Electroencephalography physical phenomena. Electroencephalography in clinical practice
Every person asks these questions sooner or later. And this is understandable, because huge flows of information pass through us every day, and therefore it is not at all surprising that we constantly forget something: the telephone number of the clinic, the shopping list, the bus number, the birthday of a loved one.
Memory development is extremely important not only in Everyday life, but also in professional activities. After all, we must remember what we need to do, who to meet, and for most professions, memory is a very valuable tool. Those who are above average have an advantage.
Developing memory is not so difficult, and even quite possible. In one of the previous articles - How to develop memory, attention and speed reading, I offered multimedia manuals prepared by professional psychologists and containing practical exercises. This article will present rules that, if followed, will provide the brain with the best working conditions, as well as ways to develop memory.
Memory development. Rules:
The first rule of memory development: Ensure that your blood is sufficiently oxygenated on a regular basis. The blood must carry enough oxygen to provide high activity and brain performance, and therefore good memory. How to do it? At least one day a week should be spent outdoors. Mental work needs to be interrupted for short “oxygen” breaks, and a window should be opened for 1-2 minutes. You cannot work mentally in an unventilated or smoky room. And of course, move more and play sports, physical activity improves general circulation including the brain.
The second rule of memory development: Get enough sleep. This provides normal work brain During sleep, processes occur involving the most important neurotransmitter (a substance through which nerve impulses are transmitted between neurons). Without normal sleep, memory at the chemical level is unable to work at full capacity. In addition, the human brain is tuned to the biological rhythms of day and night, so you need to sleep at night - it is in the dark that the brain cells are completely restored. An adult should sleep 7-8 hours a day, a teenager - 9.
The third rule of memory development: Don't smoke! Of course, a smoker who trains his memory has greater abilities in this regard than a non-smoker who does not train it. However, if we take people under all equal conditions, we must admit that tobacco impairs memory. This has been confirmed by numerous scientific studies. So the desire to develop memory is a good reason to quit smoking.
The fourth rule of memory development: Avoid alcohol! If you want to maintain the full flexibility of your mind, you need to avoid alcohol. It is an undeniable fact that drinking alcohol leads to memory impairment. The more alcohol consumed, the less fixation there is. Everyone knows that it is very difficult to reconstruct in your head the events that took place while intoxicated. A simple lunch, “flavored” with wine, reduces the ability to remember for several hours. You should avoid drinking any alcohol, even wine and beer, if you need to study, attend a class, or attend a conference.
The fifth rule of memory development: Eat right. Numerous experiments have made it possible to determine that chemical activity is accompanied by the loss of phosphoric acid and calcium salts. It is necessary to compensate for these losses: cheese (special fermenting masses, Swiss, Dutch and Chester), eggs, grain sprouts, almonds, nuts bring the necessary balance of phosphorus-calcium into the body.
During intense mental efforts, it is necessary to eat food that is rich in protein (meat, eggs, liver, fish), well digestible (grilled meat, steamed or water-boiled vegetables), avoiding fatty, floury, and sweet foods. You should eat a little at a time full stomach relaxes mental abilities.
A healthy lifestyle that includes eating for memory, avoiding bad habits, healthy sleep and physical activity is the most natural rules preserving memories for many years.
Memory development. Methods:
If you want to remember something, focus on the process of memorizing. Listen, think, draw parallels with your own life or with the knowledge you have already acquired. The more of your own thoughts and feelings “catch on” to the information flow, the greater the chance of remembering what is really important.
If you forgot something: a number from a report, the meaning of a word, the name of a singer, a parent’s phone number, before immediately going into the right folder, dictionary, Internet or phone book, try to remember what you forgot yourself for a few minutes.
If you need to remember something important, create some image in your mind in connection with it, perhaps funny or amusing. It is much easier for the brain to remember something unusual. You can even draw the image that has arisen.
When memorizing numbers, it is most convenient to either memorize them, dividing them into small groups, or try to build some associations in your mind. For example, let's take the number 2467. 2+4=6 after six comes seven. This method of memorizing numbers turned out to be the most effective.
A good way to remember something better and faster is to try to explain to another person what you need to remember or understand yourself. The brain will remember information better if you speak it out.
Devote your free time (for example, if you are standing in line) to solving simple arithmetic problems in your head.
Daily replaying in your mind of all the events of the past day will help you develop your memory. Remember them down to the smallest detail. In addition, you should evaluate your own actions committed this day, asking yourself the following questions: “What did I do today? What didn't you do properly? What actions deserve condemnation and require reversal? How should we rejoice?
Read books - it's useful! When reading, the brain concentrates and involuntarily remembers details.
Learn poetry. At school they torture people not just out of spite. The method is reliable and time-tested. But it’s better to learn what you like. For example, the lyrics of your favorite song. We remember best the material that we already partially know. New materials must go through a process of awareness.
Remember - memorizing without understanding, without seeing images before your eyes, without retelling the text in your own words is unprofitable. Cramming will not go beyond RAM. In the same way, it is unprofitable to study “for tomorrow” or “before the exam”, etc. If you put the arrow on “forever” when memorizing, you will win.
Repetition is the mother of learning. Couldn't have said it better. Just it’s better to repeat it not five times in a row immediately after reading, but once within five days. And it's better at night.
Let's say someone tells you their name. Try to associate this name with something that is already familiar and be sure to add something of your own: “Ksenia. Like Ksenia Sobchak, only brunette, married and doesn’t host Dom-2. And the nose is similar.” Believe me, you will remember this new friend Ksenia for a long time.
Make something with your own hands. Women: weave baubles, cross stitch. Men: hammer a nail, change the plumbing without the help of a professional - all these actions activate the brain and memory.
Psychologists have proven that learning foreign languages is the best way to prevent senility, and therefore to improve memory.
Our emotional state is also associated with the development of memory. Happiness leads to improved memory and promotes a more complete and deep perception of information. For every new joy in life, your memory will thank you.
Memory is a skill that is vital for every person. Without it, we would never be ourselves, would not be able to speak and would not be able to think at all. But memory is not only an indispensable skill, but also important element our education and intelligence. The development of memory, attention and thinking often represents related tasks. Many of our mental characteristics directly depend on how our memory is developed. For example, the process of mastering the skills of speed reading, public speaking and mental arithmetic is essential without memory. This self-instruction course presents online lessons aimed at developing memory and the ability to purposefully memorize material. Among the additional materials in this section of the site you can find educational games and exercises, download free books and textbooks, find suitable classes, schools, courses and trainings - everything that will help improve your technique of memorizing information.
What is memory and memorization
Memory- this is one of mental functions and types of mental activity designed to preserve, accumulate and reproduce information (Wikipedia). Thus, memory is understood as a system consisting of several elements:
Memorization is the process of memory through which perception occurs new information and recording this information into a general system of thinking and associative connections. The key function of memorization is the creation of semantic connections, as a result of the work of our thinking and intellect on the content of the memorized material. Memorization is a very important memory process, the development of which will be given key attention in this training. However, this process is not the only one.
Storage- this is the process of systemic accumulation of information in memory, including the processing and assimilation of this information. Without storing information in memory, human learning is impossible; in addition, such important abilities as thinking and speech directly depend on this process.
Playback is the process of representing and recognizing information stored in memory, also called memories. Reproduction can be involuntary or voluntary. Our course will focus on Special attention arbitrary (special, conscious) reproduction.
Forgetting is also a process of memory, or rather a problem of its development. The loss of the ability to reproduce learned information can be partial (reproduction incomplete or with distortion) or complete (impossibility of reproduction and recognition). You will learn more about solving the problem of forgetting in the fourth lesson of this training.
Features of human memory
We all have different abilities to remember. For some it is easier, for others it is more difficult. In addition, we remember different things in different ways. For example, one person may be good at remembering people's names and facial features, but have trouble remembering where they put something in the house. And the other, on the contrary, remembers perfectly where everything is, but does not remember the name of his neighbor. Some prefer to use auditory and musical memory, others - visual, and some remember tactile sensations better.
Memory is an ability that has individual characteristics for each person. But there are patterns of memory that are universal for all people. And it is these patterns of memory and methods of its development, as well as techniques and methods of memorization that will be discussed in this online training.
One of the first specialists who paid attention to the problems of human memory development was psychologist Karl Emil Seashore. He claimed that average person uses no more than 10% of its memory. One proof of this is hypermnesia. Hypermnesia is a human pathology associated with an increased ability to remember. People with this pathology can remember many things verbatim and in great detail. But the peculiarity is that memorization occurs regardless of a person’s desire.
Test how well you remember information in our Hostess game: meet people and place them in your favorite seats to get the maximum score. You can use it for training too.
Introduction
Chapter 1 Current state memory problems and its research
1.1 Theories of the study of memory in domestic and foreign psychology
1.2 Memory classification. Specific types memory
1.3 Characteristics of memory processes
1.4 Individual typological features of memory
1.5 Formation and development of memory
Chapter 2 Experimental study of various types of figurative memory - visual and auditory
2.1 Purpose, objectives, research methods
2.2 Analysis of experimental results
Conclusion
List of used literature
Introduction
The relevance of the research topic lies in the fact that memory is the most important, defining characteristic of the mental life of an individual. It ensures the unity and integrity of the human personality, the preservation and transmission of historical, cultural, individual experience and genetic information. Human memory stores everything and does not want to part with anything - neither the good events of life nor the bad.
Memory is the mental process of remembering, storing, reproducing and forgetting. “Without memory,” wrote C.J1. Rubinstein, “we would be creatures of the moment. Our past would be dead to the future. The present, as it passes, would irrevocably disappear into the past.” Memory underlies human abilities and is a condition for learning, acquiring knowledge, and developing skills. Without memory, normal functioning of either the individual or society is impossible. Thanks to his memory and its improvement, man stood out from the animal kingdom and reached the heights at which he is now. And further progress of humanity without constant improvement of this function is unthinkable.
Memory can be defined as the ability to receive, store and reproduce life experiences. Various instincts, congenital and acquired mechanisms of behavior are nothing more than imprinted, inherited or acquired in the process of individual life experience.
All living beings have memory, but most high level it reaches its development in humans.
Memory, as a mental process of preserving and reproducing information, was formed and improved in the process of social and labor activity; it is a complex historical product associated with historical existence and historical human activity.
To reveal the content of the designated topic, it is determined target - consider the state of the problem of memory, its research by domestic and foreign scientists.
Tasks set:
1. analyze views on the problem.
2. conduct research on the comparative characteristics of visual and auditory memory.
Chapter 1 Current state of the problem of memory and its research
1.1 Theories of the study of memory in psychology
Memory was considered one of the most developed branches of psychology, but at present there is no single and complete theory of memory in science.
According to the ancient Greeks, the goddess of memory is Mnemosyne, the mother of nine muses, the patroness of all arts then known to science. “A person deprived of memory will essentially cease to be a person” (Ch. Aitmatov).
The following theories of memory are distinguished.
1. Psychological: a) Associative theory b) behavioristic c) Gestalt theory d) semantic
2. Physiological theory
3. Physical theory
4. Biochemical theory.
The history of the study of memory in psychology is inextricably linked with the general history of psychology and reflects the main stages of its development. The founder of the scientific psychology of memory is Hermann Ebbinghaus, a representative of associative psychology. The main subject of the study was the study of the stability, strength and strength of associations in the process of memorization in the absence of meaningful content. An important contribution to science was the development by Ebbinghaus and his followers of methods for the quantitative study of memory processes
Among behaviorists (E. Thorndike. E. Tolman), in the study of voluntary memory, the central problem is the problem of learning by heart, the influence of repetition on the success of memorization, and the dependence of memorization productivity on various kinds of attitudes and motives.
Representatives of Gestalt psychology considered a holistic formation - Gestalt, the structure of the material - as the leading condition for memorization. Therefore, to memorize meaningless material, an additional condition is necessary - the intention of the subject (intention). However, they lost sight of the most important aspect of the process of constructing an image - human activity.
Concept put forward by A. Binet. and K. Büller, at the beginning of the 20th century, brings to the fore the semantic content of memorizing and reproducing material, called the semantic theory of memory.
D. Hebb's theory. The first studies of the physiological basis of memory are associated with the name of D. Hebb. In the 40s he introduced the concepts of short-term and long-term memory and proposed a theory explaining their neurophysiological nature. According to Hebb, short term memory is a process caused by repeated excitation of impulse activity in closed circuits of neurons, not accompanied by morphological changes. Long-term memory, on the contrary, is based on structural changes that arise as a result of modification of intercellular contacts - synapses. Hebb believed that these structural changes were associated with repeated activation (as he defined it, “repetitive reverberation of excitation”) of closed neural circuits, for example, pathways from the cortex to the thalamus or hippocampus and back to the cortex.
The advantage of this theory is that it interprets memory not as a static record or a product of changes in one or several nerve cells, but as a process of interaction of many neurons based on the corresponding structural changes.
Modern approaches to the study of the physiological mechanisms of memory are largely associated with the development of the above ideas of D. Hebb.
According to Anokhin P.K. memory is based on a closed reflex ring. According to I.P. Pavlov, the physiological basis of memorization is the conditioned reflex as the act of forming a temporary connection between a stimulus and a reaction. These forms of memory and learning are called simple to distinguish them from learning that has an voluntary, conscious nature. Even invertebrates have elementary forms of learning.
The works of R. Galombos (1961) show that long-term memory is associated with the function of glial elements, namely, oligodendrocytes take part in the closure of the conditioned reflex.
Physical theory. The passage of any nerve impulse through a certain group of neurons leaves behind a physical trace, which is expressed in electrical and mechanical changes in synapses. These changes facilitate the secondary passage of the impulse along a familiar path
Biochemical theory. G. Hiden. (1964,1967) put forward a theory about the role of RNA in memory processes. Qualitative and quantitative changes in RNA content during learning processes are shown.
Fundamental changes in theoretical ideas about memory arose on the basis social nature human memory and capabilities social management its processes. In the works of P. Janet (1928), L.S. Vygotsky and A.R. Luria (1930), A.N. Leontiev (1931), memory processes are beginning to be understood as a social form of behavior, a specific socially controlled form of action. The idea of the social nature of memory has been developed for a long time in Russian psychology. A new step in the analysis of the psychological mechanisms of memory was comparative studies of involuntary and voluntary memorization, depending on the organization of mnemonic activity, most fully presented in the works of P.I. Zinchenko (1939-1961) and A.A. Smirnova (1948)
1.3 Memory classification
Currently in psychology there is the following classification of memory:
1. According to the leading analyzer, they are distinguished: visual, auditory, tactile, olfactory, gustatory;
2. According to the nature of mental activity predominant in the activity, they are distinguished: motor, emotional, figurative and verbal or verbal-logical;
3. According to the form of mental activity - involuntary and voluntary;
4. According to the duration of the process - instantaneous or iconic, short-term, long-term, operational.
Specific types of memory. In the course of improving adaptation mechanisms, more complex forms of memory associated with imprinting different aspects of individual experience developed and strengthened.
Motor memory – This is the memorization, preservation, reproduction of various movements and systems; it serves as the basis for the formation of various practical and labor skills, and physical dexterity of a person. Emotional memory– this memory for feelings is associated with remembering and reproducing emotional experiences. An emotionally charged impression is recorded almost instantly and involuntarily, providing replenishment of the subconscious sphere of the human psyche. Information is also involuntarily reproduced from emotional memory. This type of memory is in many ways similar to figurative memory, but sometimes emotional memory turns out to be even more stable than figurative memory. Figurative memory – This is memory for the representation, perception of an object. Capturing the work of pictures of the surrounding world is associated with the synthesis of modality-specific impressions. In this case, complex images are recorded that combine visual, auditory and other modality-specific signals. Such memory is called figurative. Figurative memory is flexible, spontaneous and provides long-term storage of traces.
Figurative memory can be visual, auditory, tactile, olfactory, gustatory. It should be mentioned that the level of development of these types of figurative memory varies from person to person. It is possible that the latter is due to the individual characteristics of the analyzing systems. For example, there are individuals with unusually developed visual memory. This phenomenon is eideticism - is expressed in the fact that a person at the right moment is able to reproduce in all details a previously seen object, picture, book page, etc.. An eidetic image differs from ordinary ones in that a person seems to continue to perceive the image in its absence. It is assumed that the physiological basis of eidetic images is the residual excitation of the visual analyzer. It can be assumed that, by analogy with eidetic visual memory, the same vivid auditory, maybe even tactile, memory is found, for example, in the blind. Well-developed modality-specific memory is often a professionally important quality: for example, the auditory memory of musicians, the gustatory and olfactory memory of tasters, the motor memory of gymnasts, etc. If visual and auditory memory are well developed and play a leading role in everyone’s life normal people, then tactile, olfactory, and taste memory in a certain sense can be called professional types of memory. They can reach an amazingly high level under conditions of compensation or replacement of missing types of memory, for example, in the blind, deaf, etc.
Verbal-logical memory. Verbal-logical (or verbal) is memory for verbal signals and symbols denoting both external objects and internal actions and experiences. In verbal-logical memory, the leading role belongs to the second signaling system. Verbal-logical memory is specifically human memory, in contrast to motor, emotional and figurative memory, which in their simplest forms are also characteristic of animals. Based on the development of other types of memory, verbal-logical memory becomes leading in relation to them, and the development of all other types of memory depends on its development. Verbal-logical memory plays a leading role in the assimilation of knowledge in the learning process.
Based on the storage time of the material, they are distinguished a) instantaneous or iconic - this is the direct reflection of information by the senses for 0.1-0.5 seconds. This is a memory-image, a trace of a stimulus, its sensory copy, presented in the central section of the analyzer, its volume, in the presence of appropriate instructions, is from 12 to 20 elements.
b) Short-term memory retains a generalized image of what is perceived, its essential feature for about 20 seconds. Works without prior conscious installation. Its volume is represented by the well-known Miller number of 7 ± 2 elements. Short-term memory is a labile phase of memory, which corresponds to the retention of a trace in the form of reverberation of nerve impulses.
c) long-term memory - storing information for an unlimited period. Long-term memory is a stable phase, which involves the preservation of a trace through the process of consolidation and subsequent structural changes. It has been established that the total consolidation time ranges from 10-15 seconds to 20-30 minutes. The storage duration is indefinitely long, the volume is large, according to some ideas, unlimited.
D) RAM – working memory, storing information from several seconds to several days. In RAM, a “working mixture” is formed from materials coming from both short-term and long-term memory during the execution of an actual action, operation
4. According to the nature of the goals of the activity, they distinguishinvoluntary and voluntary memory. In the first case, memorization and reproduction occur without effort, in the second - as a result of conscious mnemonic activity. It is obvious that these processes have different brain support. Involuntary memory is genetically primary: its formation precedes the formation and development of voluntary memory, which allows one to remember with the necessary completeness what a person needs in this moment. In children, preschoolers and younger schoolchildren, involuntary memory predominates
1.4 Characteristics of memory processes
In addition to types of memory, its processes are also distinguished. With this quality of foundation, it is precisely the various functions performed by memory in life and activity that are considered. Memory processes include remembering, storing, reproducing and forgetting material. In these processes, the connection between memory and activity, as well as the course of its acts as special independent actions, is especially clearly revealed.
Memorization can be defined as a memory process through which information is entered into memory by including it in a system of associative connections. Memorization is the main process of memory; the completeness, accuracy, sequence of reproduction of material, the strength and duration of its preservation largely depend on it. Depending on the method and nature of the implementation of memory processes, they are distinguished: involuntary (without a specifically set goal), arbitrary (in accordance with the set goal), mechanical (memorizing the exact sequence of certain objects without establishing a logical connection between parts of the memorized material), semantic (with disclosure of various logical connections in the memorized material), as well as direct (Impressing what is perceived as it is, without any processing), indirect is characterized by the use of various auxiliary means, which then serve as keys during reproduction). Memorization can be short-term, operational and long-term, depending on the tactical, operational or strategic significance of the information for achieving the goals of the individual’s activities
Reproduction is a memory process that results in the updating (extraction) of early fixed material from long-term memory into short-term (operational) memory. Reproduction can be involuntary (without a set goal) and voluntary or recollection (caused by the reproductive task that a person sets for himself), recognition is the reproduction of an object in conditions of repeated perception, memory (reproduction of images of our past, localized in time and space). The category of recollection includes reminiscence- a mnemonic effect consisting of delayed recall of something that initially (during immediate reproduction) could not be reproduced. The result is a partial or even overall improvement in delayed reproduction compared to immediate reproduction.
Storage and forgetting are obligatory memory processes; forgetting is one of the memory processes, manifested in the inability (inability) to remember or recognize, or in erroneous recall and recognition. The preservation of material is determined by the degree of its participation in the activities of the individual. The main provisions, less separate semantic units, are best preserved. Forgetting can be caused by extreme inhibition, which occurs as a result of overstrain of the corresponding cortical cells; in long-term memory there are mechanisms of repression, inhibition and loss of keys, or signs necessary for searching (and accessing) the necessary information; In short-term memory, in addition to fading, the factor of overflow and displacement of old elements by new ones plays an important role.
1.5 Individual typological features of memory
People's memory differs in many ways: speed, strength, duration, accuracy and volume of memorization, readiness for correct reproduction. All these are quantitative characteristics of memory. But there are also qualitative differences. They touch like dominance individual species memory - visual, auditory, emotional, motor and others, and their functioning. In accordance with which sensory areas dominate, the following individual types of memory are distinguished: visual, auditory, motor, emotional and various combinations thereof.
In order to better remember the material, one person must read it, since when memorizing and reproducing it is easiest for him to rely on visual images. For another, auditory perception and acoustic images predominate; it is better for him to hear once than to see several times. The third one remembers and reproduces movements most easily, and he can be recommended to write down the material or accompany its memorization with some movements.
“Pure” types of memory in the sense of unconditional dominance of one of the above are extremely rare. Most often in practice we are faced with various combinations of visual, auditory and motor memory. Their typical mixtures are visual-motor, visual-auditory and motor-auditory memory. However, for most people, visual memory is still dominant.
The greatest development in humans is usually achieved by those types of memory that are most often used. Professional activity leaves a big imprint on this process. For example, scientists have very good semantic and logical memory, but relatively weak mechanical memory. Actors and doctors have a well-developed memory for faces. There are unique cases of such memory described in the literature. One of them was presented to us by A.R. Luria." He studied in detail and described the memory of a man named Sh., who could quickly, firmly and for a long time remember visual information. The volume of his memory could not be experimentally established. “He,” wrote A.R. Luria, - it was indifferent whether meaningful words, meaningless syllables, numbers or sounds were presented to him, whether they were given orally or in writing; he only needed that one element of the proposed series be separated from another by a pause of 2- 3 seconds "2. This time is probably what this person needed to carry out the specified transfer and the necessary rest. For ordinary people, this time and the efforts made for this are much greater. As it turned out later, Sh.’s memory mechanism was based on eidetic vision, which he had especially well developed. After a single visual perception of the material and its slight mental processing, Sh. seemed to continue to “see” it in the absence of the given material itself in the field of vision. He was able to restore in detail the corresponding visual image after a long time, even after several years (some experiments with him were repeated 15-16 years after he first saw the material and did not return to it during this time; however less, he remembered it).
There are known cases of exceptional special memory in any one specific area, for example, the phenomenal memory of counter people Inodi, Diamandi, Arnoux, etc. At the same time, Inodi had a pronounced auditory type of memory. Diamandi had a visual type of memory. He saw numbers written in the form of squares, and in his own hand. In the case of exceptional memory, the powerful sensory basis of memory is usually combined in one way or another with logical components (especially in Inaudy and Arnoux).
Phenomenal memory is the ability to exceptionally quickly memorize and accurately reproduce a large amount of material, often found in outstanding people, acting as a professional memory (musical in V. Mozart, A. Glazunov, visual in F. M. Dostoevsky)
Hypermnesia is an increase in memory, is congenital in nature and consists in the ability to remember information in a greater than normal volume and for a longer period. In some cases, the boundaries of the volume and strength of memorization cannot be established. Individual characteristics of memory are to a certain extent associated with differences in the strength of excitation and inhibition of nervous processes, the degree of their balance and mobility, but the properties themselves nervous system change under the influence of people's living conditions and activities.
1.6 Formation and development of memory
The modern greatest 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 the 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 memory at a tiny fraction of its capacity. Nature has given everyone a colossal credit, but, alas, we do not always use it, either because we simply do not know how to use it, or because we are too lazy to do intellectual gymnastics.
Material is better remembered depending on the nature of the activity, its goals, attitudes, emotional coloring, vitality, fatigue, etc. In psychology, there are four opinion actions involved in memorization (V.Ya. Lyaudis 1976)
1. orientation in the material, associated with the attitude of the individual to the material
2. grouping material according to certain characteristics
3. Establishing intragroup relationships between elements of the material: keyword, diagram, images, associations
4. establishment of intergroup connections - completes the systematization of the presented material and leads to the construction of a mnemonic diagram (i.e., a diagram that reproduces the composition of the material and its structure.)
The effectiveness of memorization is sometimes reduced by interference - mixing one information with another.
Shadrikov V.D. proposed the following composition of the mnemonic action: grouping, highlighting strong points, plan, classification, structuring (establishing the relative position of the parts that make up the whole), schematization, analogy, mnemonic techniques, recoding (verbalization of information presentation), completing the material, serial organization of the material, association, repetition.
The formation of methods of semantic, logical processing of memorized material is considered as main pathway for memory efficiency, its development and education.
Chapter 2 Experimental studies comparative characteristics of various types of figurative memory - visual and auditory
2.1 Purpose, objectives, research methods
The purpose of this study is to study the comparative characteristics of visual and auditory memory in adults.
The objectives of this study are:
1. Determination of visual and auditory memory in adults.
2. Comparative characteristics of visual and auditory memory.
Two age groups of people were used as subjects: the first group aged 21-44 years, the second group 44-54 years old, ten people each. 19 females, 1 male, secondary specialized education; including four - part-time students. One person in each group had some decrease in vision in the form of myopia. Thus, the groups differ only in age, eliminating the influence of gender, education and profession. The study was conducted in a clinic in the city of Kozmodemyansk among nurses according to the principle “From simple to more complex.”
At the first stage of the study, techniques were used aimed at studying visual memory; at the second stage, techniques aimed at studying auditory short-term and long-term memory; at the third stage of the study, the comparative characteristics of visual and auditory memory in different age groups were assessed.
The methodology for studying and assessing the characteristics of visual memory consists of two experiments: the study of voluntary visual memory for images and for numbers.
The “Memory for Images” technique is designed to study figurative memory. The essence of the technique is that subjects are shown a table with sixteen images for 20 seconds; the images must be remembered and reproduced on a form within a minute.
The “Memory for Numbers” technique is intended to assess short-term visual memory, its volume and accuracy: for 20 seconds, subjects are shown a table with 12 two-digit numbers, which must be remembered and, after the table is removed, written down on a form.
At the second stage of the study, methods were used aimed at assessing auditory memory - short-term and long-term.
The “Auditory Memory” technique is intended to assess the volume of voluntary short-term auditory memory. The subjects were asked to remember 10 words in one presentation (auditory) after three training series, and to write down those words that they managed to remember in the fourth series.
Methodology “Long-term memory” (11.p. 20). Designed to determine the volume of short-term and long-term memory; consists of two series of experiments. In the first series, the volume of short-term memory was determined by determining the number of remembered words after each of five readings of 20 test words, then after 30 minutes it was necessary to reproduce the remembered words - this is an indicator of long-term memory. In the second series of the experiment, the text is memorized and reproduced with a semantic connection, maintaining the sequence of the 10 main thoughts. Average memorization productivity is determined by the results of two tests.
The studies were carried out in groups; the methods used are convenient for group testing, since the procedure does not take much time. Between experiments, short breaks of 5-6 minutes were taken. After the study, the ratios of average visual and auditory memory indicators in each age group.
2.2 Characteristics of research methods
Study of visual memory. Experiment No. 1
Material for the experiment: Methodology “Memory for images” table with 16 images:
Triangle, 2, pistol, B
House, ball, tree, car,
Mushroom, ship, cat, clock
CO, butterfly, axe, cube
Conducting the study: A group of subjects was shown a table with 16 images, their task was to remember as many images as possible in 20 seconds, after 20 seconds the table was removed, and the subjects would have to reproduce the images that they managed to remember. The results are assessed by the number of correctly reproduced images, the norm is 6 correct answers or more.
Experiment No. 2
Material for the experiment: “Memory for numbers” technique, table with two-digit numbers: for the first age group. Conducting the study: Two groups of subjects are simultaneously shown two tables; the task is that the subjects are shown for 20 seconds a table with 12 two-digit numbers that need to be remembered and after which, when the table is removed, upon the command “Write”, write it down on the form within one minute memorized numbers. The technique is designed to assess short-term visual memory, its volume and accuracy. The norm for an adult in terms of the number of correctly reproduced numbers is 7 or more. Rating scale
The results of the study are presented in Table No. 1 Table No. 1 Arbitrary visual memory
1st age group Memory for images Memory for numbers 2nd age group Memory for images Memory for numbers Smirnova Vinokurova Vildanova Labutina Camelina Rodinova Sidukova Ratyukova Sergeeva Kuzmina. Lazurina. Kropinova. Averages Analysis of the study of the volume of visual memory showed that all subjects fulfilled the norm - 6 images, which indicates excellent figurative visual short-term memory of 100%; 80% of young people and 70% of people in the second age group have a visual memory capacity of more than seven images; the average for the first age group is 9.6; which is higher than the average of the second age group of 8.5. Within the first age group, six people are above the average of 9.6 – 60%, including part-time students. Among people in the second age group, the group average is also 60%. Thus, the age difference did not affect the performance of figurative visual memory. Analysis of the study of short-term visual memory, its volume and accuracy using the “Memory for Numbers” method showed that 50% of the first age group and 40% of the second age group coped with the norm (7 numbers -4 points). The average indicators differ little from each other. (3.3-3.4), which indicates the need to train memory, as well as memory for numbers. Low memory scores for numbers are due to the fact that the studies were conducted among “humanities” students. Assessment of auditory memory - short-term and long-term Material for research: “Auditory Memory” technique (13. p. 49). To assess the volume of voluntary short-term auditory memory, containing 40 words divided into 4 series, a tape recorder. Conducting research. Before reading the words, instructions are given: listen to 10 words using a tape recorder and try to remember them, then use the “Record” command to record them for 45 seconds. memorized words, at the “Stop” command, put down the pencils and get ready to listen to the next series of words. 10 words are read out within 20 seconds loudly, clearly and monotonously, without highlighting individual elements. The test subjects' task is to memorize and subsequently write down the words presented. The first 3 series are used as training, the fourth series of words is the test. When evaluating the results, the number of correctly written words from the fourth series is taken into account, which are converted into points: Rating scale
“Long-term memory” technique Material for research: “Long-term memory” technique, test 1. 20 suggested words and their serial numbers: 1. Ukrainian, 2. economics, 3. porridge, 4 tattoo, 5. neutron, 6. love, 7. scissors, 8. conscience, 9. clay, 10. dictionary, 11. oil, 12. paper, 13. cake, 14. logic, 15. standard, 16. verb, 17. breakthrough, 18. deserter, 19. candle, 20. cherry. Conducting the study: the experimenter reads 20 words five times. After each of the five readings, the subjects reproduce in writing the words that they memorized, following the command “Close the text, write the words with their serial numbers on a piece of paper.” After about 30 minutes, they are asked to repeat these words in writing. The technique allows you to assess short-term and long-term memory. Assessment of short-term memory: if by the fifth reading the subject remembered 20 words - satisfactory, if by the third - good. If the number of words increases and the third reading reaches a maximum, this means that mental exhaustion is not noted. If the subject reproduces few words and after 2-4 repetitions their number decreases, then this indicates exhaustion. The interweaving of unnecessary words is regarded as one of the signs of weakening mental activity. Memorization productivity is calculated using the formula: number of correctly reproduced words ÷ number of presented words × 100% Then test 2 is carried out Test 2 involves memorizing and reproducing a text with a semantic connection. Within 60 seconds, read the text; 10 main thoughts are highlighted and numbered in it, which must be reproduced, maintaining the specified sequence Material for research. In 1912 V Atlantic Ocean a disaster occurred. Huge passenger ship "Titanic" on the first flight from Europe to America, collided in the fog with a floating ice mountain - iceberg 1) Got a hole and began to drown. 2)“Lower the boats!” the captain commanded. But there were no boats not enough. 3) there were only enough for half the passengers. “Women and children - to the gangway, men put on life belts”, - the second command was heard. The men silently moved away from the side. Steamboat slow plunged into darkness cold water. 5)
It's begun boarding the last slut 6) And suddenly shouting to the gangway, Some fat man rushed in, his face twisted with fear. 7) Pushing women and children aside he tried to jump into the boat. 8) There was a click - it was the captain fired his pistol 9) The coward fell on the deck dead. 10) but no one didn't look back towards him Conducting the study: the text is reproduced immediately after reading and after 30 minutes Productivity formula number of correctly reproduced thoughts ÷ number of highlights in the text × 100% By adding up the numbers obtained from two tests, and then dividing the sum by 2, we find out the average memorization productivity, 90-100 is an excellent result; 70-90 is a very good result; 50-70 – good 30-60 – satisfactory; 10-30 - bad; 0-10 - very bad The results of the study are reflected in table No. 2 Table 2 Auditory voluntary memory
1st age group Last name Short term Long term % 2nd age. Group Last Name Short term 10 words in points short-term 20 words % Long term % Smirnova Vinokurova Vildanova Labutina Camelina Rodinova Sidukova Ratyukova Sergeeva Kuzmina. Lazurina Krasavina. Kropinova. Average indicators. Analysis of the results of the study of short-term auditory memory showed that 80% of the subjects fulfilled the norm (7 words - 6 points) among the first age group and 90% of the second age group. It should be noted that 3 people need auditory memory training. Best performance identified in those who managed to combine words into a single image. The average group scores are quite high, which indicates good auditory short-term memory. The productivity of memorizing 20 words showed that all subjects had a result of 70 and above, which is assessed as a very good result. No mental exhaustion was observed. It should be noted that words were remembered better at the beginning and at the end of reading. Above the group average of the first age group - 87.5% was observed in 60% of the subjects, and in the second age group it exceeded the average of 82.5% in only 30% of the subjects, which indicates better auditory memory in at a young age. Analysis of the results of studies of long-term memory gives reason to believe that both groups have high memory productivity. The average group indicators of 91.5% of the first group and 86.7% of the second group belong to “Very good results”. In the first age group, long-term memory indicators are higher than in the second. Among the subjects of the first group, 70% of the subjects had excellent results, and in the second group - 40% of the subjects, which indicates individual differences in memory. High rates of long-term memory indicate the important role of associative (semantic) memory in humans. Comparative characteristics of auditory and visual memory are presented in Table No. 3 Analysis of the data obtained allows us to draw a conclusion about individual differences in memory. For some, visual memory predominates; 35% of subjects have high visual memory scores - 10 and above. In others, auditory memory predominates; in 60% of subjects, the indicators are above normal. The combination of good visual and auditory memory is very common in 85% of subjects. At a young age, indicators of visual and auditory, short-term and long-term memory still exceed those in middle age, which indicates best qualities memory: volume, speed, strength, and readiness to easily and quickly reproduce the necessary information at the right time. The indicators of the second age group are quite high, the group average of 20 people is very good, which allows them to adequately cope with professional activities. Comparative characteristics of visual and auditory memory
See. to images abs. number See. points for numbers Hearing. memory points Hearing. memory 20 words % Vinokurova Vildanova Camelina Sidukova Ratyukova Kuzmina. Lazurina Kropinova. Smirnova Labutina Rodinova Sergeeva Krasavina. Averages Conclusion
Memory ensures the integrity of the human personality, the preservation and transmission of historical, cultural, individual experience and genetic information. Memory underlies human abilities, is a condition for learning, acquiring knowledge, developing skills and abilities; it was formed and improved in the process of social and labor activity; it is a complex historical product associated with the historical existence and historical activity of man. Without memory, normal functioning of neither the individual nor society is possible. Currently, science does not have a unified and complete theory of memory. Representatives of classical psychology sought to establish the essential mechanisms of memory, natural and universal in nature. Some of their developments still take place in psychological practice. The history of the development of theories of memory is connected with the history of the development of psychology. Memory was considered one of the most developed branches of psychology, but further study of the laws of memory in our days has again made it a key problem of science. The first chapter examines the state of the problem of memory, its research by domestic and foreign scientists, The second chapter presents studies of the comparative characteristics of visual and auditory memory in young and middle-aged adults. The main results of the theoretical and experimental research are as follows: 1. Individual characteristics in the volume of visual and auditory memory have been studied and presented; doctors have a well-developed memory for images, which is an imprint of professional activity. 2. For some, visual memory predominates, for others, auditory memory. Good auditory memory is a professionally important quality. 3. The combination of good visual and auditory memory is quite common. (85%), which corresponds to the data of many authors. 4. Short-term and long-term memory indicators at a young age are better than at middle age. 5. An analysis of views on the problem revealed that the leading role in the life orientation and professional memory of most specialists is played by visual and auditory memory. Without good short-term and operational visual and auditory memory, any information perceived through the main senses - educational, work, social and others - will not enter long-term memory and be stored there for a long time. Thus, we solved the problems set before us, and thereby achieved the goal of this course work by conducting a study on the comparative characteristics of visual and auditory memory in adults. Bibliography
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A person is forced to process a large amount of information every day and perceive a lot of different impressions. A huge avalanche of information falls on each of us from print media, the Internet and television. To become successful person, you must be able to cope with the information flow and analyze the information received.
You need to learn to separate information into useful and relevant at a given time, keep for storage that which may be useful over time and ignore the useless. Therefore, the development and training of memory is necessary for every person striving for success.
Memory is divided into three types:
- auditory memory. She is responsible for the sound sensations that our body experiences;
- visual memory. She is responsible for information obtained through observations;
- motor memory. This is an automatic memorization of the processes of any actions we perform.
A person's mental ability becomes worse due to the deterioration of communication between the brain and nerve cells. However, this connection is restored with regular mental training.
There are a huge number of ways to improve and develop memory, which will be especially useful for organized people, as well as special trainings that improve memory.
When choosing convenient exercises that develop attention, thinking and memory, you need to tune in to their systematic implementation. However, you should not treat them as mandatory work. Select interesting and favorite ways to develop memory from those listed above that are appropriate to your lifestyle. And then the success achieved will be the best motivation to perform the exercises that interest you.
To increase the effectiveness of the above methods, it is necessary to follow the rules of memory development, which are within the power of every person who wants to achieve success in a life filled with various events.
Rules for memory development
General ways to develop and train memory include the following recommendations: solve puzzles more often, play lotto, checkers, chess, solve crosswords, look at pictures, asking them to find the differences. Try to be outside as much as possible, play sports, alternate mental and physical activity.
Thanks to the implementation of methods and rules for the development and training of memory, good memory will not leave you until old age.
Introduction.
We live in a world in which we are bombarded with a huge flow of information every day. The volume of both general knowledge about the world and in certain areas and specialties has increased several, or even tens of times, over the last century. And this volume is constantly growing, replenished with more and more new information. Often, unable to quickly concentrate our attention, remember what is necessary and weed out what is unimportant, we simply “drift” in the boundless sea of information. Is it possible to control our memory? It is known that a person can master a large amount of information in a short time. But in the normal state it is very difficult to do this, just as it is very difficult to selectively forget some fact. Therefore, the development of memory, improvement of the processes of remembering, storing and reproducing information are necessary tasks for a person in modern society. Without improving your own memory modern man risks falling behind dynamic development society, get lost in a huge flow of information.
Today in the world there are many different methods of training attention and memory. Not every person has been given a perfect memory by nature, capable of mastering the information necessary for him. Of course, you can use all kinds of paper, audio, video and computer media to save and retrieve information. However, in an increasingly complex environment that surrounds a person on all sides, it is necessary to store a considerable amount of data in personal memory. And not just store it as dead weight, but have the ability to use it effectively.
Society is developing, and, as a consequence of this, the amount of information that a person needs to retain in memory is growing. There is a fear that sooner or later the human brain will no longer be able to accommodate everything that it needs. Nevertheless, nature has rewarded us with huge reserves of memory. Many reserves have not yet been developed or are even unfamiliar to people. Thanks to this, in this matter we have the right to look into the future with optimism. And then our memory will continue to be our assistant.
With the help of memory, we perceive and understand the world around us, navigate in space, store and use certain knowledge and skills. Loss of memory in humans has always been tantamount to madness.
Memory reaches its highest level of development in humans. No other creature in the world has such mnemonic capabilities as he possesses.
Strive to understand how it works human psyche necessary, especially for professionals working with people. Each person is unique, but it is possible to find some patterns that will help in working with a specific person. After all, the deeper our understanding of a person, the more effectively we can serve and help him.
The development of memory is a process of formation and change of special regulatory formations that ensure content-temporal continuity in human activity, the formation of a plan of current behavior, taking into account previous and upcoming tasks.
Types of memory.
There are several bases for classifying the types of human memory. One of them is the division of memory according to the time of storage of the material, the other according to the analyzer that predominates in the processes of memorizing, storing and reproducing the material. In the first case, instantaneous, short-term, operational, long-term and genetic memory are distinguished. In the second case, they talk about visual, auditory, olfactory, tactile and other types of memory. Let's consider and give short definition the main of these types of memory.
Motor memory is evolutionarily the most ancient species. It is responsible for remembering, storing and reproducing various movements. These movements are programmed, for example: walking, climbing stairs, swimming, etc. It is motor memory that helps us reproduce habitual actions at the level of automaticity.
Emotional memory associated with recording the experiences that accompany certain events. Emotions perform a regulatory function in ensuring behavior and adaptation of the body to the environment. The biological meaning of emotional memory is to develop a warning system.
Emotionally charged sensations are recorded involuntarily and almost instantly. Emotional memory is the most durable, therefore it has a very great importance in the learning process.
Figurative memory has several subspecies because it is related to work sensory systems or sense organs. It includes visual, tactile, olfactory, gustatory, and auditory memory. Information is remembered in the form of images of a certain modality.
Visual memory is associated with the preservation and reproduction of visual images. Good visual memory is often possessed by people with eidetic perception, who are able to “see” the perceived picture in their imagination for quite a long time after it has ceased to affect the senses. In this regard, this type of memory presupposes a person’s developed ability to imagine.
Auditory Memory is a good memory and accurate reproduction of a variety of sounds, such as music or speech. It is necessary for philologists, people who study foreign languages, acousticians, musicians.
Tactile, olfactory, gustatory and other types of memory do not play a special role in human life, and their capabilities are limited compared to visual, auditory, motor and emotional memory. Their role mainly comes down to satisfying biological needs or needs related to the safety or self-preservation of the body.
Figurative memory is spontaneous, flexible and provides long-term storage of traces of influence.
Logical memory both in phylogenesis and ontogenesis it arises later than all other types of memory. Logical memory is formed only on the basis of the second signal system during the learning process. The second signaling system, as defined by physiologist I.P. Pavlova, is human speech. It is difficult to remember any material without understanding, without logical perception. Logical memory is the result of the intellectual capabilities that a person has.
Eidetic memory- a special type of memory that does not manifest itself in all people. Its peculiarity is the preservation and reproduction of an extremely vivid, detailed image of the event.
Eidetic memory is associated with such a feature of perception as synesthesia. Synesthesia – the occurrence of sensations when some sense organ is exposed not only to a modality specific to this sense organ, but also to other modalities.
From the point of view of the temporal characteristics of maintaining the ability to reproduce imprinted information, there are the following types memory:
Sensory(iconic, trace) memory, which ensures the preservation of the perceived image for a fraction of a second.
Short term(primary) memory - allows you to retain information perceived information for about 20 seconds.
Long-term(secondary) memory - extends over a very large time range, starting from several tens (more precisely, 20) seconds and extending to minutes, hours, days, months, years. Apparently, this concept includes several quite significantly different types of memory. So, in particular, operative memory is allocated in secondary memory, that is, essentially, prolonged short-term memory. Its essence lies in the fact that under the influence intrinsic motivation or any external circumstances, the ability to reproduce is extended for a period of time exceeding 20 seconds.
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.
There is also the so-called « eternal » or tertiary memory, when the ability to reproduce once imprinted information is preserved throughout the rest of life (for example, the names of one’s own and that of immediate relatives, etc.). And only in pathopsychological situations is this type of memory destroyed.
Basic processes and mechanisms of memory.
The question of memory mechanisms is complex and is being studied whole line Sciences: physiology, biochemistry and psychology. Physiologists say that the process of storing information is associated with the formation of neural connections (associations). Biochemists - with changes in the composition of ribonucleic acid (RNA) and other biochemical structures. Psychologists emphasize the dependence of memory on the nature of human activity and the orientation of the individual.
Memory, like any other cognitive mental process, has certain characteristics.
06 memory capacity- this is the most important integral characteristic of memory, which characterizes the ability to memorize and retain information.
Playback speed characterizes a person’s ability to use the information he has in practical activities. As a rule, when faced with the need to solve any task or problem, a person turns to information that is stored in memory.
Fidelity reflects a person’s ability to accurately store, and most importantly, accurately reproduce information imprinted in memory. Duration of storage reflects a person's ability to hold certain time necessary information. For example, a person is preparing for an exam. He remembers one academic topic, and when he starts to learn the next one, he suddenly discovers that he does not remember what he taught before. Sometimes it's different. The person remembered all the necessary information, but when it was necessary to reproduce it, he could not do it. However, after some time, he was surprised to note that he remembered everything that he was able to learn. In this case, we are faced with another characteristic of memory - the readiness to reproduce information imprinted in memory.
Memorization - This is the process of imprinting and subsequent storage of perceived information. Based on the degree of activity of this process, it is customary to distinguish two types of memorization: unintentional (or involuntary) and intentional (or voluntary).
Unintentional memorization is memorization without a predetermined goal, without the use of any techniques and the manifestation of volitional efforts. This is a simple imprint of what affected us and retained some trace of excitation in the cerebral cortex. What is remembered best is what is of vital importance to a person: everything that is connected with his interests and needs, with the goals and objectives of his activities.
Unlike involuntary memorization arbitrary(or intentional) memorization is characterized by the fact that a person sets a specific goal - to remember some information - and uses special memorization techniques. Voluntary memorization is a special and complex mental activity subordinate to the task of remembering. In addition, voluntary memorization includes a variety of actions performed in order to better achieve a goal. These activities include learning , the essence of which is repeated repetition educational material until it is completely and accurately memorized.
The main feature of intentional memorization is the manifestation of volitional efforts in the form of setting a memorization task. Repeated repetition allows you to reliably and firmly remember material that is many times greater than the capacity of individual short-term memory.
What is remembered, as well as realized, is, first of all, what constitutes the goal of the action. However, what is not related to the goal of the action is remembered worse during voluntary memorization aimed specifically at this material.
At the same time, it is still necessary to take into account that the vast majority of our systematic knowledge arises as a result of special activities, the purpose of which is to remember the relevant material in order to retain it in memory. Such activity aimed at remembering and reproducing retained material is called mnemonic activity. .
According to another criterion - according to the nature of the connections (associations) underlying memory - memorization is divided into mechanical and meaningful .
Rote memorization - This is memorization without awareness of the logical connection between different parts of the perceived material. The basis of rote memorization is associations by contiguity.
In contrast, meaningful memorization is based on understanding the internal logical connections between individual parts of the material.
If we compare these methods of memorizing material, we can come to the conclusion that meaningful memorization is much more productive. With mechanical memorization, only 40% of the material remains in the memory after one hour, and after a few hours - only 20%, and in the case of meaningful memorization, 40% of the material is retained in memory even after 30 days.
Understanding of the material is achieved in different ways, and first of all, by highlighting the main thoughts in the material being studied and grouping them in the form of a plan. A useful technique for understanding the material is comparison, i.e. finding similarities and differences between objects, phenomena, events, and so on.
The most important method of meaningful memorization of material and achieving high strength of its retention is the method of repetition. Repetition - the most important condition mastering knowledge, skills and abilities. But to be productive, repetitions must meet certain requirements. Firstly, memorization proceeds unevenly: after an increase in reproduction, there may be a slight decrease. Secondly, learning occurs in leaps and bounds.
Sometimes several repetitions in a row do not provide a significant increase in recall, but then, with subsequent repetitions, there is a sharp increase in the volume of memorized material. Thirdly, if the material as a whole is not difficult to remember, then the first repetitions give best result than the subsequent ones. Fourthly, if the material is difficult, then memorization proceeds, on the contrary, first slowly and then quickly. This is explained by the fact that the actions of the first repetitions are insufficient due to the difficulty of the material and the increase in the volume of memorized material increases only with multiple repetitions. Fifthly, repetitions are needed not only when we learn the material, but also when we need to consolidate in memory what we have already learned. When repeating the learned material, its strength and durability increase many times over.
It is also very important to correctly distribute the repetition over time. In psychology, there are two methods of repetition: concentrated and distributed. In the first method, the material is learned in one step, repetition follows one after another without interruption. With distributed repetition, each read is separated from the other by some distance. Research shows that distributed repetition is more efficient than concentrated repetition. It saves time and energy, promoting a more lasting assimilation of knowledge.
The method of reproduction during learning is very close to the method of distributed learning. Its essence lies in attempts to reproduce material that has not yet been fully learned. For example, you can learn the material in two ways:
Experiments show that the second option is much more productive and expedient. Learning is faster and retention is stronger.
The success of memorization largely depends on the level of self-control. A manifestation of self-control is attempts to reproduce the material while memorizing it. Such attempts help to establish what we remember, what mistakes we made during reproduction, and what we should pay attention to in subsequent reading. In addition, memorization productivity also depends on the nature of the material. Visual and figurative material is remembered better than verbal, and logically connected text is reproduced more completely than scattered sentences.
Preservation - the process of active processing, systematization, generalization of material, and mastery of it. Retention of what has been learned depends on the depth of understanding. Well-understood material is remembered better. Conservation also depends on the attitude of the individual. Personally significant material is not forgotten. Forgetting occurs unevenly: immediately after memorization, forgetting is stronger, then it occurs more slowly. That is why repetition cannot be postponed; it must be repeated soon after memorization, until the material is forgotten.
Sometimes, when preserved, the phenomenon of reminiscence is observed. Its essence is that reproduction delayed by 2-3 days turns out to be better than immediately after memorization. Reminiscence manifests itself especially clearly if the initial reproduction was not meaningful enough. From a physiological point of view, reminiscence is explained by the fact that immediately after memorization, according to the law of negative induction, inhibition occurs, and then it is removed. It has been established that conservation can be dynamic and static. Dynamic storage occurs in working memory, while static storage occurs in long-term memory.
With dynamic preservation, the material changes little; with static preservation, on the contrary, it necessarily undergoes reconstruction and certain processing.
The strength of preservation is ensured by repetition, which serves as reinforcement and protects against forgetting, that is, from the fading of temporary connections in the cerebral cortex. Repetition should be varied, carried out in different forms: in the process of repetition, facts must be compared, contrasted, they must be brought into a system. With monotonous repetition, there is no mental activity, interest in memorization decreases, and therefore conditions for lasting retention are not created. Even more important for conservation is the application of knowledge. When knowledge is applied, it is remembered involuntarily.
Playback And recognition- processes of restoration of what was previously perceived. The difference between them is that recognition occurs upon a repeated encounter with an object, upon its repeated perception, while reproduction occurs in the absence of the object.
Reproduction can be involuntary or voluntary . Involuntary is an unintentional reproduction, without the goal of remembering, when images emerge by themselves, most often by association. Voluntary reproduction is a purposeful process of restoring past thoughts, feelings, aspirations, and actions in consciousness. Sometimes spontaneous reproduction occurs easily, sometimes it requires effort. Conscious reproduction associated with overcoming known difficulties, requiring volitional efforts, is called recollection .
The qualities of memory are most clearly revealed during reproduction. It is the result of both memorization and retention. We can judge memorization and preservation only by reproduction. Reproduction is not a simple mechanical repetition of what is captured.
Reconstruction occurs, that is, mental processing of the material: the plan of presentation changes, the main thing is highlighted, additional material known from other sources is inserted.
The success of reproduction depends on the ability to restore the connections that were formed during memorization, and on the ability to use the plan during reproduction.
Physiological basis recognition and reproduction - revitalization of traces of previous excitations in the cerebral cortex. With recognition, the trace of excitement that was trodden during memorization is revived.
The following forms of reproduction are distinguished:
recognition- a manifestation of memory that occurs when an object is re-perceived;
memory, which occurs in the absence of perception of the object;
recollection, which is the most active form of reproduction, largely dependent on the clarity of the tasks assigned, on the degree of logical ordering of the information remembered and stored in the DP;
reminiscence- delayed reproduction of previously perceived, seemingly forgotten;
eideticism- visual memory, which retains a vivid image for a long time with all the details of what was perceived.
Recognition of an object occurs at the moment of its perception and means that there is a perception of an object, the idea of which was formed in a person either on the basis of personal impressions (representation of memory) or on the basis of verbal descriptions (representation of imagination). Recognition processes differ from each other in their degree of certainty. Recognition is least certain in those cases when we only experience a feeling of familiarity of an object, but cannot identify it with anything from past experience. Such cases are characterized by uncertainty of recognition . There are many similarities between definite and indefinite recognition.
Both of these variants of recognition unfold gradually, and therefore they are often close to recollection, and therefore are a complex mental and volitional process.
Forgetting
- a process opposite to conservation. When we see a significant difference between the original material and what can be recreated, it is customary to say that the material has been forgotten. The process of forgetting has always interested researchers. It was found that the largest amount of material is forgotten on the first day after memorization.
Forgetting can be both useful and harmful, helping or hindering a person in life and activity. The positive function of forgetting is that it takes away a huge load of information that is unnecessary and prevents memory overload. Forgetting becomes negative when memory erases entire blocks of information, or negative experiences, which, nevertheless, are necessary for a normal, fruitful life.
There are several theories about why forgetting occurs, although in practice none of them can fully explain the phenomenon of forgetting.
Theory of systematic deformation of memory traces- says that changes in memory are associated with changes in brain tissue. That is, spontaneous uncontrolled changes occur in memory traces.
The theory of retroactive and proactive inhibition says that any acquisition of new material leads to disturbances in the memory of previous events (retroactive). In the same way, any previous learning negatively affects the process of further learning and reconstruction of new material (proactive forgetting). For example: it is not wise to immediately study physics or chemistry after mathematics; the process of forgetting the material will proceed quite quickly.
The theory of motivated forgetting says that a person's goal and motivation influences forgetting (e.g., a person deliberately forgets painful information that causes pain, fear, or guilt). S. Freud devoted a lot of time to studying this particular theory and studying motivated forgetting. According to Freud, when a person involuntarily loses or pawns things, he does this in order to get rid of unpleasant memories or emotional experiences.
To reduce forgetting necessary :
understanding, comprehension of information
· repetition of information
Some common memory disorders.
Since it has been said that forgetting can be very negative, it is worth briefly mentioning some memory disorders where forgetting is particularly pronounced.
There are a large number of memory disorders and only the most common ones will be mentioned. Some memory impairments may cause amnesia – that is, absence or lapses of memory . Amnesia can last from a few hours and minutes to many years.
Depending on the processes that occur, amnesia is divided into:
retrograde- forgetting past events;
anterograde- inability to remember for the future
retarded- changes in memory, when the memory does not retain experiences and events that occurred during the illness;
progressive- manifests itself in a gradual deterioration of memory, until its complete loss.
Another common violation is illusions - information is perceived correctly, but when it is reproduced, the material is deformed.
Hallucinations - a phenomenon when a person is convinced of the reality of experiences that actually did not happen. They arise solely in the imagination.
The German scientist G. Ebbinghaus summarized the facts obtained by researchers on the basis of different theories of memory and deduced some patterns in the memory mechanism:
1) when memorizing material, its beginning or end is best reproduced (edge effect);
2) memorization it will go better, if you repeat the material several times over a certain period of time: several hours or days;
3) any repetition contributes to better memorization of what was learned earlier. Repetition generally plays a big role, and not mechanically, but using logical processing of the material;
4) a memorization mindset leads to better memorization. It is very helpful to connect the material to the purpose of the activity.
5) One of the interesting effects of memory is the phenomenon of reminiscence, i.e. improvement over time in the reproduction of the studied material, without any additional repetition. Reminiscence most often occurs on the second or third day after learning the material.
6) Events that make a strong impression on a person are remembered immediately, firmly and for a long time.
7) A person can experience more complex and less interesting events many times, but they will not remain in memory for long.
8) Any new impression does not remain isolated in memory. The memory of an event changes, coming into contact with other impressions.
9) A person’s memory is always connected with his personality, therefore any pathological changes in personality are always accompanied by memory disorders.
10) A person’s memory is always lost and restored according to the same “scenario”: when memory is lost, more complex and recent impressions disappear first. When restoring, it’s the other way around: simpler and more complex ones are restored first. early memories, and then more complex and recent ones.
These are some of the most general, but not at all exhaustive, patterns of memory functioning in humans.
Memory records.
Exceptional long-term Napoleon had memory. One day, while still a lieutenant, he was put in a guardhouse and found in the room a book on Roman law, which he read. Two decades later he could still quote passages from it. He knew many of the soldiers in his army not only by sight, but also remembered who was brave, who was persistent, who was smart.
Academician A.F. Ioffe used a table of logarithms from memory, and the great Russian chess player A. A. Alekhine could play “blindly” from memory with 30-40 partners at the same time. Which illustrates their excellent visual memory.
A. S. Pushkin’s brother, Lev Sergeevich, had a phenomenal “photographic” memory. His memory played a saving role in the fate of the fifth chapter of the poem “Eugene Onegin”. A.S. Pushkin lost it on the way from Moscow to St. Petersburg, where he was going to send it to print, and the draft chapter was destroyed. The poet sent a letter to his brother in the Caucasus and told about what had happened. Soon he received in response the full text of the lost chapter, accurate to the decimal point: his brother heard it once and read it once.
Several years ago in France, in the city of Lille, in the presence of an authoritative jury, mathematics teacher Maurice Dabert competed with a computer. He stated that he would admit defeat if the machine solved 7 arithmetic problems before he did 10. Daber solved 10 problems in 3 minutes 43 seconds, and the computer solved 7 problems in 5 minutes 18 seconds.
Our contemporary, the phenomenal counter Chikashvili, easily calculates, for example, how many words and letters were spoken in a certain period of time. A control experiment was carried out when the announcer commented on a football match. It was necessary to count the number of words and letters spoken by him. The answer came as soon as the announcer finished: 17,427 letters, 1,835 words, and it took several hours to check the tape recording. The answer was correct.
Another example of phenomenal visual memory: Leonhard Euler remembered the first six powers of all numbers from 2 to 100. However, what is more interesting for us is how he imagined the objects with which he operated. Euler visualized a real number as an infinite decimal, then as a point on a straight line with a scale marked on it. He did not give a general definition of the word “function”. He simply visually imagined various functions of the function: formulas, graphs, tables of approximate numerical values and a sequence of coefficients power series, and special geometric and physical conditions, which can only be given pale paraphrases in symbolic logic
Let us dwell in a little more detail on the case described by A.R. Luria - the phenomenon of S.V. Shereshevsky. He could repeat a sequence of 400 words without errors after 20 years. One of the secrets of his memory was that his perception was complex, synesthetic. Images - visual, auditory, gustatory, tactile - merged for him into a single whole. Shereshevsky heard light and saw sound, he tasted words and colors. “Your voice is so yellow and crumbly,” he said.
Synesthesia was noted in N. A. Rimsky-Korsakov, A. N. Scriabin, N. K. Ciurlionis. For all of them, vision was connected with hearing. Rimsky-Korsakov believed that “E major” is blue, “E minor” is lilac, “F minor” is grayish green, “A major” is pink. For Scriabin, sound gave rise to the experience of color, light, taste and even touch. U. Diamandi, who had unique abilities for counting, also believed that their color helps to remember numbers and operate with them, and the calculation process was presented in the form of endless symphonies of color.
Does synesesia have an objective basis? E. Tserkover proposed an experiment to determine the compatibility of a number of pseudowords with images of fantastic creatures. It was necessary to determine who is who. Processing of materials showed that there is a correlation between the visual image and the acoustic image, that is, synesthesia has an objective basis. It seems that this basis is in the close, subconscious connections of images with emotions. In them, the visual effect is linked in the subconscious with positive emotions, just like the temperature effect.
In a long-term study, A. R. Luria revealed how strengths, as well as the weaknesses of Shereshevsky’s intellectual activity, arising from the peculiarities of the organization of his memory. On the one hand, Shereshevsky could arbitrarily and accurately remember everything that was presented to him for memorization many years ago. What helped him in this was the ability to clearly, visually imagine each memorized word (for example, he perceived the number 7 as a man with a mustache), but this also created special difficulties for him when reading, since each word gave rise to a vivid image, and this interfered with the understanding of what was being read . In addition, his perception was very concrete; words that expressed abstract concepts, such as “eternity”, “nothing”, presented special difficulties for him, since they were difficult to compare with a visual image.
In addition, he had great difficulty in generalizing. Here is an example demonstrating weak sides his phenomenal memory.
In a large audience, Shereshevsky was read a long series of words and asked to reproduce them. He handled this flawlessly. He was then asked if there was a word in the series that meant infection. All the spectators present in the audience with ordinary memory instantly remembered this word (typhoid), and Shereshevsky took two whole minutes to complete the task. It turns out that during this time he went through in his mind in order all the words given in the list, which indicated the weakness of generalization in his memory.
Shereshevsky's memorization obeyed the laws of perception and attention rather than the laws of memory: he did not reproduce a word if he saw it poorly. Recall depended on the illumination and size of the image, on its location, and on whether the image was obscured by a spot caused by an extraneous voice. Reading was torture for Shereshevsky. He had difficulty making his way through the visual images that, against his will, grew around every word, which very tired him. It should also be noted that Shereshevsky had great difficulty with forgetting. He had to invent special techniques to forget.
Improving memory.
Chemical and physical approaches.
Researchers have found that in normal conditions a person can remember 8 decimal places, 7 non-alphabetical letters, 4-5 numbers, 5 synonyms. And there are practically no overloads. According to experts, it is usually enough to remember no more than 4 numbers, 5-6 letters, 4 synonyms and 6 decimal digits. But the memory size decreases if the alternative increases. So, for example, the memory capacity for various objects and colors is 3, for numbers and dots - 8-9, for letters - 6-9, for geometric shapes - 3-8, etc.
In principle, there are 2 main approaches to regulating memory processes by influencing the functional state of the brain: chemical and physical.
Chemical approach, which involves the use of pharmacological agents, has been known since time immemorial.
These funds; tea, coffee (caffeine), strychnine, nivaline, pilocarpine, phenatine, etimizol, etirazole, centrophenoxine, piracetam, neotropil, pyramen.
Favorable results from the use of psychopharmacological drugs that activate brain activity can only be counted on for people with a stable, balanced psyche, as well as people with a more or less depressed psyche, inert, lacking initiative, and lacking self-confidence.
Adaptegons can also be accepted. These include Ginseng root, preparations from Chinese Schisandra and Eleutherococcus. The action of adaptogens is very diverse. A person engaged in physical labor, they help to cope with physical overstrain, and for the climber to adapt to reduced atmospheric pressure, to the foundry worker high temperature and overheating of the body, for the weaver - noise in the workshop, etc. They help the patient recover faster after surgery.
In a word, they “monitor” the preservation of internal balance in the body, and this is very important for the functioning of the brain, including the efficiency of learning and memorization. Sucrose is a dietary sugar that quickly restores strength, as the body quickly absorbs disaccharides, which are also found in adaptogens. In addition, adaptogens ensure more economical energy expenditure by muscles and improve protein synthesis, which is directly related to the biochemical mechanism of memory.
Ginseng extract dramatically enhances RNA synthesis in the body.
Methyluracil has pronounced adaptogenic properties.
Great hopes are placed on gammalon and neotropil (piracetam), both of which activate the metabolism of brain cells and are directly involved in improving the transmission of nerve impulses.
Impair memory: cocaine, methysergide, drugs reserpine and amenazine (chlorpromazine).
The second approach to studying and regulating memory processes is physical. It consists in studying the influence physical factors on the processes of memorization and on the phases of memory in general.
The most important direction in the physical approach is electrical stimulation of brain structures.
Optical memory management methods are more profitable.
There is another possibility of targeted impact on memory functions - using a focused ultrasound effect.
The influence of smoking. Initially in small doses, it dilates blood vessels and has a stimulating effect. The smoker feels a surge of energy, feels better, and his thoughts flow faster. But all this does not last long. In large doses and long-term use nicotine constricts blood vessels. Under the influence of nicotine and other components tobacco smoke (not at all harmless), mental activity gradually weakens. Most smokers experience memory loss. Research results have shown that under the influence of tobacco smoking, there is a deterioration in blood supply to the brain.
Alcoholics often complain of forgetfulness. Alcohol primarily affects short-term memory. People easily remember events that happened long ago, but just as easily forget current ones. In addition, alcohol slows down brain activity.
Memory mechanisms must always be mobile and always in “shape”. They need to be constantly trained, setting aside an hour or at least 20-25 minutes for this every day.
Memory functions best between 8 and 12 noon, then its effectiveness begins to gradually decline. After 17 hours, memorization improves again and, if the person is not very tired, reaches a high level by 19 hours.
Memory development.
Groups of words can be memorized by creating corresponding scenes in the mind. The more ridiculous they are, the better. For example, to remember the name of the restaurant “Under the Linden Trees,” imagine how you are sitting under these trees with their unique aroma. If you need to remember the name “Volcano” or “Lightning”, you need to try to remember the word as an image, and not as a group of several letters. To remember the list of items, imagine a familiar street and place all the items in front of the entrances in the order of their location. After this, mentally walk down the street. It will be easy for you to recall the entire list in your memory. When memorizing a group of letters or syllables, it is useful to link them into words with a specific meaning. The human brain remembers better what makes sense. To remember the last name of a new acquaintance, you need to associate it with some characteristic feature of him. For example: the surname Rozov with pink his face, etc.
Several exercises according to F. Loeser.
Training in memorizing logically unrelated text.
Below are 20 names (each with a corresponding serial number) that you should remember. You have 40 seconds to memorize. The subject must write all 20 words with their numbers as he remembers them. The answer is considered correct if its serial number is indicated along with the name.
1. Ukrainian 8. Conscience 15. Socialism
2. Housekeeping 9. Vocabulary 16. Verb
3. Porridge 10. Clay 17. Breakthrough
4. Tattoo 11. Oil 18. Deserter
5. Neuron 12. Paper 19. Candle
6. Love 13. Sweets 20. Cherry
7. Scissors 14. Logic
Memorization efficiency is calculated using the formula:
We divide the number of correctly reproduced words by 20 and multiply by 100 to obtain % effective memorization.
Memorizing numbers.
In 40 seconds you need to remember 20 numbers with their serial numbers. After that, write down everything you remember.
Memorization efficiency in % is calculated by the formula:
The number of correctly named numbers is divided by 20 and multiplied by 100.
Remembering faces with first and last names.
There are 10 photos with first and last names to remember. 30 seconds are given for this. After this, the same photographs, but in a different order, are again offered to the subject, and he must “identify” them. Memorization efficiency is determined using a similar formula.
Memorizing logically related material.
It is proposed to remember 10 main provisions underlined in the text below (they are given in a certain order). The subject must read the text and after 1 minute reproduce the content of the main provisions and the order of sentences.
“Robots that are capable of certain behavioral reactions. ROBOTS CAN ANALYZE CONSCIOUSNESS (1), creating programs for its development. THEY DEVELOP RULES OF CONDUCT (2). IS THIS A MIRAGE (3) OR A REAL SCIENTIFIC PERSPECTIVE (4)? DEONTOLOGY or the logic of norms of behavior ALLOWS YOU TO ANSWER THIS QUESTION (5). MODERN LIFE OF PEOPLE IS ALWAYS GOVERNED BY CERTAIN NORMS OF BEHAVIOR (6). SOCIETY COULD NOT (7) exist without such norms. THE GROWING COMPLEXITY OF PUBLIC RELATIONS (8) DICTATES THE NECESSITY TO DEVELOP SCIENTIFIC BASIS, LEGAL AND MORAL STANDARDS (9). This is an CURRENT MODERN TASK (10).
Memorization efficiency in % is expressed by the formula:
The number of correctly reproduced basic provisions is divided by 10 and multiplied by 100.
Average memorization performance.
Average memorization productivity is calculated based on the results of the exercises performed. The sum of the results of the exercises performed is divided by their number (in this case 4).
For example: ex. No. 1……..%
ex. No. 2……..%
ex. No. 3……..%
ex. No. 4……..%
The sum of these % is divided by 4
As a result of a number of studies, it has been established that with 90-100% memorization efficiency, a person’s memory can be qualified as excellent, with 70-90% - as very good, with 50-70% - as good, with 30-50% - as satisfactory, with 10-30% - as bad and at 0-10% - as very bad.
With systematic training, even if the program is compiled by the trainee himself, memory gradually improves.
Concentration training.
To train concentration, it is necessary for a person to concentrate it on the chosen object and its main properties, and not be distracted from thoughts about this object. You should remember the essential information about any event, ignoring the unimportant.
Basic principles of remembering new information .
Information entering the human brain is better remembered if a connection is established between events. So, in a memorization exercise, establish semantic connections between two phenomena. Preliminary determination of what the semantic connection may be between these phenomena, events or actions contributes to stronger memorization. Here are some examples:
Albert Einstein is one of the greatest physicists. The meaning here is that he created the theory of relativity.
Associative connections, even when they are completely incredible in meaning, are remembered for a long time. For example, Luna-oil. You can imagine the most incredible thing - a piece of butter on the Moon.
Structural connections also help with memory. Loeser gives an example: if the number 683429731 is placed as follows 683-429-731, it will be easier to remember. For easier memorization, information can be divided into groups A, B, C, D, etc. You can rhyme some words.
Association method.
The method of association was skillfully used by the Roman politician Marcus Tullius Cicero in preparing his brilliant speeches, which he delivered without using any notes. He was a great speaker. By using special techniques he memorized pre-rehearsed speeches. He connected each section of speech with certain situation in the room and, walking around this room, made associations with various objects in it, which resembled objects in the hall of the Roman Senate. Speaking in the Senate, he connected sections of his speech with relevant subjects and could talk for hours without hesitation.
Exists the simplest way creating your own exercises to help memory using associations. For this purpose, you should write 20 numbers and randomly associate them with certain persons or objects (similar to the training for memorizing logically unrelated text described here) according to the verbal-numerical memorization system. This exercise should be followed by another similar one, thereby increasing the mnemonic abilities of the brain. This method can develop phenomenal memory.
Remembering faces.
We often complain that we have trouble remembering faces. We sometimes feel uncomfortable in front of old acquaintances, because we cannot remember where and when we communicated with them, and in general, who they are.
To remember a face, you need to look at it carefully, paying attention to the shape, features(objects) that are rarely found in other people.
Remembering names.
The first condition for remembering a name is that it must be pronounced loudly and clearly. It should be repeated once or twice in order to commit it to memory. Some people use the method of associating a name with the visual image of the person to whom it belongs, with its characteristic features, and so on.
Exercises for memory training.
Recognition of figures, or how to test your memory.
Target. Study of the processes of perception and recognition in children and adults.
Description. The experimenter presents the subject with a table depicting 9 figures (Fig. 1) and asks him to carefully examine and remember these figures for 10 seconds. After which the subject is shown a second table, with a large number of figures (Fig. 2). The subject must find among them the figures from the first table.
First instructions.“Now I will show you images of figures. You have 10 seconds to try to remember as much as possible large quantity figures."
Second instruction.“In the next picture, among the drawn figures, you must choose those that you saw in the first case.”
Processing the results. The experimenter notes and counts the number of correctly and incorrectly recognized figures. The level of recognition (E) is calculated using the formula:
where M is the number of correctly recognized figures,
N is the number of incorrectly recognized figures.
The most optimal level of recognition is equal to one, therefore, the closer the test subject’s results are to one, the better his processes of recognizing visual material function. In a similar way, you can study the processes of recognition of other material - alphabetic, digital, verbal.
Methodology for studying short-term memory, or how to select the necessary information.
Target. Determination of the volume of short-term visual memory.
Description. The subject must remember and then reproduce the maximum number of numbers from the table presented to him.
Instructions.“Now you will be presented with a table with numbers. You should try to memorize and then write down as many numbers as possible in 20 seconds. Attention, let's start!
Grade. Based on the number of correctly reproduced numbers, short-term visual memory is assessed. The maximum amount of information that can be stored in short-term memory is 10 units of material. Average level: 6 - 7 units.
The “Random Memory” technique, or how to remember a lot in a short time.
Target. Study of working memory (for adult subjects).
Instructions.“Now I will tell you five numbers. Your task is to try to remember them, then mentally add the first number with the second, and write down the resulting amount; add the second number with the third, write down the sum and the fourth with the fifth, write down the sum again. Thus, you should have received and recorded four amounts. Time for calculations is 15 seconds. After which I read out the next series of numbers. Any questions? Be careful, the numbers are only read once."
Number series.
a) 5, 2, 7, 1, 4 | e) 4, 2, 3, 1, 5 |
b) 3, 5, 4, 2, 5 | g) 3, 1, 5, 2, 6 |
c) 7, 1, 4, 3, 2 | h) 2, 3, 6, 1, 4 |
d) 2, 6, 2, 5, 3 | i) 5, 2, 6, 3, 2 |
e) 4, 4, 6, 1, 7 | j) 3, 1, 5, 2, 7 |
Data processing. The number of correctly found sums is counted. Their maximum number is 40. The norm for an adult is 30 and above.
The “Imaginative Memory” technique, or how to distinguish an object from its image.
Target. Study of short-term figurative memory.
Description. An image (image of an object, geometric figure, symbol). The subject is asked to remember the maximum number of images from the presented table in 20 seconds (Fig. 3). Then, within one minute, he must reproduce what he remembers (write it down or draw it).
Instructions.“Now I will show you a table with pictures. Try to remember as much of what you drew as possible. After I put the table away, write down or sketch everything you remember. The time for presenting the table is 20 seconds.”
Grade. The number of correctly reproduced images is counted. Normally there are 6 or more correct answers.
General terms successful memorization.
1. When the material is interesting for the rememberer.
2. When the memorizer already has a large amount of knowledge in the area to which the memorized material relates.
3. When the memorizer has formed an attitude towards duration, completeness and strength of memorization.
4. When the material is meaningful, extremely clear, and subject to classification.
5. When memorizing material up to 1000 words (i.e. 3-4 pages of a book of normal size), it is carefully read once or twice, breaking it down into semantic fragments and then reproduced through active and peeping repetitions.
6. When the number of such repetitions is 50% greater than the number required for the first error-free reproduction. (With average memory, a person can accurately reproduce 7-9 words immediately, 12 words after 17 repetitions, 24 words after 40 repetitions).
7. When a pause of 24 hours is introduced between individual repetitions.
8. When the learning process, divided into segments of 45-60 minutes, is interrupted by rest pauses of 10-15 minutes.
Tips for developing memory (primarily mechanical).
1. “Not in a row.” The scientific name here is: “the law of distribution of repetitions in time.” The essence: the number of repetitions necessary for complete assimilation of the material decreases if you do not strive to remember everything in one sitting. The more repetitions needed, that is, the more The larger the portion of memorized material, the greater the difference between the required repetitions “in one sitting” and in several.
2. It is necessary to systematically alternate passive perception of the memorized material with active attempts to remember with a psychological attitude towards memorization. Go to this new system Memorization will require an average of 4-5 months, but will be completely worth it.
3. If possible, use mnemonic techniques (that is, not related to the content of what is being remembered) as often as possible. For example: “Every hunter wants to know where the pheasants are sitting.” There is one difficulty here: there is no recipe for how to compose such sayings and hints yourself, and you cannot stock up on ready-made techniques for all occasions. But they are not difficult to invent for a person familiar with the individual characteristics of his memory. You need to remember and be guided by the general rule of any mental work - to rest through a change of activities, and not through idleness. And this applies to memory to the fullest.
4.Variety, avoiding monotony in memory work.
It is known that emotionally charged events, primarily negative ones, as well as affects, are poorly forgotten.
Information for memorization is best presented against the background of color, visual and tonal auditory perception.
It is necessary to strive to ensure that all senses, or at least most of them, participate in memorization and reproduction. You need to learn how to create their combination (for example, the number 8 appears to be a plump woman, 87 - a plump woman) woman walking with a mustachioed man, number 5 - smells of lily of the valley, etc.).
It is better to combine memorization in combination with another mechanical activity (walking, knitting, etc.).
If you put yourself into a state of self-hypnosis using auto-training or meditation with mental transformation into another person, memorization occurs faster and more effectively.
Memorization and reproduction in hypnosis occurs more quickly and efficiently.
Sleeping after learning reduces forgetting by about 2 times.
Conclusion.
The importance of memory in human life is enormous: without it, any activity would be impossible. I.M. Sechenov pointed out that “... without memory, our sensations and perceptions, disappearing without a trace as they arise, would leave a person forever in the position of a newborn.”
Memory is a complex mental process consisting of several private processes associated with each other. Memory is necessary for a person - it allows him to accumulate, save and subsequently use personal life experience; it stores knowledge and skills.
The process of memory development in its qualitative originality, without age restrictions, makes it possible to widely use the comparative genetic method in relation to voluntary and involuntary forms of memory. The question of the specifics of memory functions as a property of a person’s personality is still of interest for establishing the conditions for the development of memory at all levels of its functioning.
Currently, a considerable number of different systems and methods of practical influence on human memory have been developed and are used in practice in order to improve it. Some of these methods are based on the regulation of attention, others involve improving the perception of material, others are based on the exercise of imagination, fourth - on the development of a person’s ability to comprehend and structure memorized material, fifth - on the acquisition and active use in the processes of memorization and reproduction of special mnemonic means and techniques and actions. All these methods are ultimately based on the facts of the connection between memory and other mental processes of a person and his practical activities established in scientific research and confirmed by life.
List of used literature:
1. Gamezo M.V., Domashenko I.A. Atlas of psychology. 3rd edition. M.: 1999
2. Luria A. R. Attention and memory. M., 1975.
3. Maxelon Yuzef. Psychology. M.: “Enlightenment”, 1998
4. Nemov R. S. Psychology. M., 1995
5. Kinyakina O. N. Brain 100%. Intelligence. Memory. Creative. Intuition, M. "Eksmo", 2007
6. Hofmann Joachim. Active memory: Experimental research and theory of human memory: Trans. from German/General B.M. Velichkovsky and N.K. Korsakova. – M.: “Progress”, 1986
7. Krylov A.A. General psychology. St. Petersburg, “Peter”, 2000
8. Blonsky P. P. Memory and thinking. M., 1979.
1. Introduction……………………………………………………2
2. Types of memory…………………………………………………………….4
3. Basic processes and mechanisms of memory …………………7
4. Improving memory…………………………………21
5. Memory training…………………………………...…...24
6. Conclusion……………………………………………………………..36
7. List of references………………….........37
