated with the so-called actual human consciousness. From instant memory, only that information that is recognized, correlates with the actual interests and needs of a person, and attracts his increased attention, gets into it.
Operational is called a memory designed to store information for a certain, predetermined period, in the range from a few seconds to several days. The storage period for the information of this memory is determined by the task facing the person, and is designed only for the solution of this task. After that, the information may disappear from the RAM. In terms of the duration of information storage and its properties, this type of memory occupies an intermediate position between short-term and long-term.
Long-term - it is a memory capable of storing information for an almost unlimited period. Information that has entered the storage of long-term memory can be reproduced by a person as many times as he wants without loss. Moreover, repeated and systematic reproduction of this information only strengthens its traces in long-term memory. The latter presupposes the ability of a person at any necessary moment to recall what was once remembered by him. When using long-term memory for recall, thinking and efforts of will are often required, therefore, its functioning in practice is usually associated with these two processes.
Genetic memory can be defined as one in which information is stored in the genotype, transmitted and reproduced by inheritance. The main biological mechanism for storing information in such memory is, apparently, mutations and associated changes in gene structures. Human genetic memory is the only one that we cannot influence through training and education.
Visual memory associated with the preservation and reproduction of visual images. It is extremely important for people of all professions, especially for engineers and artists. Good visual memory is often possessed by people with eidetic perception, who are able to “see” the perceived picture in their imagination for a sufficiently long time after it has ceased to affect the sense organs. In this regard, this type of memory presupposes a developed human capacity for imagination. In particular, the process of memorizing and reproducing material is based on it: what a person can visualize visually, he, as a rule, is easier to remember and reproduce.
Auditory memory - it is good memorization and accurate reproduction of various sounds, for example, musical, speech. It is necessary for philologists, people studying foreign languages, acoustics, musicians. A special kind of speech memory is verbal-logical memory, which is closely related to word, thought and logic. This type of memory is characterized by the fact that a person who possesses it can quickly and accurately remember the meaning of events, the logic of reasoning or any evidence, the meaning of the text being read, etc. He can convey this meaning in his own words, and quite accurately. This type of memory is possessed by scientists, experienced lecturers, university teachers and school teachers.
Motor memory represents memorization and preservation, and, if necessary, reproduction with sufficient accuracy of a variety of complex movements. She participates in the formation of motor, in particular labor and sports, skills and abilities. Improving human hand movements is directly related to this type of memory.
Emotional memory - it is a memory for experiences. She participates in the work of all types of memory, but is especially manifested in human relations... The strength of memorizing material is directly based on emotional memory: what causes emotional experiences in a person is remembered without much difficulty and for a longer period.
Tactile, olfactory, gustatory and other types of memory do not play a special role in human life, and their capabilities are limited in comparison with visual, auditory, motor and emotional memory. Their role is mainly reduced to meeting biological needs or needs related to the safety and self-preservation of the body.
By the nature of the participation of will in the processes of memorizing and reproducing material, memory is divided into involuntary and arbitrary . In the first case, they mean such memorization and reproduction that occurs automatically and without much effort on the part of a person, without setting him a special mnemonic task (for memorization, recognition, preservation or reproduction). In the second case, such a task is necessarily present, and the process of memorization or reproduction itself requires volitional efforts.
Involuntary memorization is not necessarily weaker than voluntary, in many cases of life it surpasses it. It has been established, for example, that it is better to involuntarily memorize material that is an object of attention and consciousness, acts as a goal, and not a means of carrying out activities. Involuntarily, the material with which interesting and complex mental work is associated and which for a person has great importance... It is shown that in the case when significant work is carried out with the memorized material to comprehend, transform, classify, establish certain internal (structure) and external (associations) connections in it, involuntarily it can be memorized better than voluntarily. This is especially true for preschool and younger children. school age.
Let us now consider some of the features and the relationship between the two main types of memory that a person uses in everyday life: short-term and long-term.
Volume short-term memory individual. It characterizes the natural memory of a person and tends to be preserved throughout life. He primarily determines mechanical memory, its capabilities. The peculiarities of short-term memory caused by the limited volume of memory are associated with such a property as substitution . It manifests itself in the fact that when an individually limited volume of a person's short-term memory overflows, the newly received information partially displaces the information stored there, and the latter irrevocably disappears, is forgotten, does not fall into long-term storage. This, in particular, occurs when a person has to deal with such information that he is not able to fully remember and which is presented to him continuously and sequentially.
Why, for example, do we so often experience serious difficulties in memorizing and retaining in our memory the names, surnames and patronymics of people new to us, whom we have just been introduced to? Apparently, for the reason that the amount of information available in these words is at the limit of the capabilities of short-term memory, and if new information is added to it (and this is exactly what happens when the person presented to us begins to speak), then the old one, associated with his name is supplanted. By involuntarily switching our attention to what the person is saying, we thereby stop repeating his first name, last name and patronymic, and as a result, we soon forget about them.
Short-term memory plays an important role in human life. Thanks to it, the largest amount of information is processed, the unnecessary is immediately eliminated and potentially useful remains. As a result, there is no information overload of long-term memory with unnecessary information, the person's time is saved. Short-term memory is of great importance for organizing thinking; the material of the latter, as a rule, becomes facts that are either in the short-term, or in operative memory close to it in terms of their characteristics.
This type of memory also actively works in the process of human-human communication. It has been established that when people who meet for the first time are asked to share their impressions of each other, describe those individual characteristics that they noticed each other during the first meeting, on average, they usually call such a number of features that corresponds to the volume of short-term memory, i.e. 7 + 2.
Normal functioning of long-term memory is impossible without good short-term memory. Only what was once in short-term memory can penetrate into the latter and be deposited for a long time. In other words, short-term memory acts as an obligatory intermediate storage and filter that passes the necessary, already selected information into long-term memory.
The transition of information from short-term to long-term memory is associated with a number of features. The last 5 or 6 units of information, received through the senses, enter the short-term memory, and they penetrate first of all into the long-term memory. By making a conscious effort, repeating the material, you can keep it in short-term memory and for a longer period than several tens of seconds. Thus, it is possible to ensure translation from short-term memory into long-term memory of such an amount of information that exceeds the individual volume of short-term memory. This mechanism underlies memorization by repetition.
Usually, without repetition, only that which is in the sphere of human attention appears in long-term memory. This feature of short-term memory is illustrated by the following experience. In it, the subjects are asked to memorize only 3 letters and, after about 18 s, reproduce them. But in the interval between the initial perception of these letters and their recall, the subjects are not given the opportunity to repeat these letters to themselves. Immediately after presenting three different letters, they are invited to start counting down in threes at a fast pace, starting from some large number, for example, from 55. In this case, it turns out that many subjects are not at all able to remember these letters and reproduce them accurately through 18 p. On average, no more than 20% of the information initially perceived by them is retained in the memory of people who have gone through such an experience.
Many life psychological problems seemingly related to memory, in fact, do not depend on memory as such, but on the ability to provide long-term and stable human attention to the memorized or remembered material. If you manage to draw a person's attention to something, focus his attention on this, then the corresponding material is better remembered and, therefore, is retained longer in memory. This fact can be illustrated by the following experiment. If you invite a person to close their eyes and unexpectedly answer, for example, to the question of what color, shape and what other features an object has that he has seen more than once, past which he has repeatedly passed, but which did not cause increased attention to himself, then a person with can hardly answer the question posed, despite the fact that he has seen this object many times. Many people are mistaken when they are asked to say which number, Roman or Arabic, the number 6 is depicted on the dial of their mechanical wrist watch. paid attention to this fact and, therefore, did not remember it. The procedure for entering information into short-term memory is the act of paying attention to it.
One of the possible mechanisms of short-term memorization is time coding, those. reflection of the memorized material in the form of certain, sequentially located symbols in the auditory or visual system of a person. For example, when we remember something that can be designated by a word, then we usually use this word, mentally pronouncing it to ourselves several times, and we do it either consciously, thoughtfully, or unconsciously, mechanically. If you need to visually remember a picture, then, after looking at it carefully, we usually close our eyes or divert attention from looking in order to focus it on memorization. At the same time, we definitely try to mentally reproduce what we have seen, present it visually or express its meaning in words. Often in order for something to really be remembered, we try to evoke a certain reaction by association with it. The generation of such a reaction should be considered as a special psychophysiological mechanism that promotes the activation and integration of processes that serve as a means of memorizing and reproducing.
The fact that when information is entered into long-term memory, it is usually recoded into an acoustic form, is proved by the following experiment. If the subjects visually present a significant number of words, obviously exceeding in their number the volume of short-term memory, and then analyze the errors that they make during its reproduction, it turns out that often the correct letters in words are replaced by those erroneous letters that are close to them in sound. and not by writing. This, obviously, is typical only for people who own verbal symbolism, i.e. sound speech. People who are deaf from birth do not need to convert visible words into audible ones.
In cases of painful impairment, long-term and short-term memory can exist and function as relatively independent. For example, with such a painful memory impairment, which is called retrograde amnesia, it is mainly the memory of recent events that suffers, but usually memories of those events that took place in the distant past are preserved. With another type of disease, also associated with memory impairment - anterograde amnesia - both short-term and long-term memory remain intact. However, the ability to enter new information into long-term memory suffers.
At the same time, both types of memory are interconnected and work as one system... One of the concepts, describing their joint, interconnected activities, was developed by American scientists R. Atkinson and R. Shifrin. It is shown schematically in Fig. 42. In accordance with the theory of the named authors, long-term memory seems to be practically unlimited in volume, but it has limited possibilities of voluntarily recalling the information stored in it. In addition, in order for information from a short-term storage to get into a long-term one, it is necessary that certain work has been carried out with it even while it is in short-term memory. This is the work of re-coding it, i.e. translated into a language that is understandable and accessible to the human brain. This process is somewhat similar to that which occurs when information is entered into an electronic computer. It is known that all modern computers are capable of storing information in binary codes, and in order for the memory of the machine to work, any information entered into it must be presented in this form.
In many life situations, the processes of short-term and long-term memory work in conjunction and in parallel. For example, when a person sets himself the task of remembering something that obviously surpasses the capabilities of his short-term memory, he often consciously or unconsciously turns to using the technique of semantic processing and grouping of material, which facilitates memorization. This grouping, in turn, involves the use of long-term memory, referring to past experience, extracting from it the knowledge and concepts necessary for generalization, methods of grouping the memorized material, reducing it to the number of semantic units that do not exceed the volume of short-term memory.
Rice. 42. Scheme of memory by R. Atkinson and R. Shifrin. The interconnected work of short-term and long-term memory, including repression, repetition and coding as particular processes that make up the work of memory
Translation of information from short-term to long-term memory often causes difficulties, since in order to do this in the best way, it is necessary first to comprehend and structure the material in a certain way, to link it with what a person knows well. It is because of the insufficiency of this work, or because of the inability to carry out it quickly and efficiently, the memory of people seems weak, although in fact it may have great potential.
Now let's consider the features and some mechanisms of work. long-term memory. This memory usually begins to function not immediately after a person has perceived and memorized the material, but after some time necessary for a person to internally switch from one process to another, from memorizing to reproduction. These two processes cannot occur in parallel, since their structure is different, and the mechanisms are incompatible, oppositely directed. Acoustic coding is typical for the transfer of information from short-term to long-term memory, where it is already stored, probably not in the form of sound, but in the form of semantic codes and structures associated with thinking. The reverse process involves translating thought into word.
If, for example, after a certain number of readings or listening we try to reproduce a long series of words after a while, then we usually make mistakes as well as when short-term memory does not work when memorizing. However, these errors are different. In most cases, instead of forgotten words when remembering, we use others that are close to them not in sound or spelling, but in meaning. It often happens that a person, being unable to accurately remember forgotten word, at the same time well remembers its meaning, can convey it in other words and confidently rejects others that are not similar to given word combinations of sounds. Due to the fact that the meaning of what is remembered comes to memory first, we can ultimately remember what we want, or at least replace it with something that is close enough to it in meaning. Were it not for this, we would have tremendous difficulty remembering and often fail. The process of recognizing what has been seen or heard is probably based on the same feature of long-term memory.
Literature
Blonsky P.P. Selected pedagogical and psychological works. - T. II. - M., 1979. (Memory and thinking: 118- 341. Memory. Reminder: 341-366.)
Vein A.M., Kamenetskaya B.I. Human memory. - M., 1973. (Types of memory: 99-113. Age-related changes in memory: 114-121.)
Zinchenko P.I. Involuntary memorization. - M., 1961. (The problem of involuntary and voluntary memorization in psychology: 9-137. Involuntary memorization and activity: 141- 221. Involuntary memorization and motivation: 222-241. Comparison of involuntary and voluntary memorization: 245-425. Memory development: 425-514.)
Ippolitov F.V. Schoolchild's memory. - M., 1978. (Tips for improving memory: 28-45.)
Klacki R. Human memory. Structures and processes. - M., 1978. (Short-term memory: 83-159. Long-term memory:
160-215. Memorization: 216-236. Remembrance (playback):
237-271. Memory and sight: 272-291.)
Leontiev A.N. Selected psychological works:
In 2 volumes - M., 1983. - T. I. (Development of higher forms of memorization:
Laudis V.Ya. Memory in the process of development. - M., 1976. (Memory development: 8-37, 94-137. Voluntary memorization: 38-93. The relationship between short-term and long-term memory: 138-219. Memory development in the learning process: 220-246.)
Memory mechanisms. Physiology manual. - L., 1987. (Memory, its functions and connection with the brain: 7-20. Emotions and memory regulation: 325-351. Neuropsychological memory regulation: 351-356. Psychophysiological aspects of memory modulation: 374-388.)
Nikolov N., Neshev G. The mystery of the millennia. What do we know about memory. - M., 1988. (Memory Mechanisms: 67-83.)
General psychology. - M., 1986. (Memory: 291-321.)
Cognitive activity in the system of memory processes. - M., 1989. (The activity approach to memory: 7-10. The relationship between cognitive activity and memory: 10-24. The relationship between voluntary and involuntary memorization: 25-43.)
Memory development. - Riga, 1991. (What is memory: 5-10. Paradoxes of memory: 11-117. Memory through the eyes of a physiologist: 18-30. Memory through the eyes of a psychologist: 31-42. Is it possible to train memory: 43-47. What is my memory: 48-53. )
Development creative activity schoolchildren. - M., 1991. (Memory development: 126-149.)
Smirnov A.A. Selected psychological works: In 2 volumes - T. II. - M., 1987. (Problems of the psychology of memory: 5-294. On some correlations in the field of memory: 316-327.)
Nemov R.S. Psychology: Textbook. for stud. higher. ped. study. institutions: In 3 books. - 4th ed. - M .: Humanit. ed. center VLADOS, 2003. - Book. 1: General Foundations of Psychology. - 688 p. S. 219-228.
Reading time: 5 min
Memory is a process taking place in the human psyche, due to which the accumulation, saving and display of material is carried out. Memory is in psychology the definition of the brain's ability to perform the functions of memorizing, storing and recreating experience. Also, this mental process allows a person to remember experiences and events of the past, consciously thinking about its value in own history and comprehend the feelings and emotions that are associated with it. This process contributes to the fact that a person can expand their cognitive abilities. Also, this property has a complex structure, consisting of some functions and processes that provide the perception of information from the surrounding reality and its fixation in the past experience. Internal memory is a complex process in which the perception, accumulation, storage, systematization and very fast reproduction of information is carried out.
Memory in psychology
Memory in psychology is the definition of a person's ability to remember, save, reproduce and forget information from his own experience. This property helps a person to move in space and time. There are various psychological theories that have their own views on this concept.
In associative theory, the key concept is association. In memory, it realizes the connection of parts of the perceived material. When a person remembers something, he begins to look for a connection between these materials and those that need to be reproduced. The formation of associations has patterns: similarity, contiguity and contrast. The similarity is manifested in the fact that the material that is remembered is then reproduced through a connection with similar material. Adjacency occurs when incoming material is remembered in relation to previous material. The contrast is expressed in the fact that the material that should be remembered is different from the one that is preserved.
According to the behavioral theory, special exercises contribute to the memorization of the material. Such exercises help to better and faster fix attention on objects, episodes. Several factors influence the quality of memorization: age, individual characteristics, the interval between exercises, the amount of material, and others.
In cognitive theory, this process is characterized as a set of blocks and processes of transformation of information material. Some blocks provide recognition of the expressive features of the material, others create a cognitive orientation map of information, with the help of the third, information is retained, the fourth block converts the material into a specific form.
The activity theory considers this process as an active component of the connection between man and the world. This happens through the processes of analysis, synthesis, grouping, repetition and isolation of features, with their help, a mnemonic image is also created, a kind of material form that contains a person's personal attitude. Memorization is also influenced by external stimulus signs, which later become internal and a person, guided by them, controls this process.
Types of memory
This process, multi-level and multifunctional, this complexity implies the distinction of several of its types.
Inner memory displays the biological processes of memorizing information by a person.
External memory is fixed on external means (paper, dictaphone). The distinction between other types is based on the nature of mental activity, the characteristics of ideas, the nature of the connection with the target activity, the duration of the storage of images and the objectives of the study. Simplest distribution this process to internal and external. Division into types according to the nature of mental activity: figurative, motor, verbal-logical and emotional.
Figurative memory is the process of memorizing images that were formed on the basis of the material of sensory systems. As a result, in the figurative process there are also types of memory, depending on the main analytical system: visual (fixing images of objects or people with whom there was often contact); auditory (the image of sounds that a person once heard); gustatory (tastes that a person once felt); olfactory (the image of smells with which a person can associate some kind of memory); tactile (images of tangential sensations that remind of objects or people).
Motor memory- this is a kind, thanks to which people learn to operate a bicycle, memorize a dance, play games, swim, and also do any work activity and various expedient movements.
Emotional memory Is the ability to remember feelings, experiences, or, remember emotions and their relativity to a certain situation at that moment. If a person did not have this mental process, then he would be “emotionally stupid” - this is a definition of a person's state in which he looks unattractive, uninteresting to others, such a robotic object. The ability to express your emotions is the key to mental health.
Verbal and logical memory divided into words, judgments and thoughts. It is also divided into mechanistic and logical. Mechanistic, includes memorizing material due to its constant repetition, when there is no awareness of the meaning of information. Logical - makes up semantic connections in memorized objects. For the level of awareness of the memorized material, memory is of two types: implicit and explicit.
Implicit - memory for information not perceived by a person. Memorization occurs in a closed manner, independently of consciousness and is inaccessible to direct observation. Such a process is carried out with the need to find a solution in a certain situation, but even then the knowledge that a person has does not lend itself to comprehension. An example of such a process is that a person, in the process of his socialization, perceives the norms of society, and is guided by them in his behavior, without realizing the basic theoretical principles.
Explicit memory occurs when the knowledge gained is used absolutely deliberately. They are extracted, recalled when there is a need to solve a problem using this knowledge. This process can be: involuntary and arbitrary. In the involuntary process, there are traces of images that have arisen unconsciously, automatically. Such memorization is more developed in childhood, it weakens with age.
Arbitrary memory Is purposeful memorization of an image.
For the duration of time, memory is divided into instant, short-term, operational, long-term.
Instant memory, also called sensory, is displayed in the retention of information perceived by sensory analyzers. She, in turn, is divided into iconic and echoic.
Iconic is a kind of sensory recorder of visual stimuli. With its help, information is recorded in a holistic form. Man never distinguishes between iconic memory and objects. environment... When iconic information is superseded by other information, the visual sensation becomes more receptive. If the visual material arrives too quickly, then there is a layering of one information on top of another, which is still kept in memory, and has passed into long-term memory. This is called the back-masking effect.
Echoic memory- post-like, images are stored in it for no more than 2-3 seconds, when there was an influence of an auditory stimulus.
Short-term memory contributes to the memorization of images by a person after a single, short-term perception and instant reproduction. In such a process, the number of stimuli that are perceived, their physical nature matters, and their information load is not taken into account.
Short-term memory has a certain formula, which determines the number of memorized objects. It sounds like seven plus or minus two. When a person is presented with a stimulus material on which a certain number of objects are depicted, he can memorize 5 or 9 of them for a period of up to 30 seconds.
RAM- saves a trace of the image, which is necessary to perform the current action.
Long term memory can keep traces of images very for a long time and allows them to be used later in future activities. Thanks to such memorization, a person is able to accumulate knowledge, which he can then extract either of his own free will, or with external intervention in the brain (with help).
Depending on the target research activities there are special types of this mental process: biological, episodic, associative, reproductive, reconstructive, autobiographical.
Biological, or it is also called genetic, is determined by the mechanism of heredity. It assumes a person's possession of such patterns of behavior that were characteristic of people in earlier periods of evolution, this is expressed in reflexes, instincts.
Episodic is a repository of fragments of material that are tied to a specific situation.
Reproductive is the repetition of the reproduction of information, recalling the original appearance of the saved object.
Reconstructive helps to restore the disturbed sequence of stimuli to their original form.
Associative memory forms functional connections, that is, associations, between objects that are remembered.
Autobiographical memory helps a person remember the events of his own life.
Memory training
Training happens when people don't even notice it. Memorizing the list of products needed in the store, the names of new acquaintances, dates of birth - all this is training for a person. But there are more specific exercises for development, they contribute to a much better memorization, concentration on the specific development of these abilities. If memory develops, then other mental processes (thinking, attention) develop at the same time.
There are exercises to develop this process, the most common ones will be briefly described below.
Memory development in adults exercises are very different. Schulte tables are a very popular exercise. They contribute to the development of peripheral vision, attention, observation, speed reading and visual memory. Looking for consecutive numbers, vision captures only a few cells, so the place of the desired cell and cells of other numbers is remembered.
Exercise for the development of photographic memory according to the Aivazovsky method... Its essence is to look at the object for five minutes. Then, close your eyes and restore the image of this object in your head, as clearly as possible. You can also draw these images to help improve the effectiveness of the exercise. It needs to be done periodically so that visual memory develops well.
Exercise playing matches helps to train visual memory. To do this, you need to put five matches on the table and look at their arrangement, then turn away, take five more matches and try on another surface to recreate the arrangement of the matches that you remember.
Exercise roman room contributes to the development of the ability to structure stored information, but with its help visual memory is also trained. It is necessary to memorize the sequence of objects, their details, color, shape. As a result, more information is memorized and visual memory is trained.
There are also exercises to train auditory memory.
Memory development in adults exercises must obey certain rules. The first exercise is reading aloud. When a person voices memorized material, he develops his vocabulary, improves diction, intonation, improves the ability to impart emotional color and brightness to his speech. The auditory components of the read are also better remembered. You need to read easily, take your time, read as you speak. There are some rules: to pronounce the words clearly, with the appropriate arrangement, expressively pronouncing each word, not to “eat” the ending, to pronounce the text as if it were a speech of a diplomat or an orator, laying out his own thoughts on some serious issue. If you read for at least ten or fifteen minutes every day, adhering to all the rules, you can notice the results in oratory and auditory memory within a month.
Regular study of poems is good and in a simple way in memorization training. Studying the verse, you need to understand its meaning, highlight the techniques that the author used. Divide it into semantic components, highlight main idea... It is important, while learning a verse, to repeat it all the time, saying it aloud, to use intonation, to convey the mood of the author, thus, further developing diction. You need to repeat many times, and over time the number of repetitions will decrease. During the pronunciation of a verse in the mind or aloud, the articulatory apparatus is involved. The study of a poem is used for long-term memorization of abstract information. Such memorization occurs, for example, in studying the multiplication table, or memorizing the number Pi.
Auditory memory develops through eavesdropping. Being among people, in transport or on the street, on a bench, you need to focus on the conversation of other people among themselves, comprehend the information, try to remember it. Then, having come home, speak the conversations you heard with the appropriate intonation and remember the expressions on the faces of people at the time of the conversation. Exercising this way very often, a person will be able to learn to perceive the text fluently by ear, become much more attentive and sensitive to intonation and tone.
An effective method is the development of memory according to the methods of special services. This is a training program based on the techniques used in the intelligence services. The effectiveness of such a program has been tested by intelligence and counterintelligence officers. This method is presented in the book by the author Denis Bukin, which is called "Development of memory according to the methods of special services."
In the modern world, almost everyone is accustomed to the fact that they always have a phone, tablet, organizer at hand, in which the necessary information is stored and which can always be spied on there. Routine work, overloading the memorization process with unnecessary information, inability to systematize this information leads to a weakening of mnemonic processes. The book describes a profession in which a well-developed memory is the key to success, more precisely, it is vital - it is an intelligence officer. He cannot save an operation plan, a map on his phone, he has no time to leaf through a notebook. All important information should be stored only in the head, all the details so that they can be clearly reproduced at the right time. Each chapter in the book describes each stage of the scout's career. Each stage contains techniques, exercises and instructions for them.
Memory development
Developed memory is a very big plus of a person's personality, both in everyday life and at work. In most professions, a developed memory is highly valued, it is a great advantage that helps to achieve great achievements at work and take great responsibility. There are certain ways to develop this process. To remember something, you need to focus on the process, on the material itself. You need to comprehend the information, look for parallels in it in relation to your experience. The more chances there are to establish such a connection, the better the memorization will be.
If you need to remember some element, for example, a name, phone number, number, you do not need to immediately rush to a notebook or the Internet for an answer. Within a couple of minutes, you need to abstract from everything external, look into the depths of your brain and try to remember yourself.
If you need to remember something very important, you need to create in your head some kind of image, an association, very vivid. The brain is much easier to remember something original, in connection with which it will be easier to remember the necessary thing. To easily memorize numbers, you need to divide them into groups, or, as in the previous method, create associations.
A very effective method for developing memory is a cognitive training simulator called the Wikium project.
To remember something well, you need to say it right after the perception of the information, then retell it to someone else, so it will be easier to remember and better understand the meaning of the material.
A very simple method that can be used everywhere is to solve the simplest arithmetic problems in your head.
Also, the simplest way to develop memorization is to scroll through the events of the day in your head. It is better to do this at the end of each day before going to bed, recreating all the details and episodes, feelings, experiences, emotions that this day was filled with. You also need to assess your actions and actions committed on this day.
Reading books contributes to the development of memorization, the brain concentrates, the text is perceived, and the details are stored in memory.
Effective memorization involves understanding the meaning of the text. It is very unprofitable to memorize material mechanically without retelling it in your own words. Such a process will stop at the level of RAM and will not go into long-term memory.
To develop memory, you need to accustom yourself to repeat information, at first it will take multiple repetitions to memorize, after such a frequent repetition, the brain will be sufficiently developed to memorize information faster.
Mechanical movements of the hands help in the development of memory. When a person does some kind of long-term action with his hands, the structures of the brain are activated.
Study of foreign languages also a good memory enhancer.
The emotional state of a person will play a significant role. When a person is calm and happy, he will be able to quickly and easily remember information and reproduce it than a person in a state of anger or anxiety.
To develop memory, you need to work on it, focused and purposeful. Laziness will contribute to the degradation of the human psyche, and good memory obviously won't characteristic feature such a person. A developed memory opens up great prospects for a person; thanks to memory, you can achieve high results, both at work and in communication.
With the help of neurobics, you can also develop and maintain this mental process. There is a corresponding literature, which describes a lot of methods for the development of this process.
With the methods described above, you need to load your memory, without regular training it will weaken, fail and accelerate the aging of thinking.
There are a few more rules that must be followed for the effective development of this process. In order for the memory to be good, it is necessary for the brain to be efficient, for this it must be saturated with oxygen, which enters the blood. To do this, you need to be in the air often, take breaks in mental work for several minutes, do exercises, exercises that contribute to the flow of blood to the brain.
If a person smokes and does not train his memory, he prescribes a quick wear mental processes... If a person smokes and trains memory, such processes begin a little later in him, but still faster than in completely non-smoking people.
Adequate sleep contributes to the development of this process, ensures the activity of the brain. If a person does not get enough sleep, his memory at the biological level is not able to work as it should. Because the brain depends on the biological rhythms of day and night, therefore, brain cells are restored only at night and in the morning, after sleeping for seven or eight hours, a person will be ready for a productive work day.
To keep the mind flexible, you need to give up alcohol. The more a person uses, the more damage he causes to his brain. Some people have experience when, after alcohol abuse, they do not remember half of the events that happened. Especially when you need to learn some material, then before that you need to avoid even drinking wine and beer, not to mention stronger drinks. For a well-developed memory, you need to eat right, especially foods that contain phosphoric acid and calcium salts.
All of the above methods, rules, if applied in combination, guarantee the development and preservation of memory for many years.
Memory development in children
From early childhood, the development of memory is realized in several directions. The first way assumes that mechanical memory gradually begins to change, supplement, and then completely replace logical memory. The second direction involves direct memorization of information, gradually turning into mediated, which is used in memorizing and reflecting various mnemonic means. The third way is involuntary memorization, which dominates in childhood but becomes voluntary with age.
The creation of internal methods of memorization depends on the development of speech. Memorization, which switches from externally mediated to internal, associated with the metamorphosis of speech from external to internal.
Memory development in preschool children, in particular, the process of direct memorization is a little more likely the formation of mediated memorization. And along with this, the gap in the productivity of these types of memorization becomes larger in favor of the first.
Memory development in primary school children expressed by the simultaneous development of direct memorization and mediated, but the rapid development of mediated memory. Developing at a rapid pace, mediated memorization is catching up with direct memorization in productivity.
The development of this process in preschool children is expressed by the gradual transition of involuntary memorization to voluntary. In children of the middle preschool period, by about the age of four, memorization and reproduction, which have not yet succumbed to learning mnemonic functions and in the natural conditions of development, are involuntary.
Under the same conditions, older preschoolers are characterized by a gradual transition from involuntary to voluntary memorization of material. At the same time, in the corresponding processes, an almost independent process of development of special perceptual actions begins, the development of mediating mnemonic processes aimed at improving the memorization and display of materials.
Not all of these processes develop in the same way in all children with age, some tend to get ahead of others. Thus, voluntary reproduction develops faster than voluntary memorization and surpasses it in development. The development of memory depends on the interest and motivation of the child in the activities performed by him.
The development of memory in preschool children is characterized by the predominance of involuntary, visual-emotional memory. In the junior - middle preschool period, well-developed mechanical and spontaneous memory.
The development of memory in children of primary school age proceeds quite well, especially with regard to rote memorization and its progression over a period of three to four years of study, which is carried out very quickly. Logical and mediated memory lags behind a little in development, but this is a normal process. Children in their learning, work, play and communication are quite enough mechanical memory... But special training mnemonic techniques of children from their first years of study, significantly improves the productivity of logical memory. Non-application of these techniques, or their inept application in practice, may be the reason for the poor development of voluntary memory in young children. The good development of this process of children is facilitated by the use of special mnemonic tasks, they are put in front of the children accordingly to their activities. 
Memory definition
Memory- This is a mental property of a person, the ability to accumulate, (memorize) storage, and reproduction of experience and information. Another definition says: memory is the ability to recall individual experiences from the past, realizing not only the experience itself, but its place in the history of our life, its placement in time and space. Memory is difficult to reduce to one concept. But let us emphasize that memory is a set of processes and functions that expand the cognitive capabilities of a person. Memory encompasses all the impressions that a person has about the world around him. Memory is a complex structure of several functions or processes that ensure the fixation of a person's past experience. Memory can be defined as a psychological process that performs the functions of memorizing, preserving and reproducing material. These three functions are essential for memory.
Another important fact: memory stores, restores very different elements of our experience: intellectual, emotional, and motor-motor. The memory of feelings and emotions can last even longer than the intellectual memory of specific events.
Basic features of memory
The most important features, inherent characteristics of memory are: duration, speed, accuracy, readiness, volume (memorization and reproduction). These characteristics determine how productive a person's memory is. These memory traits will be mentioned below in this work, but for now - a brief description of memory productivity traits:
1. Volume - the ability to simultaneously store a significant amount of information. The average amount of memory is 7 elements (units) of information.
2. Speed of memorization- differs in different people... The speed of memorization can be increased with a special memory training.
3. Accuracy - accuracy is manifested in recalling facts and events that a person has encountered, as well as in recalling the content of information. This trait is very important in teaching.
4. Duration- the ability to preserve the lived experience for a long time. Very individual quality: some people may remember the faces and names of school friends after many years (long-term memory is developed), some people forget them after only a few years. Memory duration is selective.
5. Ready to play - the ability to quickly reproduce information in a person's mind. It is thanks to this ability that we can effectively use the experience gained earlier.
Types and forms of memoryThere are different classifications of types of human memory:
1. By the participation of will in the process of memorization;
2. By mental activity, which prevails in the activity.
3. By the duration of the storage of information;
4. In essence, the subject and method of memorization.
By the nature of the participation of will.
By the nature of the target activity, memory is subdivided into involuntary and voluntary.
1) Involuntary memory means memorizing and reproducing automatically, without any effort.
2) Arbitrary memory implies cases when there is a specific task, and volitional efforts are used to memorize.
It has been proven that material is involuntarily memorized, which is interesting for a person, which is important, is of great importance.
By the nature of mental activity.
By the nature of mental activity, with the help of which a person memorizes information, memory is divided into motor, emotional (affective), figurative and verbal-logical.
1) Motor (kinetic) memory there is memorization and preservation, and, if necessary, reproduction of diverse, complex movements. This memory is actively involved in the development of motor (labor, sports) abilities and skills. All manual movements of a person are associated with this type of memory. This memory manifests itself in a person first of all, and is extremely necessary for the normal development of the child.
2) Emotional memory- memory for experiences. This type of memory is especially manifested in human relationships. As a rule, what causes emotional experiences in a person is remembered by him without much difficulty and for a long time. It has been proven that there is a connection between the pleasantness of an experience and how it is retained in memory. Pleasant experiences are held back much better than unpleasant ones. Human memory is generally optimistic in nature. It is human nature to forget the unpleasant; memories of terrible tragedies, over time, lose their acuteness.
This type of memory plays an important role in human motivation, and this memory manifests itself very early: in infancy (about 6 months).
3) Figurative memory - associated with memorizing and reproducing sensory images of objects and phenomena, their properties, relations between them. This memory begins to manifest itself by the age of 2 years, and reaches its highest point by adolescence. Images can be different: a person remembers both images of various objects and a general idea of them, with some kind of abstract content. In turn, figurative memory is divided according to the type of analyzers that are involved in memorizing impressions by a person. Figurative memory can be visual, auditory, olfactory, tactile, and gustatory.
Different people have different analyzers more active, but as it was said at the beginning of the work, most people have better visual memory.
· Visual memory- is associated with the preservation and reproduction of visual images. People with advanced visual memory usually have a well-developed imagination and are able to “see” information, even when it no longer affects the senses. Visual memory is very important for people of some professions: artists, engineers, designers. Mentioned before eidetic vision, or phenomenal memory b, is also characterized by a rich imagination, an abundance of images.
· Auditory memory - it is good memorization and accurate reproduction of various sounds: speech, music. Such memory is especially necessary when studying foreign languages, musicians, composers.
· Tactile, olfactory and gustatory memory- these are examples of memory (there are other types that will not be mentioned) that does not play a significant role in a person's life, because the possibilities of such memory are very limited and its role is to satisfy the biological needs of the organism. These types of memory develop especially sharply in people of certain professions, as well as in special life circumstances. (Classic examples: born blind and deaf-blind-mute).
4) Verbal and logical memory - this is a kind of memorization, when a word, thought, logic plays an important role in the memorization process. In this case, a person tries to understand the assimilated information, clarify the terminology, establish all semantic connections in the text, and only after that memorize the material. It is easier for people with developed verbal-logical memory to memorize verbal, abstract material, concepts, formulas. This type of memory, in combination with auditory memory, is possessed by scientists, as well as experienced lecturers, university professors, etc. Logical memory, when trained, gives very good results, and is more effective than simple rote memorization. Some researchers believe that this memory is formed and begins to "work" later than other types. P.P. Blonsky called it "memory-story." A child has it already at 3-4 years old, when the very foundations of logic begin to develop. The development of logical memory occurs with teaching the child the basics of science.
By the duration of the storage of information:
1) Instant or iconic memory
This memory retains the material that has just been received by the senses, without any processing of information. The duration of this memory is from 0.1 to 0.5 s. Often, in this case, a person memorizes information without conscious effort, even against his will. It is a memory-image.
An individual perceives electromagnetic oscillations, changes in air pressure, a change in the position of an object in space, giving them a certain meaning. A stimulus always carries certain information specific only to it. The physical parameters of the stimulus acting on the receptor in the sensory system are transformed into certain states of the central nervous system(CNS). Establishing a correspondence between the physical parameters of the stimulus and the state of the central nervous system is impossible without memory work. This memory manifests itself in children even in preschool age, but over the years, its importance for humans increases.
2) Short-term memory
Retention of information for a short period of time: about 20 s on average. This type of memorization can occur after a single or very brief perception. This memory works without a conscious effort to memorize, but with a focus on future reproduction. The most essential elements of the perceived image are retained in memory. Short-term memory "turns on" when the so-called actual consciousness of a person acts (that is, what is realized by a person and somehow correlates with his actual interests and needs).
Information is entered into short-term memory by paying attention to it. For example: a person who has seen his wristwatch hundreds of times may not answer the question: "What number - Roman or Arabic - is the number six depicted on the watch?" He never deliberately perceived this fact and, thus, the information was not deposited in short-term memory.
The volume of short-term memory is very individual, and there are developed formulas and methods for measuring it. In this regard, it is necessary to say about such a feature as replacement property... When the individual memory capacity becomes full, new information partially replaces the information already stored there, and the old information often disappears irrevocably. A good example would be the difficulty in remembering the abundance of names and surnames of people with whom we have just met. A person is able to retain in short-term memory no more names than his individual memory capacity allows.
By making a conscious effort, information can be retained in memory longer, which will ensure its translation into operative memory. This is the basis of memorization by repetition.
In fact, short-term memory plays a critical role. Thanks to short-term memory, a huge amount of information is processed. The unnecessary is immediately eliminated and what is potentially useful remains. As a result, long-term memory is not overloaded with unnecessary information. Short-term memory organizes a person's thinking, since thinking "draws" information and facts from short-term and operative memory.
3) RAM is memory designed to store information for a certain, predetermined period. The storage period for information ranges from a few seconds to several days.
After solving the problem, the information may disappear from the RAM. A good example would be the information that the student is trying to put into himself during the exam: the time frame and the task are clearly defined. After passing the exam, complete "amnesia" is again observed for this issue... This type of memory is, as it were, transitional from short-term to long-term, since it includes elements of both memory.
4) Long-term memory - memory capable of storing information for an unlimited period.
This memory does not begin to function immediately after the material has been memorized, but after some time. A person must switch from one process to another: from memorization to reproduction. These two processes are incompatible and their mechanisms are completely different.
It is interesting that the more often the information is reproduced, the more firmly it is fixed in the memory. In other words, a person can recall information at any necessary moment with the help of an effort of will. It is interesting to note that mental ability is not always a measure of the quality of memory. For example, in demented people, phenomenal long-term memory is sometimes found.
Why is it necessary for the perception of information to be able to preserve it? There are two main reasons for this. First, a person deals with only relatively small fragments of the external environment at any given time. In order to integrate these effects separated in time into a holistic picture of the surrounding world, the effects of previous events in the perception of subsequent events should be, so to speak, “at hand”. The second reason has to do with the purposefulness of our behavior. The experience gained must be remembered in such a way that it can be successfully used for subsequent regulation of behavioral forms aimed at achieving similar goals. The information stored in the memory of a person is evaluated by him in terms of its significance for controlling behavior and, in accordance with this assessment, is held in varying degrees of readiness.
Human memory is not in the slightest degree a passive storage of information - it is an active activity.
Nothing passes without a trace for a person: experiences, impressions, events leave an imprint that is stored for a long time and, if desired, can be reproduced again. constitutes the basis of his personality. Experiences in the past, a developed skill, that which has been learned - is a person. The ability to receive, store and reproduce the experience gained makes a person a person.
Despite a significant breakthrough in science in the study of the brain, the question of which parts of it control the mechanisms of memorization remains open. Experts are still trying to explain the absence of the area that is responsible for it.
Nevertheless, scientists managed to describe in detail what mechanisms underlie the functioning of memory. Today, the types of memory and their characteristics do not differ in significant differences in interpretation.
Voluntary and involuntary memory
The basis for this division is the nature of the goal of the activity. So, voluntary memory is related to a conscious volitional effort, when memorization becomes purposeful.
Involuntary memorization is passive, closely related to the interests and work of a person. It clearly demonstrates such as selectivity. So, eyewitnesses of one event, when retelling, often disagree on the details and even the sequence of what happened. To illustrate, let us recall The Murder on the Rue Morgue by Edgar Poe, in which witnesses give different testimonies, even contradictory ones.
In 1927, psychologist Bluma Wolfovna Zeigarnik first described another curious property of memory, which later became the "Zeigarnik effect": unfinished actions, events that did not receive natural resolution, are more significant for human memory. The natural tension that comes from unfulfilled tasks is a natural mechanism that stimulates us to complete every task.
Memory and its types for mental activity
The classification of memorization depending on mental activity is conditional: in practice, the processes are difficult to isolate due to constant interaction. This division is associated with those receptors and analyzers that are involved in both perception and processing of information.
Figurative
Figurative memory is the memory of ideas. Representations mean not only "pictures" of life, but also smells, tastes and sounds. Therefore, tactile, visual, auditory, olfactory and gustatory memory is distinguished.
Information stored in images often differs from the original.
Auditory and visual memory is well developed in the average person, since they play a major role in his life. Olfactory, gustatory, tactile memory is often developed in people whose professions are closely related to the listed species.
Motor
First, the child develops motor memory - already in the first month. Thanks to her, we remember and reproduce movements and their systems. Without motor memory, it is impossible to form many practical and work skills, including writing or walking. Motor conditioned reflexes As a child develops, they gradually develop into motor memory, which begins to bear a conscious character.
Emotional
Emotional memory - the memory of feelings, in psychology is called the most durable store of information. The experienced feelings are remembered by a person, they become the basis for future actions and in the form of analyzers either induce him or keep him from action, which in the past is associated with a negative experience. Compared to others, emotional memory has the greatest impact on personality.
Verbal-logical
Verbal and logical memory, semantic - memorizing our thoughts, their embodiment in linguistic form. The name reflects its essence, since the emergence of reflections, ideas is impossible without speech.
In psychology, depending on the participation of thinking, verbal-psychological memory is divided into logical and mechanical. These two subspecies are distinguished by the presence or absence of comprehension in the study of information. By rote memorization of the material, the student on the exam can easily reproduce the "word order" from the textbook. However, a request to explain in “your own” words will cause certain difficulties if there was no comprehension when reading the material, logical memorization was not involved.
Children find it easier to "memorize", while adults have an advantage in grasping meaning. Kids do not know how to isolate the main, most significant pieces of information and their attention is more focused on details.
Types of memory by storage duration
Depending on the duration of storage of the information received, the following types are distinguished.
Sensory the shortest in terms of storage time, but it helps a person to continuously and holistically perceive rapidly changing phenomena. It has the character of an instant sensory imprint (the most accurate representation of an image), after images that exist for up to 0.25 seconds.
Period short-term memory is equal to 20-30 seconds. This process consists in quickly memorizing the image with subsequent immediate reproduction. The short-term memory field contains from 5 to 9 objects (words, numbers, symbols, etc.).
Under RAM the set of memorization processes that are required to perform a specific task at the moment is understood. Upon completion of this actual action, information is forgotten. The shelf life depends on the duration of the task and ranges from 2-3 minutes to several days. For example, a waiter keeps in mind the orders being executed, and after completion forgets about them.
- a complex and important system, and the saved images, if necessary, are reproduced repeatedly until the end of life. The volume of neurons in the human brain is limited, total number is about 10 billion. One neuron is capable of storing a significant amount of information. This raises a paradox: with the actual limited memory, in fact, its volume is unlimited. Although replaying information is difficult due to the sheer storage volume, it is relatively fast. Images enter long-term memory only after passing through short-term memory. Information is erased without repetition.
The author of the article: Laukhina Ekaterina