The variety of types and processes of human memory is such that it is almost impossible to find even two people with exactly the same memory. Each person's memory is original in its own way, despite the fact that there are general laws, types and processes of memory that are the same for all or most people. The memory of people can differ in many qualitative and quantitative characteristics. Qualitative signs of individual differences associated with memory can be as follows:
According to the first sign, people differ from each other in what types of memory they have more or less productive, fast and accurate. Individual differences in the second of these characteristics may manifest themselves in the productivity, speed, or accuracy of the corresponding memory processes. In addition, each person has his own individually unique, often unique set of mnemonic tools that he prefers to use to maintain and improve his memory at the proper level. As for the fifth, last, predominantly qualitative feature, according to it, the individual characteristics of memory can be manifested in the fact that for different people their memory may turn out to be connected in different ways with other mental processes and personality traits. So, in some people - those whose psyche as a whole is at a relatively low level of development, memory can function relatively independently of other cognitive processes. Other people whose general level mental development is quite high, memory can be closely related to other mental processes, such as thinking and speech. In some people, their emotional states may have little effect on memory, while in others such an effect may be quite noticeable. Features of the will, temperament, character, abilities of different people can also manifest themselves in different ways in the individual originality of their memory.
The quantitative features that characterize the individual differences of people in memory include the speed of mnemonic processes, the strength of memorization or the duration of the retention of the memorized material, as well as the accuracy of its recall and the amount of memory. Some people are quicker than others to memorize or recall material. This may depend on the significance for them of the relevant material, as well as on their temperament or character. The ability of people can affect the speed of memorization: more capable individuals will be able to quickly find effective techniques memorization of complex material than less capable individuals. According to the strength or duration of preservation of the memorized material, people are divided into those who keep what they remember once for a long time, and those who forget it relatively quickly. Forgetting, in turn, can occur different reasons, and these causes can also differ significantly from person to person.
There are large individual differences in the accuracy of a person's recall or reproduction of memorized material. Some people prefer to reproduce it literally, with the maximum degree of closeness to the original; others tend to fantasize and bring to the material they remember a lot of themselves - something that was not originally there.
As for individual differences in memory size, they can manifest themselves in the following. First, different people may have different short-term memory, which, as you know, varies widely, from 5 to 9 units. Secondly, individual differences in the amount of RAM can be observed, i.e. by the amount of information that people can keep in their memory, solving any particular problem. Thirdly, it is conditionally possible to speak about individual differences in the amount of long-term memory, if we keep in mind the total amount of various information that different people store in their long-term memory. For example, scholars participating in television shows or contests like “What? Where? When?”, “How to become a millionaire?” or in others related to competitions in knowledge, of course, they store in their memory much more diverse information than many other people. In this regard, it can be argued that the amount of their long-term memory in terms of the actual content of the information stored in it is more significant than the amount of similar memory in other people.
Individual differences in memory, which were discussed above, may have a typical, characteristic for many people, widespread and unique, individually peculiar, rarely found among people character. For example, one can single out a number of features according to which there are typical individual differences between people, which at the same time apply to many people. The relevant features are as follows.
Let us discuss in more detail the possible manifestations of individual differences in people's memory according to all the above signs.
In accordance with which sensory areas prevail in human memory processes, the following individually peculiar types of people's memory are distinguished (there are individual differences according to them): visual, auditory, tactile, olfactory, gustatory, motor, emotional, rational. One person, in order to best remember the material, must first of all perceive it visually, see or read it, since it is easier for him to rely on visual images when memorizing and reproducing the material. In another person, auditory perception predominates and, accordingly, acoustic images dominate in the processes of memorizing, reproducing or recognizing material. It is better for such a person to hear once than to see several times what he has to remember, save and then reproduce. The third person memorizes and reproduces various movements well, preferring to accompany the memorized or recalled material with them. It is better for such a person to write down the memorized material, while making movements with his hands, or to say it to himself, including the movements of the vocal apparatus in the work, to accompany the memorization with any other movements associated with the memorized material, than to try to memorize it in other ways.
It should, however, be recognized that "pure" types of visual, auditory, motor or other memory from the point of view of using only one sense organ in them do not exist in nature. In almost all cases of memorizing, preserving or recalling material, we encounter various combinations of visual, auditory, motor and other types of memory, in which some of them prevail over others. Such typical combinations of types of memory are visual-auditory, visual-motor or motor-auditory memory. In addition, for some people, all three types of memory work approximately the same way and mutually complement each other in such a way that any combination of different types of memory improves it in general. However, in most people, as was established in special studies, visual memory is still predominant. Therefore, it is permissible to speak of such combinations of types of memory that are typical for people, which include visual memory.
There are people with a particularly developed visual memory, which is called eidetic memory (from the Greek word "eidos" - image). One such case was presented and described by A.R. Luria in the book "A Little Book of Great Memory". He studied in detail and presented here the memory of a person named Sh., who could quickly, firmly, accurately and for a long time memorize complex and large visual information. The volume of visual memory, the mechanism for the rapid transfer of material from it to long-term memory, and the maximum storage time in long-term memory of once perceived figurative information in Sh. could not be established. “To him,” wrote A.R. Luria, - it was indifferent whether meaningful words, meaningless syllables, numbers or sounds were presented to him, whether they were given in oral or written form; he only needed one element of the proposed series to be separated from the other by a pause of 2-3 seconds. This time was probably the minimum time that this person was required to transfer information from iconic through short-term to long-term memory and subsequent rest necessary for the complete and accurate reproduction of the relevant information. For ordinary people, this time is much longer than for Sh.
Later it was found that the mechanism of Sh.'s memory is based on eidetic vision, which he turned out to be especially developed. After only a single visual perception of the material and its slight mental processing (mostly figurative), Sh., as it were, continued to “see” it in the absence of the material itself in the field of view. He was able to reconstruct in detail the corresponding visual image long after its first perception, sometimes even after several years. Some experiments with Sh. were repeated 15-16 years after he first saw the memorized material and did not return to it during this time. Nevertheless, he was able to recall such material as well.
In addition, Sh.'s memory was distinguished by pronounced synesthesia. Their importance for memorization objectively consisted in the fact that the synesthetic components created, as it were, a background for each memorization, carrying additional redundant information and ensuring the accuracy of memorization. If for some reason Sh. inaccurately reproduced any word, then the synesthesia sensations that did not coincide with source word, made him feel that something was wrong in his reproduction, and forced him to correct the mistake he had made.
Each word evoked a visual image in Sh., and Sh.'s differences from ordinary people consisted in the fact that the corresponding images were incomparably more vivid and persistent in him than in most other people, and those synesthetic components (sensations of color spots) invariably joined them. , "spray", "lines", etc.), which reflected the sound structure of the word and the voice of the speaker. When Sh. read a long series of words, each of these words evoked a visual image in him. However, there were many words, and Sh. had to “arrange” the corresponding images in a long row. Most often, he "arranged" the images that he had along an imaginary road, imagining himself walking along it. Sometimes it was his street hometown, the courtyard of his house, vividly imprinted in his memory from childhood. Sometimes it was one of the Moscow streets where he lived most of his life.
The greatest development in a person is usually achieved by those types of memory that he most often uses and which are associated with his professional activities. It undoubtedly has a great influence on a person's memory. For example, scientists have a well-developed logical and semantic memory, but quite often there is a relatively poorly developed figurative and mechanical memory. Actors and artists, on the contrary, usually have a well-developed figurative memory and a less developed logical one. Mathematicians often have excellent developed memory for numbers, engineers have a memory for the forms of technical details, the arrangement of machines and mechanisms, etc.
Individual differences regarding memory processes can manifest themselves in the following. Some people remember material better, others keep it in memory longer, others reproduce it easier and more accurately. Individual differences may also relate to recognition or forgetting. In recognition, these differences can manifest themselves in the fact that some people recognize faster and more easily than others what they have encountered before. Some will be able to forget the information they have learned faster than others. However, if we keep in mind that human memory processes are not independent of each other (storage is associated with memorization, memorization with forgetting, recall with memorization and forgetting at the same time, etc.), then individual differences in them can be complex. . This means that the good functioning of some memory processes in a person can be combined with the poor functioning of other memory processes, and vice versa.
The use of mnemonics can also give rise to a variety of individual differences, which, in particular, relate to the following points:
Plan
Introduction
1. General view about memory
1.1 Definition of memory
1.2 Types of memory
2. Individual features of memory
3. Memory disorders
Conclusion
List of used literature
Introduction
Memory is the process of organizing and preserving past experience, making it possible to reuse it in activity or return to the sphere of consciousness.
Memory underlies human abilities and is a condition for learning, acquiring knowledge, developing skills and abilities. Without memory, the normal functioning of either the individual or society is impossible. Thanks to memory, man stood out from the animal kingdom and reached the heights at which he is now. And the further progress of a person without the constant improvement of this function is unthinkable.
That is why the problem of developing and studying the mechanisms of memory is so acute for mankind.
In my work, I will consider the individual characteristics of memory in people, as well as memory impairment in various diseases.
1. Understanding Memory
1.1 Definition of memory
All impressions that a person receives about the world around him leave a certain trace, are preserved, consolidated, and, if necessary, reproduced.
“Without memory,” wrote Rubinstein, “we would exist for a moment. Our past would be dead to the future. The present, as it flows, would irrevocably disappear into the past.”
Memory can be defined as the ability to receive, store and reproduce life experience. Various instincts, innate and acquired mechanisms of behavior are nothing but imprinted, inherited or acquired in the process of individual life experience. Without the constant renewal of such experience, its reproduction under suitable conditions, living organisms would not be able to adapt to the current rapidly changing events of life. Without remembering what happened to it, the body simply could not improve further, since what it acquires would have nothing to compare with, and it would be irretrievably lost.
All living beings have memory, but it has reached the highest level of its development in humans. Such mnemonic abilities and possibilities that a person possesses are not possessed by any living creature in the world.
More accurately and strictly, human memory can be defined as psychophysiological and cultural processes that perform their function, remembering, preserving and reproducing information, which are basic for it. These functions are different not only in their structure, initial data and results, but also in the fact that they are developed differently in different people. There are people who, for example, have difficulty remembering, but they reproduce well and store the memorized information in memory for quite a long time. These are individuals with developed long-term memory. There are people who, on the contrary, quickly remember, but just as quickly forget what they once remembered. They have more developed short-term and operational types of memory.
Therefore, in psychology, memory is considered as a component of general and special abilities. At factor analysis numerous cognitive functions, it is singled out as a primary mental ability. Memory is part of the structure of the intellect. Memory is also included in the general ability to learn and learn, it is a necessary condition for the accumulation of a fund of knowledge and "intellectual skills". Auditory representations and their operation is an important reminder of special musical abilities, and mathematical memory is included in the structure of mathematical abilities. Memory is the most important defining characteristic of the mental life of a person. The role of memory cannot be reduced to imprinting what "was in the past." No actual action is unthinkable outside the processes of memory, because the flow of any, even the most elementary, psychological act necessarily presupposes the retention of each of its given elements in order to link with the next. Without the possibility of such cohesion, development is impossible: "man would remain forever in the position of a newborn." Being the most important characteristic of all psychological processes, memory ensures the unity and integrity of the human personality.
1.2 Types of memory
Traditionally, psychologists, who traditionally were the first to study memory experimentally, distinguish six types of memory:
motor associated with the memorization and reproduction of movements;
figurative , the scope of which is the memorization of sensory images of objects, phenomena and their properties (depending on the type analyzer, perceiving information, figurative memory is divided into visual, auditory, tactile, etc.);
verbal-logical (a form of memory characteristic of a person) associated with memorization, recognition and reproduction of thoughts, concepts, conclusions, etc., this type of memory is directly related to learning;
emotional memory responsible for the memorization and reproduction of sensory perceptions together with the objects that cause them.
involuntary , characterized by the fact that a person remembers and reproduces images without setting any goal to remember it and reproduce it.
Free(deliberate) meaningful, thought out with a specific goal and task to assimilate and reproduce the material using certain techniques.
There are other classifications of types of memory:
Immediate . It is kept for 0.25 sec. Allows for interconnection between successive time intervals.
Operational . This is the section of memory that is currently working. It is characterized by the fact that the processing time of information can reach up to 20 seconds. The amount of this memory is much less than the immediate one.
long-term . It stores images of phenomena and objects of the outside world that a person needs for a long time, which he uses periodically.
long term memory subdivided into:
1. genetic memory - this is everything that our predecessors accumulated.
2. hereditary memory - the memory of the next of kin.
2. Individual features of memory
Some of the features of memory can be consolidated and become personality properties (memory properties of a given person). Memory in people manifests itself in different ways, differs in the content and volume of captured and stored information. Differences also relate to the strength of memory, the speed of memorization and reproduction, the strength of preservation and the accuracy of reproduction. An important property human memory is, its readiness, i.e. the ability to quickly and appropriately recall the necessary information.
People with a strong memory are characterized by quick memorization and long-term storage of information. There are people with exceptional memory power. So, A.S. Pushkin could recite a long poem (someone else's) by heart after reading it twice. Mozart memorized the most difficult musical works after one listen. Composer Balakirev could play entire symphonic works from memory.
Soviet psychologist A.L. Luria discovered an outstanding memory in a certain Shershevsky, who memorized with equal speed various material, including meaningless, and in large volume. Shershevsky could quickly memorize and accurately reproduce the most complex mathematical formulas, meaningless, meaningless words, geometric figures. At the same time, his memory was remarkable for its amazing strength: after 20 years, he accurately recalled the content of the experimental material, the place of the experiment in which he participated, the experimenter's costume, and other minute details of the situation and his actions.
Cultivating the positive properties of memory to a large extent degree promote rationalization of mental and practical work of a person: order in the workplace, planning, self-control, using reasonable methods of memorization, combining mental work with practical, critical attitude to one’s activities, the ability to abandon inefficient methods of work and borrow techniques from other people effective, etc. Some individual differences in memory are closely related to special mechanisms that protect the brain from leash her information. The degree of activity of the indicated mechanisms y different people is different. The protection of the brain from unnecessary information explains, in particular, the phenomenon of hypnopedia, T. e. sleep learning. In the state of sleep, some of the brain's mechanisms that protect the brain from redundant information turn off the self, so memorization occurs faster.
3. Memory disorders
There are not very noticeable, but similar to painful disorders of normal human memory, which we do not notice in the same way as character accentuations. In life, the same memory disorders often manifest themselves, which are observed in an extremely pronounced form in patients, so it is important to have an idea about typical such disorders.
According to the dynamics of the flow of mnemonic processes, amnesias are divided into retrograde, anterograde, retarded. Retrograde amnesia is the forgetting of past events; anterograde - the impossibility of remembering for the future; retarded amnesia is a type of memory change associated with the preservation in memory of events experienced during illness, and their subsequent forgetting. Another type of amnesia - progressive - is manifested in the gradual deterioration of memory up to its complete loss. At the same time, what is unstable in memory is first lost, and then more durable memories.
Techniques that study the function of memory can simultaneously detect violations of attention, and violations of thinking, and fluctuations in mental performance. Therefore, it is important to learn to isolate mnestic disorders proper, without losing sight of the rest.
The study of memory involves the study of trace formation, reproduction and retention (delayed reproduction). In a pathopsychological experiment, direct and indirect memory is most often studied.
Immediate memory is the ability to reproduce events, experiences immediately after the action of a stimulus.
The most common disorders of immediate memory include "Korsakov's syndrome" and progressive amnesia. "Korsakov's syndrome" is a violation of memory for current events. At the same time, the memory of the events of the past remains relatively intact. E. Claparede, A.N. Leontiev, B.V. Zeigarnik point to the residual preservation of traces and pronounced difficulties in reproduction. Patients can fill in memory gaps with fictitious events, details (confabulation).
With progressive amnesia, memory impairment extends to both current events and past events. In this case, the following signs are noted:
1. superposition of past events on the present and vice versa (interfering effect);
2. disorientation in time and space.
Indirect memorization - memorization using an intermediate, or mediating, link to improve reproduction.
Violation of mediated memorization in patients of different nosological groups was studied by G.V. Birenbaum, S.V. Loginova. It turned out that the introduction of mediation often does not improve, but worsens the possibility of accurate reproduction in patients.
The reason for the difficulty of mediation in patients with oligophrenia lies in the underdevelopment of thinking, the inability to establish a conditional semantic connection between the stimulus word and the picture. With oligophrenia, not only semantic, but also mechanical memory is impaired. Asthenic oligophrenics have a gross insufficiency of reading, writing, counting and frequent errors in memory. In sthenic oligophrenics, the disorder of long-term memory is more pronounced.
In epilepsy, there is a decrease in the efficiency of mediated memorization in comparison with direct memorization.
In patients with epilepsy, as well as with organic lesions of the brain, there are difficulties in mediating the proposed concepts with a specific pattern. This is a consequence of a pronounced tendency to excessive detail, fixation on individual properties of objects. With organic lesions of the subcortical structures of the brain, voluntary reproduction and preservation are more impaired, and recognition and memorization to a lesser extent. There is a relationship of memory impairment with mental exhaustion and a decrease in sensorimotor activity.
In patients with schizophrenia, the convention of the picture becomes pointless and wide, which ceases to reflect the real content of the word, or the picture reflects the actualization of weak, latent properties, which also makes reproduction difficult. Violations of operational, short-term, delayed and mediated memory are not detected. The decrease in memory observed in the methods is often of a secondary nature, due to a decrease in volitional effort.
In patients with neuroses and in reactive psychoses, complaints about memory loss are often not confirmed by experimental psychological research. In these diseases, the leading role in their mechanisms belongs to personality-motivational and emotional disorders. Therefore, the subject can "work" under a certain "organic" disease. However, errors can be in simple versions of tasks and absent in complex ones. The decrease in memory and attention in patients with neuroses often reflects internal anxiety and restlessness. There are psychogenic amnesias that follow psychotrauma.
Conclusion
In this work, we found that people's memory differs in many ways: speed, strength, duration, accuracy, and memorization volume. Sometimes one person, in order to better remember the material, needs to read it. when memorizing and reproducing, it is easier for him to rely on visual memory, and for another it is easier to rely on auditory memory and acoustic images, while for a third it is easier to remember and reproduce movement.
Memory processes are closely related to the characteristics of a person's personality, his emotional mood, interests, needs. They determine what and how a person remembers, stores and recalls.
The modern largest mathematician and cyberneticist von Neumann made calculations that showed that, in principle, human brain can hold approximately 1020 pieces of information. This means that each of us can remember all the information contained in millions of volumes of the world's largest Russian State Library. Therefore, we can confidently conclude: no one knows the limit of his memory. We have never even come close to the limits of our capabilities, and we use the memory to a tiny fraction of its capacity.
List of used literature
1. Nemov R.S. "Psychology" M.: Vlados, 1997. - 688 p.
2. Danilova N.N. "Psychophysiology" M.: Aspect Press, 2000. - 373 p.
3. Atkinson, William “The power of thought; Memory and care for it” M., 1996.
4. Golubeva “Individual features of human memory” M.: “Pedagogy”, 1980
5. Rubinstein S.L. "Fundamentals of General Psychology": In 2 volumes - T. I. - M., 1989.
There are significant individual differences in people's memory. They manifest themselves in differences in the performance of memory processes; in the predominance of memory of one or another modality; in differences in the level of development of different types of memory.
The general characteristics of the performance of memory processes are the amount of material that a person can remember in a certain period of time, the speed and accuracy of memorizing the material, the duration of the storage of material in memory and the readiness to reproduce it.
In addition to individual differences, the memory of different people can vary in level of development. various types memory: motor, emotional, figurative and verbal-logical. The predominance of a certain type of memory in a person depends on the characteristics of the activities with which his life path is associated. The most common types of memory are figurative, verbal-logical and intermediate.
It is easier for a person with a figurative type of memory to memorize and reproduce figurative material.
It is easy for people with a verbal-logical type of memory to remember verbal, abstract material: logic diagrams, formulas. Such people can easily recreate the structure of complexly organized material.
If a person does not exceed a certain type of material handling, then it represents an intermediate type of memory.
6 people who have a phenomenal memory, the signs of which are an unusually large amount of information, the duration of the storage of traces and an extremely strong imagery.
individual memory features:
Memory speed is determined by the number of repetitions (or time) that a person needs to memorize new material;
The accuracy of memorization is determined by the correspondence of what is reproduced to what was memorized, and the number of errors made;
The strength of memorization turns out to be in the duration of the memorized material (or in the slowness of forgetting it)
Readiness for reproduction is manifested in how quickly and easily at the right time a person can remember the information she needs.
Individual differences in memory may be due to the type of higher nervous activity. The rate of formation of temporary neural connections is associated with the strength of the processes of forgetting and inhibition, which leads to the accuracy and strength of memorization.
Individual differences in memory are also about what material is better remembered - figurative, verbal, or equally productive of both.
In this context, in psychology, visual-figurative, verbal-abstract, mixed or intermediate types of memory are distinguished. These types are due in part to the ratio of the first and second signaling systems in the higher nervous activity of a person, but mainly - the conditions of life and the requirements professional activity.
Memory development. It has been proven that the development of memory depends on how this process is controlled. Teachers should create conditions, accelerate learning, allow better assimilation and retention of knowledge. A person will only then have significant success when he persistently enough makes efforts to memorize the necessary more, in general and in detail. Memory deteriorates from incomplete use.
The development of memory primarily depends on the interested inclusion of the individual in productive activities, in particular educational activities aimed at independent knowledge of the world or the achievement of new results of activity. What weightier motives accompany the activity of the subject, then the successful results of memorization. At the same time, memorization is effective regardless of whether the goal was to remember.
The development of memory is inextricably linked with the education of the personality itself. Interest, active attitude to activities contribute to involuntary memorization.
Important to remember is the first impression, its quality and depth. Easy and secure to remember new material associated with previous experience, when it supplements and enriches it with something, expands the possibilities of human activity. The memorization effect is greatly enhanced if the information is necessary for the subject, related to the purpose of his activity, is of particular interest.
Memory development is facilitated by constant training. Regular and intense work of memory becomes a habit, creates conditions for the formation of productive memory.
A necessary condition for effective memorization in compliance with certain rules. It is necessary to memorize in a good mood and with a “fresh head”, when fatigue has not yet set in. During memorization, it is not necessary to alternate material that is similar in form and content. It is necessary to process information for memorization, comparing different information, relying on associations (semantic and structural), highlighting reference signals ("memory knots"). It is necessary to creatively apply mnemonic techniques, artificially endowing the informative material with semantic connections, content, meaning, attracting different types of memory.
The main meaning of mnemonic techniques is that the material of memorization is analyzed more deeply, structured and more comprehended.
The way to improve a person's memory is to develop the ability to memorize and reproduce. Memory is developed by training and persistent work aimed at memorization, long-term preservation, complete and accurate reproduction.
Control questions:
What is the essence of memory?
Expand the essence of the associative theory of memory.
Discover the ways of memory development.
What is the physiological basis of memory?
Describe memorization as a memory process.
What are the processes of storage and forgetting?
How does the reproduction process take place?
What types of memory do you know? Describe them.
What is figurative memory?
What is motor memory?
What is emotional memory?
What is verbal memory?
What are the differences between instant, short-term and long-term memory?
What are individual differences in memory?
Literature:
Buzan T. Speed memory / Per. from English. - M.: Eidos, 1996 ..
Variy M.I. General psychology: Proc. allowance / For students. psychol. and teacher, specialties. - Lvov: land, 2005.
Vecker L.M. Mental processes: In 3 vols. - Vol. 1. - M .: Publishing house of Leningrad. un-ta, 1974. Garibyan S.A. School of memory (super-activation of memory through the revival of emotions). - M.: Tsitsero, 1992.
Gromova E.A. Emotional memory and its mechanisms. - M.: Nauka, 1980.
Ivanov-Muromsky K.A. Brains and memory. - K .: Nauk, Dumka, 1987.
Klacki R. Human memory: Structures and processes / Per. from English. - M.: Mir, 1978.
Maksimenko S D, Development of the psyche in ontogenesis: In 2 volumes - M .: Forum, 2002.
Psychology of the 21st century: Textbook for universities / Ed. by V.N. Druzhinin. - M.: PER SE, 2003.
Psychology of memory / Ed. Yu.B. Gippenreiter and VL. Romanova. - 3rd ed. - M.: CheRo,
Hoffman I. Active memory: Experiment and theory of human memory / Per. with him. -M.: Progress, 1986.
Definition of memory
Memory- this is a mental property of a person, the ability to accumulate, (remember) store, and reproduce 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 location in time and space. Memory is difficult to reduce to one concept. But we emphasize that memory is a set of processes and functions that expand the cognitive capabilities of a person. Memory covers all impressions about the world that a person has. 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 storing, storing and reproducing material. These three functions are fundamental to memory.
Memory processes
The memory processes themselves go through three stages:
1) Memorization - new material is consolidated by linking it with previously acquired
2) Preservation - It is determined by the degree of participation of the material in the activities of the individual, that is, the importance for the person.
3) Reproduction - The fixed material is updated by retrieving it from long-term memory and transferring it to the operational
4) Memory reaches its greatest development by the age of 25 and lasts up to 50 years. Then the ability to remember and recall gradually declines.
5) Repetition is one of the important conditions for memorization. To improve memorization, it is necessary: highlighting the main thoughts, using illustrations, drawing up plans, diagrams, tables.
The types of memory are:
1) By the nature of the mental activity that prevails in the activity:
A) Motor - memorization and reproduction of movements. It underlies the teaching of household, sports, labor skills, writing.
B) Emotional (first introduced by K.S. Stanislavsky) - firmly retains the feelings experienced by a person
C) Semantic (verbal) - memorization, preservation and reproduction of read, heard or spoken words
D) figurative - allows you to memorize visual and sound images, smells that accompany this situation.
2) By the nature of the goals of the activity:
A) Involuntary - memorization and reproduction, in which there is no special purpose to remember or recall something. (Thanks to it, the main part of a person's life experience is formed).
B) Arbitrary - memorization and reproduction, in which there is a special goal to remember or recall something. (Thanks to it, a person receives professional and other special knowledge).
3) According to the duration of preservation and consolidation of the material:
A) Short-term - very short preservation of the material after one short, very short perception and immediate reproduction (in the very first seconds after the perception of the material. (Plays a role in the functioning of the mechanisms for accumulating experience).
B) Operational - a type of short-term memory. Serves actual actions directly carried out by a person. (Reading, cheating).
C) Long-term - long-term preservation of the material after its repeated repetition and reproduction. (Role in the functioning of the mechanisms for the accumulation of professional knowledge).
The first and perhaps the smallest significant difference is that a person has a verbal (verbal) memory, since people are the only talking animals. This means the ability to learn something and remember something without visible behavioral reactions. The very fact that it is difficult for us to imagine life without such verbal memory speaks of the immeasurably greater richness of our memory in comparison with the memory of animals. In the latter, procedural memory clearly predominates, while in humans, declarative memory, which actually forms our every action and every thought.
For each of us memory is unique.
Memory allows us to be aware both their own personality and the personality of other people. Having lost his memory, a person loses his own "I", ceases to exist. That is why clinical cases of memory loss are so endlessly interesting and frightening.
human memory encoded in the ten billion nerve cells that make up our brains, and in the ten trillion connections between those cells. Memory traces are living processes , which are transformed and filled with new content every time we bring them to life.
Memory development
Memory plays an important role in human life, taking a direct part in many processes of his life. The most important function of memory is to remember the necessary information. Due to the presence of memory in a person, he is able to remember events and objects, as well as acquire knowledge and experience. If a person would not have a memory, his perception of the world would be based solely on what exists “here and now”, which would significantly limit his possibilities.
Solely due to the presence of memory, a person not only perceives events, but also draws appropriate conclusions about them. If one day to take and take away the memory of all people, then our highly educated society would turn into a blind herd that has nothing to do with people. If a person had no memory, then each of his experienced sensations would not leave any trace in his consciousness, and could be experienced for the tenth, hundredth and even thousandth time, as if it were experienced for the first time. For example, when a person first sees a cactus and touches its thorns, he immediately pulls his hand back because of the pain felt and his memory will remember this information in the form of an equation “touching a cactus = unpleasant sensations”. And a person will never again (unless he is a masochist) touch the thorns of a cactus in this way. What would happen if memory did not exist? A person would simply not have enough hands.
Memory contributes to the achievement of a professional position in society, because to achieve it, knowledge and skills are needed that are stored in a person’s memory, regardless of whether the skills are theoretical or practical in nature. Our professional activity, one way or another, consists of a variety of processes that have a certain order of execution. In order to fully comprehend the essence of these processes and do the job correctly, we need memory. Memory is also important for the development of the social sphere of human life. Could we build relationships with other people if we didn't have memory? Of course not! After parting with a person, we would immediately forget about how he looks, not to mention remembering his name.
I believe that the above arguments sufficiently characterize the true role of a person's memory in his life. The success of a person, no matter what business he does, also directly depends on memory. But then, if everyone has a memory, why aren't all people equally successful? The thing is that the level of human memory is not a constant indicator and changes over time. A person can have a phenomenal level of memory from birth, but lead such a lifestyle that by the age of thirty he will hardly remember the names of his parents. At the same time, many of those people who previously could not boast of a high level of memory development, thanks to everyday training and a careful attitude to their own memory, are now able to memorize huge amounts of information, not considering this the limit of their capabilities.
Before proceeding to the consideration of methods for the development of human memory, it is advisable to determine the actions that a person must perform in order to say goodbye to the hopes of having good memory. This consideration will be of the nature of "by the contrary", which implies the need to avoid these actions.
1. Smoke. The most remarkable means of destroying memory is smoking. Smoking 3-5 cigarettes a day reduces the ability of memory to remember information by 35-40%. Smoking has a particularly negative effect on long-term memory.
2. Drink more alcohol. Alcohol adversely affects long-term memory, which contributes to the loss of the brain's ability to store memories. In addition, alcohol consumption negatively affects a person's ability to perceive new information.
3. Expose your nervous system to constant stress. stressful situations give rise to bursts of hormones containing cortisol - a substance that prevents the perception of new information and blocks free access to existing memories. In addition, high levels of cortisol make it difficult to think, which explains the inability of a person to remember information during a stressful situation.
4. Eat more sweets. It is no secret that all sweets consist mainly of carbohydrates. When carbohydrates are ingested in excess, the body releases insulin. Thus, the body tries to cope with the increase in blood sugar caused by the consumption of sweets. And insulin, in turn, is a special enzyme that is located in the cells of the brain and makes a person’s memory work.
5. Sleep as little as possible. During sleep, the experience accumulated during the day is streamlined, which contributes to better memory performance. In addition, sleep restores vitality and prevents drowsiness - the main cause of distraction.
So, after we have decided on the factors that we must try to avoid, let's move on to considering ways to develop human memory.
Memory development. Who among us would not want to have a phenomenal memory that allowed us to store a large number of information? Just imagine what great opportunities would open up to you then. However, memory is not capable of storing all information. It is one of the functions performed by our brain, and if the memory is overloaded with information, it shows its ability to filter out unnecessary (and sometimes simply outdated and irrelevant) information. Therefore, speaking about the development of memory, first of all, it is necessary to talk about the ability to correctly filter information in order to be able to save not just any, but relevant information.
Many of us mistakenly believe that the more they know, the more success they can achieve in life, but this is not entirely true. The most obvious example is the study of a quantum physics course by a singing teacher. This information does not belong to the competence of a person and can be studied under two conditions:
1. For general development. And even in this case, the need to store this kind of information in memory should be evaluated.
2. A person plans to connect his life with the field of quantum physics in the future.
Therefore, before moving on to the issue of memory development, one rule should be accepted as a fact: “Before filling your memory with any information, analyze this information for its usefulness and relevance.” You should not bother your head with the solution of the question “How to make the USSR the most developed state”, if the state itself no longer exists.
Many people, in order to develop their own memory, explore millions of various literature in search of a universal method that can help them. Some, based on what they read, try to come up with new methods for developing memory. However, in reality, everything is much simpler - best practices memory development have long been found and are familiar to almost every person. All you need to do is remember them and put them into practice.
So, dear reader, you have received the basic information on how to develop memory. Now it remains only to go to the bookstore and buy the necessary literature, because in this article you will not find methods for developing memory, do not even hope for it ...
Did they believe? If not, then let's continue. The development of memory is not a one-time, but a constant and purposeful process, and therefore it is necessary to approach it with all responsibility, with patience. Of course, there is no chance that a method of memory development that works well for one person will also work for another person.
Consider basic methods of memory development used by millions of people around the world:
1. Sequential associations. The meaning of the method is to memorize words by building associations. Thanks to this method, you can remember not only the words themselves, but also the order of their arrangement in the text. The peculiarity of this type of memorization lies in its involuntariness, when a person spends much less effort than if he memorized words purposefully. When applying this method, in addition to memory, the imagination of a person is actively involved, since he is given several words to memorize, and he must make a sentence out of them.
2. Phonetic associations. Very often this method is used to memorize foreign words and numbers. It consists in recalling similar associations to a foreign word. Due to the application of this method, a person is able to memorize up to 100 foreign words a day, without trying to “learn” them by heart. Especially remarkably, this method is applicable to remembering foreign surnames, which are often difficult to remember. The disadvantage of the method is possible errors in the pronunciation of words, however, when the method is performed under the supervision of an experienced teacher this shortcoming leveled out.
3. Method of logical patterns. If figures are memorized in a certain sequence, for example, a circle-square-triangle, a person can draw patterns “a circle is a sign of perfection and constancy; a square is a sign of calmness and reliability; the triangle is a sign of progress and energy.” These associations contribute to the recall of the original figures and their sequence.
If it is necessary to memorize numbers, such as the phone number 156-824, a person argues like this: “1 plus five equals 6, 8 divided by 2 equals four.” This method is great for people with a pronounced mental activity and not so strong imagination.
4. Method “ PHOTOS". This method has been successfully used for many years in teaching students in most European countries. The name of the method comes from the capital letters of the main steps of the method: ABOUT orientation in the text in order to recognize its key idea; repeated H shading with simultaneous highlighting of the main details; ABOUT a review of the text for a more complete understanding of the correctness of its presentation and highlighting the main and secondary thoughts; selection G main thought in the process of retelling the text. However, despite the high popularity of the method, it is often criticized. educational schools as a method that does not have the necessary for memorizing the text and developing memory. Who is right and who is not is still a mystery. Opinions were divided.
5. Autobiographical associations. Many people find it very difficult to apply memory development methods that require deep involvement in the learning process of the imagination. It is for such people that the “autobiographical associations” method has been created, which involves working not with fictitious, but with real life situations. To apply this method, use life situations that happened to the person himself, and to his friends, relatives, as well as the dates of historical events.
6. revival. The method perfectly develops not only memory, but also fantasy. It consists in presenting in the imagination of a person pictures that signify a memorable object. In the case of the need to remember information presented in the form of numbers (for example, historical dates), a person uses visualization, which helps to expand the existing boundaries of memory. A person imagines which of the objects these or those numbers are similar to. Thus, the number "1" can be represented as a tree, the number "2" - as a snake, the number "4" - as a flower (see Fig. 1), etc.
7. Repetition. Many people use this technique as the main method of developing memory. At first glance, what else could be easier to remember information than repeating it multiple times? However, many people confuse the filling of memory with information development, because, as we found out earlier, by repeating unnecessary information, we only “clutter up” our memory reserves. By the way, by many schools that study issues related to the development of memory, this method was smashed to smithereens, since it does not use a person’s imagination, but only makes him repeat words many times with the hope of depositing them in memory. Well, the only way to test the effectiveness of this technique is to practice it.
8. Transformation. The method consists in transforming an imaginary image. For example, we can transform a bright object into black and white, a voluminous object into a flat one. Reception is great for memorizing hieroglyphs. An example of the hieroglyph "Mountain" is shown in fig. 2.
Thus, when the hieroglyph is transformed in the imagination of a person into the image of a real mountain, he will remember it simply by reproducing the image of the mountain in his memory.
9. Entry. One of the most effective, but also the most difficult ways to develop memory. A person, thinking about a certain image, picture or film, mentally enters into the image. When a person visits a picture / film, he will feel a close connection between the action taking place in it / him, and these memories will remain in his memory for a long time, since the person himself is a direct participant in the events taking place.
10. Cicero's Method. The method is named after the great emperor, philosopher and orator Cicero and consists in the following: the object to be remembered was left in one of the well-known rooms. In order to find the desired item, it was necessary to remember the room in which it was left. So Cicero trained his memory - before each performance, he walked around the house and mentally left parts of his lectures in the corners of the room. In fairness, it should be noted that the author of this method is not Cicero, but the great ancient Greek writer Simonides, from whom the orator successfully adopted it.
Thus, we have considered the main methods for the development of human memory, which have been used for centuries. Remember that most of the brain activity depends on the state of memory, and therefore you need to take care of it from a young age.
QUESTION #2
Individual features of memory
Researchers note a significant variety of individual characteristics of memory in people, which is manifested in the speed, accuracy, strength of memorization and readiness for reconstruction.
The memorization speed is determined by the number of repetitions necessary to memorize new material, accuracy - the correspondence of the reproduced material to the memorized material.
The strength of memorization is manifested in the duration of the memorized or its slow forgetting, readiness for re-creation in how quickly and easily at the right time a person can remember the knowledge, skills, skills she needs.
Individual differences in memory are due to the type of higher nervous activity (HNA). When comparing memory efficiency indicators with the expressiveness of the main three unconditional properties of GNI (strength, lability, balance), gradual relationships were established. People with strong nervous system have better memory performance when working in complicated conditions, since they have a more pronounced rate of formation of conditioned reflexes. They find advantages in memorizing complex material with insufficient logic. In people with a weak nervous system, there are advantages in remembering logically connected verbal information.
Individuals with a labile nervous system have a greater performance of spontaneous memorization, an inert one has advantages in arbitrary memorization. More arousing individuals find advantages in memorizing verbal material. Visual material is better remembered by faces with a predominance of inhibition.
It has been established that people of choleric temperament are capable of fast and lasting memorization, while they are not characterized by flexibility in using what they have learned. Sanguine people remember quickly, but not very strongly. Phlegmatic people are characterized by slow "but strong memorization. Melancholic people are similar to phlegmatic people in the dynamic aspects of memory work, while being characterized by increased vulnerability. Temperament affects not only the dynamics of the processes of memorization and reproduction, but also their emotional expressiveness. So, a sanguine person, even when worried, beautifully, artistically tells, creates the impression of a well-mannered person.A phlegmatic, even in conflict situations, states the facts without excessive emotionality, as if from the outside.Melancholic intensifies tears, grief, insurmountable barriers to success, gives the impression of an infantile person.
Individual qualitative differences in memory turn out to be fatigue, that some people more effectively fix figurative material (objects, images, sounds, colors, etc.), others - verbal logical (concepts, thoughts, numbers, etc.), others - still memorize different material. Therefore, in psychology, visual-figurative, verbal-abstract and intermediate, or mixed, types of memory are distinguished. These types are partly due to the ratio of the first and second signaling systems in the higher nervous activity of a person, the main factors are living conditions and the requirements of professional activity. The visual-figurative type of memory is typical for painters, writers, musicians, verbal-abstract - for scientists. Each of the types of memory is based on certain natural inclinations, but is also formed in the process of activity.
In the conditions of training and professional activity, the sensitization of the sense organs, the formation of a certain motivation and purposefulness, the mastery of rational ways of searching and processing information are carried out. All this provides high efficiency memory both in identifying general patterns and in terms of its individual properties.
Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.
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Introduction
Types of memory
Memory types
Literature
Introduction
Our mental world is diverse and versatile. Thanks to high level development of our psyche, we can do a lot and are able to do a lot. In turn, mental development is possible because we retain the acquired experience and knowledge. Everything that we learn, each of our experiences, impressions or movements leaves a certain trace in our memory, which can be preserved for quite a long time and, under appropriate conditions, manifest itself again and become an object of consciousness. Therefore, by memory we understand the imprinting, preservation, subsequent recognition and reproduction of traces of past experience. It is thanks to memory that a person is able to accumulate information without losing previous knowledge and skills. It should be noted that the memory special place among mental cognitive processes. Many researchers characterize memory as a "cross-cutting" process that ensures the continuity of mental processes and unites all cognitive processes into a single whole.
Memory is a form of mental reflection, which consists in fixing, preserving and subsequent reproduction of past experience, making it possible to reuse it in activities or return to the sphere of consciousness.
Memory connects the subject's past with his present and future and is the most important cognitive function underlying development and learning. Memory is the basis of mental activity. Without it, it is impossible to understand the foundations of the formation of the behavior of thinking, consciousness, subconsciousness. Therefore, in order to better understand a person, it is necessary to know as much as possible about our memory.
Memory is based on associations, or connections. Objects or phenomena connected in reality are connected in the memory of a person. We can, having met with one of these objects, by association recall another associated with it.
The main processes of memory are memorization, preservation, recognition and reproduction.
Memorization is a process aimed at storing the received impressions in memory, a prerequisite for saving.
Preservation is a process of active processing, systematization, generalization of material, mastery of it.
Reproduction and recognition are the processes of restoring what was previously perceived. The difference between them is that recognition takes place when the object is re-encountered, when it is re-perceived. Reproduction takes place in the absence of an object.
Types of memory
According to the nature of the goals of activity, memory can be:
Involuntary - memory that remembers information by itself without special memorization, in the course of performing an activity or in the course of working on information. This type of memory is highly developed in childhood, it weakens in adults.
Arbitrary - memory that remembers information purposefully with the help of special techniques.
The efficiency of arbitrary memory depends on:
From the goals of memorization (how firmly and for a long time a person wants to remember). If the goal is to learn in order to pass the exam, then soon after the exam a lot will be forgotten. If the goal is to learn for a long time, for future professional activity, then the information is little forgotten.
From teaching methods. Learning methods are:
a) mechanical verbatim multiple repetition - mechanical memory works, a lot of effort, time is spent, and the results are low, since memory is based on the repetition of material without comprehending it.
b) logical retelling, which includes logical comprehension of the material, systematization, selection of the main logical components of information, retelling in your own words - logical memory (semantic) works. The efficiency of this method is several times higher and better than mechanical verbatim repetition.
c) figurative memorization techniques (translating information into images, graphs, diagrams, pictures) - figurative memory works.
d) mnemonic memorization techniques - special techniques to facilitate memorization.
According to the nature of mental activity, the memory that prevails in activity can be:
Motor - memory, which has the ability to memorize and reproduce a system of motor operations. This is the memorization, preservation and reproduction of various movements. Motor memory is the basis for the formation of various practical and labor skills, as well as the skills of walking, writing, etc. Without memory for movement, we would have to learn to carry out the appropriate action every time. Motor memory in a child develops very early. Its first manifestations refer to the first month of life. Initially, it is expressed only in motor conditioned reflexes developed in children already at this time. In the future, the memorization and reproduction of movements begin to take on a conscious character, being closely associated with the processes of thinking, will, etc. It should be noted that by the end of the first year of life, the child's motor memory reaches the level of development that is necessary for the assimilation of speech. The development of motor memory is not limited to the period of infancy or the first years of life. The development of memory occurs at a later time. Thus, motor memory in preschool children reaches a level of development that allows them to perform finely coordinated actions associated with mastering written speech. Therefore, at different stages of development, the manifestations of motor memory are qualitatively heterogeneous.
Figurative - memory, which has the ability to save and further use the data of our perception. The essence of figurative memory is that what was previously perceived is then reproduced in the form of representations. When characterizing figurative memory, one should keep in mind all the features that are characteristic of representations, and above all their paleness, fragmentation and instability. These characteristics are also inherent in this type of memory, so the reproduction of what was previously perceived often diverges from its original. Moreover, over time, these differences can deepen significantly. Depending on which analyzer took the greatest part in the formation of the image, one can speak of five subspecies of figurative memory: visual, auditory, tactile, olfactory and gustatory. The human psyche is focused primarily on visual and auditory memory, which is characterized by great differentiation.
Emotional - memory, which is a capture of the feelings we experienced, our own emotional states and affects. This type memory lies in our ability to remember and reproduce feelings. Emotions always signal how our needs and interests are satisfied, how our relations with the outside world are carried out. Therefore, emotional memory is very important in the life and work of every person. Feelings experienced and stored in memory act as signals, either inciting to action, or holding back from actions that caused negative experiences in the past.
Verbal (verbal-logical or semantic) is the highest type of memory, inherent only to man. This memory, with the help of which the information base of the human intellect is formed, most of the mental actions (reading, counting, etc.) are carried out. Verbal memory as a product of culture includes forms of thinking, methods of cognition and analysis, basic grammatical rules of the native language. A feature of this type of memory is that thoughts do not exist without language, therefore memory is called not just logical, but verbal-logical. In this case, verbal-logical memory manifests itself in two cases:
a) only the meaning is remembered and reproduced this material, and exact preservation of genuine expressions is not required;
b) not only the meaning is remembered, but also the literal verbal expression of thoughts (memorization of thoughts). If in the latter case the material is not subjected to semantic processing at all, then its literal memorization turns out to be no longer logical, but mechanical memorization.
All types of memory are closely related to each other and do not exist independently of each other. For example, when we master any motor activity, we rely not only on motor memory, but also on all its other types, since in the process of mastering the activity we remember not only movements, but also the explanations given to us, our experiences and impressions. Therefore, in each specific process, all types of memory are interconnected.
According to the duration of fixing and storing information, memory can be:
Short-term - memorization of information occurs for several minutes. Any information first falls into short-term memory, which ensures that the information presented once is remembered for a short time, after which the information can be completely forgotten or transferred to long-term memory, but subject to repetition. Short-term memory is limited in volume, that is, on average, a person can remember from 5 to 9 words, numbers, numbers, figures, pictures, pieces of information at one time. The amount of short-term memory is individual. It characterizes the natural memory of a person and persists, as a rule, throughout life. The volume of short-term memory characterizes the ability to memorize perceived information mechanically, that is, without the use of special techniques. Short-term memory plays a very important role in human life. Thanks to it, a significant amount of information is processed, unnecessary is immediately eliminated and potentially useful remains. As a result, there is no overload of long-term memory. In general, short-term memory is of great importance for the organization of thinking, and in this it is very similar to working memory.
Long-term memory is a memory that provides long-term storage of information. It is of two types:
a) Long-term memory with conscious access (i.e. a person can extract, recall the necessary information at will).
b) Long-term memory is closed (a person in vivo does not have access to it, only with hypnosis, with irritation of parts of the brain, he can access it and update in all details the images, experiences, pictures of his whole life).
Working memory is a type of memory that manifests itself in the course of performing a certain activity, serving this activity by storing information coming from both short-term memory and long-term memory necessary to perform the current activity.
Intermediate memory is a memory that ensures the preservation of information for several hours, accumulates information during the day, and the time of night sleep is given by the body to clear the intermediate memory and categorize the information accumulated over the past day, transfer it to long-term memory. At the end of sleep, the intermediate memory is again ready to receive new information. In a person who sleeps less than three hours a day, the intermediate memory does not have time to be cleared, as a result, the performance of mental and computational operations is disrupted, attention and short-term memory decrease, errors in speech and actions appear.
Memory types
memory mental individual
Differentiation of memory types is related to how the sensory area serves the best foundation to play. Some people remember visual data better, others - auditory, and others - motor data. One person, in order to remember, must read the text himself, and in his recollection a predominantly visual image is restored; in another, auditory perceptions and representations play the same predominant role; the third one has motor ones: the text is fixed in him best of all by writing. Pure types are rare, and usually mixed are observed: visual-motor, motor-auditory and visual-auditory types of memory. A mixed type of memory increases the likelihood of fast and long-term memorization. In addition, the participation of several analyzers in memory processes leads to greater mobility in the use of the formed systems of neural connections: for example, a person does not remember something by ear - he will remember visually. Therefore, it is advisable for a person to memorize information different ways: by listening, reading, looking at illustrations, making sketches, observing, etc. For most people, the visual type of memorizing objects is dominant and the verbal-motor type is when memorizing verbal material. There are, however, people with a pronounced visual type of memorization of verbal material, which sometimes approaches the “eidetic” type of memory - a special nature of memory, mainly for visual impressions, which makes it possible to retain and reproduce an extremely vivid image of a previously perceived object or phenomenon.
It is necessary to pay attention to the fact that types of memory should be distinguished from types of memory. The types of memory are determined by what we remember. And since any person remembers everything: movements, images, feelings, and thoughts, different types of memory are inherent in all people and do not constitute their individual characteristics. At the same time, the type of memory characterizes how we remember: visually, auditory or motor. Therefore, the type of memory is an individual feature of a given person. All people have all kinds of memory, but each person has a certain type of memory. Belonging to one type or another is largely determined by the practice of memorization, that is, by what exactly a given person has to remember and how he learns to remember. Therefore, a certain type of memory can be developed through appropriate exercises.
Individual features of memory
People's memory also differs:
by the speed of memorization;
by its strength and duration;
by the number or volume of memorized;
by accuracy;
For each of these qualities, one person's memory may differ from another's. Speaking about the types of memory, it must be borne in mind that the features of memorization processes (speed, strength, etc.) depend on who and what memorizes, on the specific attitude of a given person to what is to be memorized.
Initially, memory is involuntary. In preschool and preschool age children usually do not set themselves the task of remembering anything. The development of arbitrary memory in preschool age occurs in games and in the process of education. Moreover, the manifestation of memorization is associated with the interests of the child. Children remember better what interests them. It should also be emphasized that at preschool age, children begin to memorize meaningfully, that is, they understand what they remember. At the same time, children mainly rely on visually perceived connections between objects and phenomena, and not on abstract logical relationships between concepts.
The rapid development of memory characteristics occurs in school years. It has to do with the learning process. The process of assimilation of new knowledge predetermines the development of, first of all, arbitrary memory. Unlike a preschooler, a schoolchild is forced to memorize and reproduce not what is interesting to him, but what the school curriculum gives. Under the influence of the requirements of the school, memorization and reproduction become more and more arbitrary and become much more active, so schooling from a certain point of view can be considered as integrated system memory training young man. In the process of learning, the student learns to set himself differentiated tasks for memorizing educational material, that is, he determines the method of memorizing and reproducing information depending on the level of its complexity and gradually masters meaningful memorization.
The ability to constantly accumulate information, which is the most important feature of the psyche, is universal in nature, covers all spheres and periods of mental activity, and in many cases is realized automatically, almost unconsciously.
All living beings have memory. Data have appeared on the ability to memorize even in plants. In the very broad sense memory can be defined as a mechanism for fixing information acquired and used by a living organism. Human memory is, first of all, the accumulation, consolidation, preservation and subsequent reproduction by a person of his experience, i.e. everything that happened to him.
Memory is a way of existence of the psyche in time, retention of the past, i.e. what is no longer present. Therefore, the memory necessary condition unity of the psyche.
By itself, the development of memory does not occur. This requires a whole system of education of memory. The cultivation of the positive properties of memory is greatly facilitated by the rationalization of mental and practical work of a person: order in the workplace, planning, self-control, the use of reasonable methods of memorization, the combination of mental work with practical work, a critical attitude towards one's activities, the ability to abandon inefficient work methods and borrow effective methods from other people.
Literature:
L.D. Stolyarenko Fundamentals of psychology. 7th ed., revised. and additional Tutorial. (Series "Higher education".) - Rostov n / D: Phoenix, 2003. - 672 p.
A.G. Maklakov M15 General psychology: A textbook for universities. - St. Petersburg: Peter, 2008. - 583 p.: ill. - (Series “Textbook for universities”).
S.L. Rubinshtein Fundamentals of general psychology. - St. Petersburg: Peter, 2009. - 713 p.: ill. - (Series “Masters of Psychology”).
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