A technique for identifying the level of memory development. Features of the social intelligence of younger schoolchildren brought up in a boarding school

Consider ways to determine the types and indicators of memory.

Description of methods:

Method "Learn the words"

Using this technique, the dynamics of the learning process is determined. The child receives a task in several attempts to memorize and accurately reproduce a series of 12 words: tree, doll, fork, flower, phone, glass, bird, coat, light bulb, picture, person, book.

The sequence is memorized in the following way. After each next listening to it, the child tries to reproduce the entire series. The experimenter notes the number of words that the child remembered and named correctly during this attempt, and again reads out the same row. And so six times in a row, until the results of reproducing a series of six attempts are obtained.

The results of memorizing a number of words are presented on a graph, where the child's successive attempts to reproduce the series are indicated horizontally, and the number of words correctly reproduced by him in each attempt is indicated vertically. (Attachment 1)

Evaluation of results

• 10 points - the child remembered and accurately reproduced all 12 words in 6 or fewer attempts.
• 8-9 points - the child remembered and accurately reproduced 10-11 words in 6 attempts.
• 6-7 points - the child remembered and accurately reproduced 8-9 words in 6 attempts.
• 4-5 points - the child remembered and accurately reproduced 6-7 words in 6 attempts.
• 2-3 points - the child remembered and accurately reproduced 4-5 words in 6 attempts.
• 0-1 points - the child remembered and accurately reproduced no more than 3 words in 6 attempts.

Conclusions about the level of development

• 10 points is very high.
• 8-9 points - high.
• 4-7 points - average.
• 2-3 points - low.
• 0-1 point - very low.

Ready for learning at school are children with high and medium dynamism of the learning process, as well as those whose result, according to the methodology for determining the productivity of the learning process, turned out to be 8 or higher points.

Not quite ready for learning are children whose dynamics of the learning process was assessed as unsatisfactory and the productive activity of the learning process turned out to be at the level of 4 to 7 points.

Completely unprepared for learning in terms of the dynamics of the learning process are children who received an unsatisfactory mark in terms of dynamics and less than 3 points in terms of memorization productivity.

Methodology "Assessment of operational visual memory"

The child's working visual memory and its indicators can be determined using the following procedure. The child consistently, for 15 seconds. each, task cards are supposed to be presented in the form of six differently shaded triangles. (Appendix 1) After viewing the next card, it is removed and instead a matrix is ​​offered that includes 24 different triangles, among which are the six triangles that the child just saw on a separate card. (Attachment 1)

The task is to find and correctly indicate in the matrix all six triangles shown on a separate card.

An indicator of the development of visual operative memory is the quotient of dividing the time for solving a problem in minutes by the number of errors made in the process of solving, plus one. Mistakes are triangles incorrectly indicated in the matrix or those that the child could not find for any reason.

In practice, to obtain this indicator, proceed as follows. For all four cards, the number of triangles correctly found on the matrix is ​​determined, and their total sum is divided by 4. This will be the average number of correctly indicated triangles. This number is then subtracted from 6, and the result is considered as the average number of errors made.

Then the average time of the child's work on the task is determined, which in turn is obtained by dividing the total total time of the child's work on all four cards by 4.

The end time of the child's work on the search for triangles in the general matrix is ​​determined by the experimenter with the help of a question to the child: "Have you already done everything you could?" As soon as the child answers this question in the affirmative and practically stops searching for triangles in the matrix, it is considered that he has completed the work. Dividing the average time the child worked on the search on the matrix of six triangles by the number of errors made allows you to get the desired indicator.

Methodology "Assessing the volume of short-term auditory memory"

The volume of short-term auditory memory of school-age children and children of all subsequent school ages, as well as adults, is assessed using the same methodology that was presented and used to solve a similar problem in a set of standardized psychodiagnostic methods designed to study children of preschool age.

The subject is given instructions. Then a series of words are read out (Appendix 1).

The following set of words is most often used: Forest, Bread, Window, Chair, Water, Horse, Mushroom, Needle, Honey, Fire

At the end of the reading, the words memorized by the subject are recorded in the protocol. Then read the instructions. After fixing the data in the protocol, the experiment is repeated without instructions. The material is presented several times until complete memorization or 5-6 times. Before the next readings of the material, the experimenter simply says: "One more time."

Thus, at each stage of the study, a protocol is filled out. Under each reproduced word in the line that corresponds to the number of the attempt, a cross is placed. If the subject names an "extra" word, it is fixed in the corresponding column. After the end of the repetition of words, the experimenter says to the subject: "In an hour you will call me the same words again." An hour later, at the request of the researcher, the subject reproduces the memorized words without preliminary reading, which are recorded in circles in the protocol.

Conclusions on the level of development of visual and auditory memory of younger students

Due to the fact that the average short-term memory of an adult is 7 plus or minus 2 units, i.e. is in the range from 5 to 9 units, then, using these data and taking into account the fact that at preschool age the average amount of short-term memory of a child is approximately equal to his age in years, by analogy with attention, we can propose the following method for converting absolute indicators of short-term memory into standard indicators on a ten-point scale.

Evaluation of results:

10 points are given to a child with a short-term memory of 8 or more units. This applies to children aged 10-12 years. A similar number of points - 10 - are received by children aged 6 to 9 years, if their short-term memory is 7-8 units.

The short-term memory of a child aged 6 to 9 years is estimated at 8 points, if it is actually equal to 5 or 6 units. A similar number of points - 8 - is given to a child aged 10 to 12 who has a short-term memory of 6-7 units.

• 4 points are given to a 6-9-year-old child with a short-term memory of 3-4 units. The same number of points evaluates the amount of short-term memory of a child at 10-12 years old, if it is equal to 4-5 units.
• 2 points are given to a child of 6-9 years of age if his short-term memory is 1-2 units. A child aged 10 to 12 receives the same number of points in the case when the volume of his short-term memory is 2-3 units.

The memory of a 6-9-year-old child is estimated at 0 points, which has an indicator equal to zero. The same score is given to a 10-12-year-old child with short-term memory; equal to 0-1 unit.

Conclusions about the level of development

Conclusions about the readiness of children of 6-7 years of age to study at school on the basis of estimates of the volume of their short-term memory are made as follows.

Children who have received 10 points are considered to be fully prepared for schooling and having a well-developed short-term memory in terms of volume.

In general, children who have received 8 points according to the described method are considered ready for schooling and having a medium-developed short-term memory in terms of volume.

Not ready enough for learning are children whose short-term memory was estimated at 4 points.

Children with a short-term memory estimated at 2 points are considered not yet ready for learning.

And, finally, children with a 0-th assessment of short-term memory are completely unprepared for schooling.

Methodology "Determining the volume of short-term visual memory"

The child is offered each of the following drawings in turn (Appendix 1). After presenting each part of the drawing, the child receives a stencil frame with a request to draw on it all the lines that he saw and remembered on each part of the drawing. (Appendix 1) Based on the results of two experiments, the average number of lines that he reproduced correctly from memory is established.

A line is considered to be correctly reproduced, the length and orientation of which do not differ much from the length and orientation of the corresponding line in the original drawing (deviation of the beginning and end of the line by no more than one cell, while maintaining its angle of inclination).

The resulting indicator, equal to the number of correctly reproduced lines, is considered as the amount of visual memory.

Methodology "Assessment of operational auditory memory"

The following four sets of words are alternately read to the child with an interval of 1 second. (Attachment 1)

After listening to each of the set of words, the subject, approximately 5 seconds after the end of reading the set, begins to slowly read the next set of 36 words at intervals of 5 seconds between individual words. (Attachment 1)

This set of 36 words randomizes the perceived words from all four listening sets, marked above with Roman numerals. For their better identification, they are underlined in various ways.

Words from the first small set are underlined with a solid single line, words from the second set with a solid double line, words from the third set with a dashed single line, and words from the fourth set with a double dashed line.

The child must hear by ear in the long set those words that were just presented to him in the corresponding small set, confirming the identification of the found word with the statement "yes", and its absence - with the statement "no". The child has 5 seconds to search for each word in a large set. If during this time he could not identify it, then the experimenter reads out the next word and so on.

Evaluation of results:

The indicator of working auditory memory is defined as the quotient of the average time spent on the identification of 6 words in a large set (for this, the total time the child worked on the task is divided by 4), by the average number of errors made in this case plus one. Mistakes are all words that are indicated incorrectly, or words that the child could not find or missed in the allotted time.

Method "16 pictures"

Using this technique, we can estimate the amount of figurative memory.

It is carried out individually. The child is invited to play. "I will show you a table with pictures (Appendix 1). You need to look at them carefully and memorize as much as possible." For 20 sec. The child is presented with a table, then it is removed. "Now draw those pictures that you remember, or name them."

Results processing:

1 - 6 = low 7 - 10 = medium 11 -16 = high

Conclusion: In modern psychological research, memory is considered as a complex mental activity, as one of the cognitive processes, which consists in consolidating, preserving and subsequently reproducing a person's experience. In the structure of memory, the following main processes are distinguished: memorization, preservation, reproduction, recognition and forgetting, we found that the main process of memory is memorization. Having considered the features of the development and formation of memory in younger schoolchildren, we found out that memory during this period has a pronounced cognitive character. Memory is an important component of effective learning at primary school age and therefore purposeful developmental work on mastering mnemonic activity is the most effective during this period.

Thus, after special education, schoolchildren begin to successfully apply techniques and methods for effectively memorizing educational material.

MEMORY DIAGNOSIS METHODS

Human memory is diverse. It is difficult to assess all its types and features at the same time, especially if not only memory is diagnosed, but also other psychological characteristics of a person. In this regard, in the practical psychodiagnostics of memory, one has to limit oneself to only some of its types. In our case, among them are recognition, reproduction and memorization, in particular the volume of short-term visual and auditory memory (vision and hearing are the main human senses), as well as the dynamics of the learning process. The methods described below are intended for the psychodiagnostics of these characteristics of human memory.

When working with students, you need to know the following types of memory and their indicators:

1. short-term visual and auditory, including their volume and ability to retain information in the appropriate types of RAM. Without the presence of a good short-term and operational visual and auditory memory, any information perceived with the help of the main sense organs - educational, labor, social and other, will not fall into long-term memory and be stored there for a long time.

2. mediated memorywhich is characterized by the presence and independent, proactive use by the child of various means of memorizing, storing and reproducing information.

3. It is also important to correctly and accurately assessdynamic features of the process of memorization and recall, including such indicators as the dynamism of memorization and its productivity, the number of repetitions necessary for the unmistakable recall of a certain set of information units.

Let us consider the methods for determining all these types and indicators of memory in order, but first we will make the following remark, which must be taken into account in the process of psychodiagnostics of memory.

The memory of a child of primary school age, as well as his attention, should not be assessed as a whole, but differentially, according to individual indicators, and for each of them an independent conclusion should be made about the child's memory. As for the general conclusions about the state of the child's mnemonic processes, they have a conditional value and only in general characterize the degree to which his memory is developed.

If most of the individual indicators related to particular types of memory are relatively high, and the rest are at an average level, then this does not allow us to judge with sufficient certainty that the child's memory is good or average. Those types of memory that were not studied in this case may turn out to be different and just those that are important in certain types of activity. So it would be more correct if, in conclusions about the state of the child's memory, we rely more on private indicators.

Technique 1. "Recognize the figures"(Appendix No. 1)

This technique is for learning. This type of memory appears and develops in children in ontogenesis one of the first. The formation of other types of memory, including memorization, preservation and reproduction, significantly depends on the development of this type.

In the methodology, children are offered pictures depicted on rice. one , accompanied by the following instructions:

“There are 5 pictures in front of you, arranged in rows. The picture on the left is separated from the rest by a double vertical bar and looks like one of the four pictures in a row to its right. It is necessary to find and point to a similar picture as soon as possible.

First, for a test, the child is offered to solve this problem in the pictures shown in row number 0, then - after the experimenter is convinced that the child understood everything correctly, they are given the opportunity to solve this problem in pictures with numbers from 1 to 10.

The experiment is carried out until the child solves all 10 tasks, but no more than 1.5 minutes, even if the child has not completed all the tasks by this time.

Evaluation of results

10 points - the child coped with all tasks in less than 45 seconds.

8-9 points - the child coped with all tasks in 45 to 50 seconds.

6-7 points - the child coped with all the proposed tasks within a period of time from 50 to 60 seconds.

4-5 points - the child coped with all tasks in 60 to 70 seconds.

2-3 points - the child solved all the problems in 70 to 80 seconds.

0-1 point - the child solved all the problems, spending more than 80 seconds on it.

Conclusions about the level of development

10 points - very high.

8-9 points - high.

4-7 points - average.

2-3 points - low.

0-1 point - very low.

Technique 2. "Memorize the drawings"(Appendix No. 2)

This technique is designed to determine the amount of short-term visual memory. Children receive the pictures presented on the rice. 2 A . They are given the following instructions:

“There are nine different figures in this picture. Try to remember them and then recognize them in another picture ( rice. 2 B ), which I will show you now. On it, in addition to the nine previously shown images, there are six more that you have not yet seen. Try to recognize and show in the second picture only those images that you saw in the first of the pictures.

The exposure time of the stimulus picture ( rice. 2 A ) is 30 sec. After that, this picture is removed from the child's field of vision and instead of it, he is shown a second picture - rice. 2 B . The experiment continues until the child recognizes all the images, but no longer than 1.5 minutes.

Evaluation of results

10 points - the child recognized in the picture 2 B all nine images shown to him in the picture 2 A in less than 45 seconds.

8-9 points - the child recognized in the picture 2 B 7-8 images in 45 to 55 sec.

6-7 points - the child learned 5-6 images in 55 to 65 seconds.

4-5 points - the child recognized 3-4 images in 65 to 75 seconds.

2-Zballa - the child recognized 1-2 images in 75 to 85 seconds.

0-1 point - the child did not recognize in the picture 2 B no image for 90 seconds or more.

Conclusions about the level of development

10 points - very high.

8-9 points - high.

4-7 points - average.

2-3 points - low.

0-1 point - very low.

Method 3. "Remember the numbers"(Appendix No. 3.4)

This technique is designed to determine the amount of short-term auditory memory of a child. In the task for her, the child receives instructions of the following content:

“Now I will call you the numbers, and you repeat them after me immediately after I say the word “repeat”.”

Next, the experimenter sequentially reads to the child from top to bottom a series of numbers shown in Fig. 3 A , with an interval of 1 sec between the digits. After listening to each row, the child must repeat it after the experimenter. This continues until the child makes a mistake.

If a mistake is made, then the experimenter repeats the adjacent row of numbers on the right (Fig. 3 B ) and consisting of the same number of digits as the one in which the mistake was made, and asks the child to reproduce it. If the child makes a mistake twice in reproducing a series of numbers of the same length, then this part of the psychodiagnostic experiment ends, the length of the previous series is noted, at least once completely and accurately reproduced, and they proceed to reading the series of numbers following in the opposite order - decreasing ( rice. 4 A, B).

In conclusion, the volume of short-term auditory memory of the child is determined, which is numerically equal to half the sum of the maximum number of digits in a row correctly reproduced by the child in the first and second attempts.

Evaluation of results

10 points - the child correctly reproduced an average of 9 digits.

8-9 points - the child accurately reproduced an average of 7-8 digits.

6-7 points - the child was able to accurately reproduce an average of 5-6 digits.

4-5 points - the child on average reproduced 4 numbers.

2-3 points - the child on average reproduced 3 numbers.

0-1 point - the child on average reproduced from 0 to 2 digits.

Conclusions about the level of development

10 points - very high.

8-9 points - high.

4-7 points - average.

2-3 points - low.

0-1 point - very low.

Method 4. "Learn the words"(Appendix No. 5)

Using this technique, the dynamics of the learning process is determined. The child receives a task in several attempts to memorize and accurately reproduce a series of 12 words: tree, doll, fork, flower, phone, glass, bird, coat, light bulb, picture, person, book.

The sequence is memorized in the following way. After each next listening to it, the child tries to reproduce the entire series. The experimenter notes the number of words that the child remembered and named correctly during this attempt, and again reads out the same row. And so six times in a row, until the results of reproducing a series of six attempts are obtained.

The results of memorizing a number of words are presented on a graph ( rice. 5 ), where the child's successive attempts to reproduce a row are indicated horizontally, and the number of words correctly reproduced by him in each attempt is indicated vertically.

Evaluation of results

10 points - the child memorized and accurately reproduced all 12 words in 6 or fewer attempts.

8-9 points - the child memorized and accurately reproduced 10-11 words in 6 attempts.

6-7 points - the child memorized and accurately reproduced 8-9 words in 6 attempts.

4-5 points - the child remembered and accurately reproduced 6-7 words in 6 attempts.

2-3 points - the child remembered and accurately reproduced 4-5 words in 6 attempts.

0-1 point - the child memorized and accurately reproduced no more than 3 words in 6 attempts.

Conclusions about the level of development

10 points - very high.

8-9 points - high.

4-7 points - average.

2-3 points - low.

0-1 point - very low.

Method 5. Determining the amount of short-term visual memory

(Appendices No. 6, 7)

The child is alternately offered each of the following two drawings ( rice. 6 A, B ). After presenting each part of the drawing, A and B, the child receives a stencil frame ( rice. 7 A, B)

with a request to draw on it all the lines that he saw and remembered on each part rice. 6. Based on the results of two experiments, the average number of lines that he reproduced correctly from memory is established.

A line is considered correctly reproduced, the length and orientation of which do not differ much from the length and orientation of the corresponding line in the original drawing (deviation of the beginning and end of the line by no more than one cell, while maintaining its angle of inclination).

The resulting indicator, equal to the number of correctly reproduced lines, is considered as the amount of visual memory.

Method 6. Assessment of working visual memory(Appendices No. 8, 9)

This type of memory is characterized by how long a person can store and use in the process of solving a problem the information that is necessary to find the right solution. The retention time of information in RAM is its main indicator. As an additional characteristic of RAM, one can use the number of errors made by the child during the solution of the problem (meaning such errors that are associated with the failure to store in memory the information necessary for solving the problem).

The child's working visual memory and its indicators can be determined using the following procedure. The child consistently, for 15 seconds. each, task cards are offered, presented in the form of six differently shaded triangles on rice. eight . After viewing the next card, it is removed and a matrix is ​​offered instead of it, including 24 different triangles ( rice. 9 ), among which are the six triangles that the child has just seen on a separate card. The task is to find and correctly indicate in the matrix all six triangles shown on a separate card.

An indicator of the development of visual operative memory is the quotient of dividing the time for solving a problem in minutes by the number of errors made in the process of solving, plus one.

Mistakes are triangles incorrectly indicated in the matrix or those that the child could not find for any reason.

In practice, to obtain this indicator, proceed as follows. For all four cards, the number of triangles correctly found on the matrix is ​​determined and their total sum is divided by 4. This will be the average number of correctly indicated triangles. This number is then subtracted from 6, and the result is considered as the average number of errors made.

Then the average time of the child's work on the task is determined, which in turn is obtained by dividing the total total time of the child's work on all four cards by 4.

The end time of the child's work on the search for triangles in the general matrix is ​​determined by the experimenter with the help of a question to the child: "Have you already done everything you could?" As soon as the child answers this question in the affirmative and practically stops searching for triangles in the matrix, it is considered that he has completed his work. Dividing the average time the child worked on the search on the matrix of six triangles by the number of errors made finally allows us to obtain the desired indicator.

In order to speed up the process of obtaining information about whether the child correctly or incorrectly found the necessary triangles in the matrix, it is recommended to use their identification by numbers that are in the lower left corner under each of the triangles in the matrix on rice. 9 . So, for example, the first set of six triangles (the set number is indicated by a Roman numeral located below it on rice. eight ) in the matrix there correspond triangles with the following numbers: 1, 3,8,12,14,16; the second set - 2, 7,15,18,19, 21; the third set - 4, 6,10,11,17, 24; the fourth set - 5, 9.13, 20, 22, 23.

Method 7. Estimation of the volume of short-term auditory memory

The volume of short-term auditory memory of children of primary school age and children of all subsequent school ages, as well as adults, is assessed using the same methodology that was presented and used to solve a similar problem in a set of standardized psychodiagnostic methods.

Conclusions on the level of development of visual and auditory memory of younger students

Evaluation of results

10 points receives a child with a short-term memory of 8 or more units. This applies to children aged 10-12 years. Similar quantity points - 10 - receive children aged 6 to 9 years, if their short-term memory is 7-8 units.

At 8 points the amount of short-term memory of a child aged 6 to 9 years is estimated if it is actually equal to 5 or 6 units. Same amount points - 8 - receives a child aged 10 to 12 years, having a short-term memory of 6-7 units.

4 points receives a 6-9-year-old child with a short-term memory of 3-4 units. The same number of points evaluates the amount of short-term memory of a child at 10-12 years old, if it is equal to 4-5 units.

2 points is given to a child of 6-9 years of age if his short-term memory is 1-2 units. A child aged 10 to 12 receives the same number of points in the case when the volume of his short-term memory is 2-3 units.

At 0 points the memory of a 6-9-year-old child is evaluated, which has an indicator equal to zero. The same score is given to a 10-12-year-old child with short-term memory; equal to 0-1 unit.

Method 8. Assessment of working auditory memory

This type of memory is checked in a way close to the previously described. The following four sets of words are alternately read to the child with an interval of 1 second:

I II III IV
month carpet fork school
tree glass sofa man
jump swim joke sleep
yellow heavy bold red
doll book coat notebook
bag apple phone flower

After listening to each of the sets of words, the subject, approximately 5 seconds after the end of reading the set, begins to slowly read the next set of 36 words at intervals of 5 seconds between individual words:

Glass, school, fork, button, carpet, month, chair,

man, sofa , cow, tv, tree, bird,

sleep, dare, joke, red , swan, picture,

heavy, swim, ball, yellow, house, jump,

notebook , coat - book , flower , phone , apple ,

doll , bag , horse, lie down, elephant.

This set of 36 words randomizes the perceived words from all four listening sets, marked above with Roman numerals. For their better identification, they are underlined in different ways, and each set of 6 words has its own way of underlining. Thus, words from the first small set are underlined with a solid single line, words from the second set are underlined with a solid double line, words from the third set are underlined with a dotted single line, and finally words from the fourth set are underlined with a double wavy line.

The child must hear by ear in the long set those words that were just presented to him in the corresponding small set, confirming the identification of the found word with the statement "yes", and its absence - with the statement "no". The child has 5 seconds to search for each word in a large set. If during this time he could not identify it, then the experimenter reads out the next word and so on.

Evaluation of results

The indicator of working auditory memory is defined as the quotient of the average time spent on the identification of 6 words in a large set (for this, the total time the child worked on the task is divided by 4), by the average number of errors made in this case plus one. Mistakes are all words that are indicated incorrectly, or words that the child could not find in the allotted time, i.e. missed.

Comment . This technique does not have standardized indicators, therefore, conclusions about the level of development of a child's memory based on it, as well as on the basis of a similar technique for assessing visual working memory, which was described earlier, are not made. These methods can only be compared between different children and the same children when they are re-examined, making relative conclusions about how the memory of one child differs from the memory of another child, or about what changes have occurred in the memory of this child over time. child.

Technique 9. Diagnostics of mediated memory

The material necessary for the technique is a sheet of paper and a pen. Before starting the examination, the child is told the following words:

“Now I will call you different words and sentences and then pause. During this pause, you will have to draw or write something on a piece of paper that will allow you to remember and then easily recall the words that I said. Try to make drawings or notes as quickly as possible, otherwise we will not have time to complete the entire task. There are quite a lot of words and expressions that need to be remembered.

The following words and expressions are read to the child one by one:

House. Stick. Wood. Jump high. The sun is shining. Cheerful person. Children play ball. The clock is standing. The boat floats on the river. The cat eats fish.

After reading each word or phrase to the child, the experimenter pauses for 20 seconds. At this time, the child should have time to draw on the sheet of paper given to him something that will later allow him to remember the necessary words and expressions. If in the allotted time the child did not have time to do

write or drawing, then the experimenter interrupts it and reads out the next word or expression.

As soon as the experiment is over, the psychologist asks the child, using the drawings or notes he has made, to recall the words and expressions that were read to him.

Evaluation of results

For each word or phrase correctly reproduced according to their own drawing or recording, the child receives 1 point . Correctly reproduced are not only those words and phrases that are literally restored from memory, but also those that are conveyed in other words, but exactly in meaning. Approximately correct reproduction is estimated at 0.5 points, and incorrect - 0 points.

The maximum overall score that a child can receive in this technique is equal to

10 points . The child will receive such an assessment when he correctly remembers all the words and expressions without exception. Minimum possible score - 0 points . It corresponds to the case if the child could not remember a single word from his drawings and notes or did not make a drawing or note for a single word.

Conclusions about the level of development

10 points - very highly developed mediated auditory memory.

8-9 points - highly developed mediated auditory memory.

4-7 points - moderately developed mediated auditory memory.

2-3 points - Poorly developed mediated auditory memory.

0-1 point - Poorly developed mediated auditory memory.

Method 10. Characterization of the dynamic features of the memorization process

The child is offered a series of ten simple words to memorize them by repeatedly repeating this series.

After each next repetition, the number of words from the series is determined, which the child was able to accurately reproduce after this repetition.

For memorization, the child is offered a choice of one of the following sets of words:

1. Home, desk, white, good, pear, chalk, strong, cup, candle, table.

2. Cat, pen, blue, bad, apple, gender, weak, fork, lamp, pencil.

3. Doll, spoon, red, car, high, brush, mother, book, chicken.

4. Dog, window, flower, low carpet, envelope, sky, letter, dream.

5. Clock, wind, fish, star, elephant, candy, paper, chair, rope.

Comment . When diagnosing the dynamic features of the memorization process in children studying in different grades of elementary school and entering school, different sets of words should be used so that the effect of the previous memorization of a series does not affect.

Rice. 10 Dynamic features of the process of memorizing a number of words

The number of repeated presentations of a row and subsequent attempts to reproduce it in this technique is limited to six. With each playback attempt, the number of correctly reproduced words is correlated, and the resulting data is presented in the form of a learning graph.

Based on the analysis of the learning curve presented in this graph, the following two indicators of learning dynamics are determined:

1. Dynamic learning.

2. The productivity of memorization.

The dynamism of the learning process is determined by the nature of the curve. If this curve smoothly rises from repetition to repetition (solid version of the curve on rice. ten ), then the learning process is considered quite dynamic. If the results do not worsen from repetition to repetition, remaining at the same level (dotted version of the curve in Fig. 10), then the learning process is characterized as medium dynamic. Finally, if from repetition to repetition the results sometimes improve, then worsen (dotted version of the curve on rice. ten ), this indicates a non-dynamic learning process.

Evaluation of results

In accordance with the data obtained on the dynamics of the learning process, the child receives one of three ratings on the following scale:

Quite a dynamic learning process - excellent. The average dynamic learning process is satisfactory. A non-dynamic learning process is unsatisfactory. The productivity of the learning process is assessed differently, in points using the following scale:

10 points - the child was able to memorize and accurately reproduce all ten words, spending less than six repetitions on this, i.e. no more than five.

8-9 points - the child managed to reproduce all 10 words in exactly six repetitions.

6-7 points - for six repetitions of a row, the child managed to correctly reproduce from 7 to 9 words.

4-5 points - for six repetitions of a row, the child managed to correctly reproduce 4-6 words.

2-3 points - for six repetitions of a row, the child managed to correctly remember only 2-3 words.

0-1 point - for six repetitions, the child managed to reproduce only 1 word or did not remember a single one.

__________________________________________________________________________

Introduction

1.2 Basic theories of memory

Conclusions on the 1st chapter

Conclusions on the 2nd chapter

Conclusion

Bibliography

Application

Introduction

Primary school age is the pinnacle of childhood. The child retains many childish qualities - frivolity, naivety, looking at an adult from the bottom up. But he is already beginning to lose his childish spontaneity in behavior, he has a different logic of thinking. The leading activity of children of primary school age is educational activity. Learning for a child is a significant activity. At school, he acquires not only new knowledge and skills, but also a certain social status. The interests, values ​​of the child, the whole way of his life are changing.

The relevance of the work.To date, there is a problem of developing the memory of younger students. memory is the most important defining characteristic of the mental life of an individual. No actual action is mentally outside the process of memory, because the flow of any, even the most elementary, mental act necessarily presupposes the retention of each of its given elements for "linking" with the subsequent ones.

Memory is one of the most important mental cognitive functions, the level of development of which determines the productivity of assimilation of various information, both by a child and an adult.

The development of memory is influenced by other processes and personality traits: motivation and emotions, will and sociability, interests, self-control and especially thinking, which is extremely important for the effectiveness of the memory of a developing child.

Object of study:memory of children of primary school age.

Subject of study:features of memory development in younger students.

Objective:to identify the characteristic features of memory development in children of primary school age.

Work tasks:

1. To study the problem of memory in the psychological and pedagogical literature.

Analyze the main theories of memory.

Consider the features of the development and formation of memory in children of primary school age in the learning process.

Conduct a Pilot Study children's memoryprimary school age.

Research hypothesis:We assume that the development of memory is directly related to the conditions of education and training. The memory indicators of younger students studying in classes with in-depth study are higher than the memory indicators of younger students studying in the traditional form of education.

Research methods:analysis of psychological and pedagogical literature, observation, experiment, statistical method.

Theoretical basis of the study:works by B.G. Ananyeva, P.P. Blonsky, L.S. Vygotsky, L.V. Zankov, P.I. Zinchenko, A.N. Leontiev, A.R. Luria, S.L. Rubinstein, N.A. Rybnikova, A.A. Smirnova, B.M. Teplov and others.

Empirical base of research:this study was conducted in secondary school No. 57 in Moscow. The study sample consisted of 20 junior schoolchildren aged 9-10 years.

Work structure.Course work consists of a table of contents, introduction, two chapters, conclusions for each chapter, conclusion and list of references.

memory primary school age

1. Theoretical foundations of the study of memory in primary school age

1.1 The problem of memory in the psychological and pedagogical literature

Memory- one of the most important mental cognitive functions, the level of development of which determines the productivity of assimilation of various information, both by a child and an adult.

At the same time, other processes and personality traits influence the development of memory: motivation and emotions, will and sociability, interests, self-control and especially thinking, which is extremely important for the effectiveness of the memory of a developing child (B.G. Ananiev, P.P. Blonsky, L. S. Vygotsky, L. V. Zankov, P. I. Zinchenko, A. N. Leontiev, A. R. Luria, S. L. Rubinstein, N. A. Rybnikov, A. A. Smirnov, BM Teplov and their students).

Domestic psychologists in different years have received interesting factual material on the development of meaningful memorization in children, as well as on their teaching of individual complex techniques (semantic correlation, classification, semantic grouping of coherent text, visual modeling), which in one way or another contributes to increasing memory productivity.

All psychologists emphasize the active principle in the processes of children's memory, the leading role of the semantic processing of information:

memory can be controlled already at a relatively early stage of ontogeny;

memory can be developed depending on the use of certain means.

However, the features of the development of the imagination of children of different ages in the process of the formation of cultural memory, as shown by the analysis of domestic and foreign studies, have not yet been the subject of a special study.

In working with children on the development of memory, perception and retelling of literary texts, experts recommend using such a special methodological technique as posing individual questions or groups of questions in the form of a plan, which, first of all, activates the mental and mnemonic activity of schoolchildren (A.M. Borodich , R. I. Gabova, L. R. Golubeva, A. P. Ivanenko, N. A. Orlanova, F. A. Sokhin, L. P. Fedorenko, etc.).

Experts have proven that drawing up a plan, or semantic grouping, is one of the effective methods that provide a high degree of comprehension of a coherent text.

Two books by M.S. Rogovin: the first one was published in 1966 by the Higher School publishing house under the title "Philosophical problems of the theory of memory", the second (significantly revised version of the first one) - in 1976 by the same publishing house under the title "Problems of the theory of memory".

As M.S. Rogovin, for a superficial glance, memory is something simple and understandable. It is assumed that any impression leaves behind some trace, which persists for a more or less long time. This is the essence of memory.

At the physiological level, this process is interpreted as a certain change in the work of nerve cells under the influence of previous stimuli. A similar view of M.S. Rogovin designates as the thesis about the naturalness (self-evidence) of memory. But what is self-evident, upon closer examination, turns out to be something incomprehensible. And all further analysis convincingly confirms the validity of this statement.

The first fundamental conclusion that follows from the scientific analysis of the essence of memory is that we are dealing with a very complex and multifaceted phenomenon. It turns out that memory should be understood not as a single ability to preserve and reproduce previous impressions, but as a set of mechanisms of various kinds. For example, individual differences in this area concern not only the speed and strength of memorization, but also the relative ease of perception and retention of certain material, as well as preferences given to one or another method of memorization. The same is evidenced by the diverse manifestations of memory impairment - amnesia. This implies the fundamental possibility of dismembering this complex phenomenon for a variety of reasons.

There are motor and sensory memory, figurative and verbal, mechanical and logical memory. If we consider memory as a process, then we can single out separate aspects of this process - fixation, preservation, forgetting, reproduction. Memorization itself can be involuntary or arbitrary, short-term or long-term. Reproduction can be direct (immediate) or indirect (mediated by associations). In turn, direct reproduction can be the result of repeated perception (recognition) or arise spontaneously (reminiscence). Thus, memory turns out to be a mental function that is very complex in its structure. In addition, it is intimately connected with other cognitive processes (perception, attention, thinking, speech) and with the general mental organization and orientation of the personality.

An essential aspect of the study of the problem of memory is the study of those brain mechanisms that ensure the preservation of past impressions. Throughout the 20th century, many studies of this kind were carried out both in animals and in humans. They show that, first, there is no brain "memory center". Violations of this function are observed in lesions of different brain structures, but the vastness of the lesion is more significant than its specific localization. Such facts are in good agreement with the conclusion of psychologists that memory is not a separate ability; it is closely connected with other aspects of cognitive activity.

Secondly, it has been proven that with the help of electrical stimulation of certain parts of the cerebral cortex (temporal lobes of the dominant hemisphere), it is possible to artificially evoke visual and auditory images of the past, which W. Penfield called "outbursts of the experienced."

Modern neurophysiology has put forward interesting hypotheses regarding possible mechanisms for fixing memory traces. However, so far not a single particular question about the "traces" of memory - their localization, structure, strength, methods of actualization, etc. - There are no unified and firmly substantiated ideas. Despite the exceptionally subtle research carried out, there is still much more unknown and incomprehensible in this area than unequivocally proven. Having stated that modern neurophysiology, while reporting some curious facts about the functioning of brain mechanisms for processing information about the external world, does not bring us too close to understanding the essence of memory as a cognitive process, M.S. Rogovin returns to the psychological aspect of the problem. Here he distinguishes between analytical and synthetic approaches. The first consists in an attempt to isolate the main elements of memory, and the second is aimed at determining the place of this cognitive process in the general structure of a person's mental life.

As the basic elements of memory, the old psychology called associations, i.e. links between individual representations. Indeed, our memory is largely built on connections. The laws of associations were first deduced by Aristotle, who sees their reason in the existence of similarities and differences between objects and grouped them according to the predominant sensory modality. Later, external associations (by similarity and contrast, as well as by coincidence in time and space) were supplemented with internal associations (by generic and causal relationships). Associations of the first type form the basis of sensory memory, associations of the second type form the basis of the memory of ideas.

Associationism, which until the 19th century was the main trend in philosophical psychology, largely determined the development of modern experimental psychology. The pioneer of the experimental study of memory, G. Ebbinghaus, used the principle of associations to explain the speed of learning by heart and forgetting what was learned. The same principle formed the basis of the explanatory schemes used by behaviorists (stimulus-response connections) and physiologists of the school of I.M. Sechenov and I.P. Pavlova (conditioned reflex). Although associationism as a universal concept was later ruthlessly criticized by representatives of other areas, such as Gestalt psychology, the prominent role of associations in the organization of the human psyche is beyond doubt. Behind the habitual forms of behavior, behind the acts of speech formalized according to the laws of language and logic, a special scientific analysis reveals a powerful layer of associations - mental formations that serve as raw material and dynamic background for them.

If associations are those elementary structures that form the "foundation" of memory, then memory itself is included in the general structure of the psyche, which is usually denoted by the concept of "personality". The synthetic approach draws attention to the second aspect, which is no less important for understanding the nature of human memory than the study of the process of forming associations. For example, W. Wundt believed that associations as such are directed by apperception, i.e. an act of will that puts them in a certain relation to each other. Representatives of the Würzburg school noted the importance of such intentional moments as "intention", "concentration", "motive" for the organization of associative processes. Gestaltists pointed to the role of structuring the material for its successful memorization.

In the same vein, the concept of F. Bartlett developed, for whom the memory of an adult is the result of the joint work of the senses, constructive imagination and constructive thought. Each memory is included in a larger scheme, so that it ceases to be a simple copy of the initial impression, but necessarily includes an element of generalization based on past experience.

Memories are not so much a reproduction as a reconstruction of the past. Figuratively speaking, Bartlett "throws a bridge" from memory to imagination. The difference here, in his opinion, is only in the degree of transformation of the source material.

Another point that was outlined in Bartlett's concept, but was developed in more detail in the works of French (P. Janet, L. Levy-Bruhl, M. Halbwachs) and Russian (L.S. Vygotsky, A.R. Luria, A. N. Leontiev) psychologists, this is an indication of the role of social factors in the process of memorization.

Upon closer analysis, the development of human memory turns out to be closely connected with the emergence of abstract-logical thinking and with the use of special mnemonic means (artificial signs). Sign systems (in particular, writing) act as a means of mastering one's own behavior, which is a turning point in the history of the spiritual development of mankind.

In addition, social life sets certain frameworks (coordinate systems) within which only the counting of the events of the life of each individual is possible. Therefore, any memory of a particular event contains, in addition to an image localized in a certain place and time, those general ideas that reflect our personal experience or the experience of our immediate social environment.

This is the essence and specificity of human memory. According to the correct remark of P. Janet, real memory arises only with the use of language, because only then does the possibility of description appear, that is, the transformation of the absent into the present.

A systematic review of various views on the nature and mechanisms of memory is given by M.S. Rogovin to formulate the principles of a structural-level concept designed to integrate diverse facts related to the functioning of this complex cognitive complex.

All this structure is the result of a long phylogenetic and ontogenetic development, during which historically newer formations seem to be built on top of the older ones, including them in themselves and rebuilding them qualitatively.

For example, arbitrary memorization necessarily implies a special organization of one's own activity (the division of material, the distribution of repetitions), aimed at memorizing some content for the purpose of its subsequent reproduction. In this sense, it differs significantly from involuntary memorization, which is a kind of by-product of any activity.

Arbitrary memorization does not at all cancel the involuntary, but only organizes and directs it in a special way. Verbal-logical memory, in comparison with figurative memory, turns out to be a more effective (in terms of subsequent storage) way of encoding information that was originally given in a visual form. Language and other sign systems in this sense can be considered as ready-made means (tools) of memorization.

The structural-level concept of the psyche in itself is not an invention of M.S. Rogovin. Its foundations were laid by the outstanding English neurologist X. Jackson and his student G. Head.

Developing the evolutionary ideas of Ch. Darwin and G. Spencer, Jackson considered the functions of the central nervous system as the result of a gradual complication, ascent to a higher level. In the case of pathology, the reverse process occurs, which Jackson calls dissociation. Jackson's theory at one time found a wide response in French psychology. Its influence is especially noticeable in the works of T. Ribot and P. Janet.

In particular, Ribot in the well-known book "Memory in its normal and diseased state" formulates the so-called law of the reverse development of this function, according to which genetically later formations suffer first of all - verbal-logical memory and the ability of arbitrary memorization and recall. Impressions of the distant past and motor skills (memory-habit) are quite stable in this respect.

This applies both to the entire historical development of human cognition and to the individual development of memory in childhood. At the lower levels of functioning, memorization is carried out under the influence of external factors and relies on the natural ability of any living organism to record biologically significant or frequently repeated impressions.

At the level of voluntary and conscious regulation of activity, memorization takes the form of purposeful memorization. At the same time, inner speech becomes the main tool for organizing one's own behavior. So, it is the structural-level concept that seems to be the most adequate for revealing the nature of memory.

1.2 Basic theories of memory

In recent years, there has been a rapid growth in the number of scientific papers devoted to the general theory of memory. The systemic unity and conventionality of distinguishing between memory, information and sign systems became obvious, which determined new requirements for their study.

retrospectively,

In modern studies, memory is acquiring an ever greater ontological status and is already associated, first of all, with relevantsystem processes, which in themselves may not look like memory in the usual sense for us.

Memory is increasingly viewed as actual and continuous processes of self-reproduction and self-translation of systems,for outside these processes, memory does not exist, as well as these processes themselves, due to the dynamic and information-conditioned nature of biological and social systems.

The close relationship between sign systems and memory has been overlooked for a long time, but their joint study in the framework of interdisciplinary research has also shown the insufficiency of widespread "autonomous" approaches to the study of signs and sign systems. Like memory, various types of sign systems are mainly considered "statically", as objective means of replacing some autonomous subject or semantic content that exist relatively independently of the activities of subjects. Biological and social systems preserve and transmit themselves through their actual functioning, through "living semiosis" that conditions and is conditioned by memory. In this regard, these processes must be considered both as determined by memory and sign systems, and as defining and implementing them in such a way that the sign, information and actual system processes become distinguishable only conditionally.

Systematic studies of memory and awareness of the need to create a general theory of memory were induced not only by its biological research, but also by the "boom" in the study of social (cultural, collective, historical) memory, which occurred and continues to occur in the 1990s and early 2000s.

Works in the field of social memory have shown that its simple understanding as a material imprint (imprints) or a system of material carriers of information relating to the past is not enough. Social memory must be considered as a process both from the side of its creation, and from the side of its translation, reproduction and actual functioning in the form of the social system itself.

The study of social memory is largely independent of biological research, but in recent years there has been a growing body of work that combines biological and social concepts of memory into a single, usually evolutionary, theory.

At the present stage, the theory and methodology of interdisciplinary memory research is still under active development. In the process of solving this problem, it is necessary to avoid various forms of reductionism, including the consideration of biological and social systems as systems based only on memory.

At the same time, the working concept of "memory" makes it possible to reveal new aspects of the study of complex systems, therefore, as a preliminary result, it is necessary to emphasize the following:

The objects of systemic and interdisciplinary research of memory can be considered at least two systems of inheritance: biological and social. These systems must be studied not only as conditions that ensure the reproduction and adaptation of biological and social systems to the environment on the basis of past experience,but also as the foundations and forms of their actual existence.

2. The considered studies of the nature of memory and its evolution show that memory, being a systemic process, exists both at the individual and supra-individual levels.

3. Often in studies, information, sign systems and actual processes are considered as autonomous (hypostatized) realities, as, for example, in the statement "knowledge is transmitted by tradition." or "language contains information.".

Association is understood as a connection between mental phenomena, in which the actualization of one of them entails the appearance of another.E. Muller built a kind of hierarchical system in which categorical representations were under the control of some higher level, which makes decisions about the inhibition or activation of associative links. E. Müller's student A. Yost later described two general laws of memory trace strength dynamics. According to the first of them, "of two associations of equal strength, but of different ages, the older one is forgotten more slowly. The second law is related to the memorization of material: the increment in the strength of the trace caused by new memorization is inversely proportional to the initial strength of the trace."

Another associative memory model was proposed by J. Anderson and G. Bower. Their theory is analyzed in the monograph by E.I. Goroshko "An integrative model of a free associative experiment".

J. Anderson and G. Bower believe that words can be mutually associated only if the concepts corresponding to them are included in the propositions encoded in memory. At the same time, a person's long-term memory is a huge network of intersecting propositional trees, each of which includes a certain set of memory nodes with labeled connections.

In his study “On Memory”, while conducting experiments on memorizing rows of meaningless syllables, he deduced a general rule for the emergence and decay of associations: “If any mental formations ever filled consciousness simultaneously or in close sequence, then subsequently the repetition of some members of this experience will cause representations of the rest of the members, even if their original causes were absent.

This is due to two reasons:

) in any mental phenomenon of a waking person there is nothing that would be completely and completely conscious, since there is always something unconscious in it; at the same time, there is never a completely unconscious in it, since at least some moments are always partially conscious;

) until now, components have not yet been identified in mental phenomena, about which one could confidently say that this component is associated only with consciousness, but this one is only connected with the unconscious. These reasons do not allow us to study the consciousness and the unconscious separately.

1.3 Features of the development and formation of memory of children of primary school age in the learning process

From the moment the child enters school, it begins to mediate the entire system of his relations, and one of its paradoxes is as follows: while social in its meaning, content, and form, this system is at the same time carried out purely individually, and its products are the products of individual assimilation. In the process of educational activity, the child masters the knowledge and skills developed by mankind. The main direction during this period of a child's life is educational activity, and its success largely depends on the level of development of various types of children's memory.

The issues of the development of the memory of younger schoolchildren are devoted to the work of many researchers (Galperin P. Ya, Kolominsky Ya. P., Nemov ES, Panko E. A., Smirnov A. A., Stolyarenko L. D. and others), who formation in theoretical and applied aspect.

Under the influence of learning, younger schoolchildren undergo a restructuring of all their cognitive processes and acquire new qualities. Children are included in new activities for them and systems of interpersonal relations that require them to have new psychological qualities. From the first days of learning, a child needs to maintain increased attention for a long time, be diligent enough, perceive and remember well everything that the teacher says.

The main neoplasm of primary school age is abstract verbal-logical and reasoning thinking, the emergence of which significantly restructures other cognitive processes of children; thus, memory at this age becomes thinking, and perception becomes thinking. Thanks to such thinking, memory and perception, children are subsequently able to successfully master truly scientific concepts and operate with them.

Exploring involuntary memorization, P.I. Zinchenko found that the productivity of involuntary memorization increases if the task offered to the child involves not just passive perception, but active orientation in the material, the performance of mental operations. In addition to involuntary memorization, an important neoplasm appears in the child's psyche - children master mnemonic activity proper, they develop arbitrary memory.

An increase in voluntary memory in children can be achieved through targeted memorization using special techniques, the effectiveness depends on:

· From the goals of memorization (how strongly, for a long time a person wants to remember). If the goal is to learn in order to pass the exam, then soon after the exam a lot will be forgotten, if the goal is to learn for a long time, for future professional activity, then the information is not forgotten much;

· From teaching methods. Learning methods are:

mechanical verbatim multiple repetition - mechanical memory works, a lot of effort, time is spent, and the results are low. Mechanical memory is a memory based on the repetition of material without comprehending it;

logical retelling, which includes logical comprehension of the material, systematization, highlighting the main logical components of information, retelling in your own words - logical memory (semantic) works - a type of memory based on the establishment of semantic connections in the memorized material. Logical memory efficiency is 20 times better than mechanical memory;

figurative memorization techniques (translating information into images, graphs, diagrams, pictures) - figurative memory works. Figurative memory can be of different types: visual, auditory, motor-motor, gustatory, tactile, olfactory, emotional;

mnemonic memorization techniques (special techniques to facilitate memorization).

In studies of the memory of children aged 3-7 years, Z.M. Istomina identified three mnemonic levels of her development:

· the first level is characterized by the absence of singling out the purpose of memorization or recall;

· the second - the presence of this goal, but without the use of any methods aimed at its implementation,

· the third - the presence of a goal to remember or recall and the use of mnemonic methods to achieve this.

Students in the initial period of learning have the second and, to a greater extent, the third level of memory development, while they can quite well highlight the mnemonic goal.

This happens when the child is faced with conditions that require him to actively memorize and recall. Memorization must be motivated by something, and the mnemonic activity itself must lead to the achievement of a result that is significant for the child.

There is a dependence of the isolation of the mnemonic goal on the nature of the activity performed by the child. It turned out that the most favorable conditions for understanding the mnemonic goal and the formation of memorization and recall arise in such life circumstances in which the child must fulfill the instructions of an adult in play activity.

The main indicator of the development of a child's voluntary memory is not only his ability to accept or independently set a mnemonic task for himself, but also to control its implementation, i.e. exercise self-control. In this case, the essence of self-control lies in the ability of a person to correlate, compare the result obtained in the process of performing any activity with a given model in order to timely correct errors and prevent them further.

Primary schoolchildren have the following levels of self-control of children, depending on the completeness of self-report:

the first level is characterized by the fact that they could not exercise self-control at all;

the second level is characterized by the fact that during the second viewing of the pictures they gave an account only of some elements of the series reproduced for the first time;

the third level of self-control development is characterized by the simultaneous fulfillment of a self-report and a mnemonic task.

In general, the possibilities of self-control in the process of memorization at primary school age increase significantly, and most children of this age successfully use self-control both when memorizing visual and verbal material.

Self-control, being an integral part of educational activity, acting in a visual-effective form, stimulates children to master the logical method of memorization and mnemonic activity. By forming this ability in the process of mnemonic activity, the teacher helps the child develop not only memory, but also the arbitrariness of behavior in general.

Self-regulation of behavior is a particular difficulty for children of 6-7 years of age who begin to study at school. The child must sit still during the lesson, not talk, not walk around the classroom, not run around the school during breaks. In other situations, on the contrary, he is required to display unusual, rather complex and subtle motor activity, as, for example, when learning to draw and write.

It is believed that a child who crossed the threshold of school for the first time is characterized by mechanical memory, the ability to memorize only by association. At the same time, they refer to the child's amazing ability to senselessly reproduce some obscure text. Indeed, rote memorization is highly developed in children of this age. However, young children can access not only mechanical memorization, but also elements of the logical one. This type of memory usually manifests itself when remembering content understandable to children.

Conducted by A.A. Smirnov, comparative studies of memory in children of primary and secondary school age led to the following conclusions:

from 6 to 14 years old, children actively develop mechanical memory for units of information that are not logically connected;

Contrary to popular belief about the existence of an advantage of memorizing meaningful material that increases with age, the inverse relationship is actually found: the older a younger student becomes, the less advantage he has of memorizing meaningful material over meaningless. This is probably due to the fact that the exercise of memory under the influence of intensive learning based on memorization leads to a simultaneous improvement in all types of memory in a child, and above all those that are relatively simple and not associated with complex mental work.

The memory of children of primary school age is quite good, and this primarily concerns mechanical memory, which progresses quite quickly during the first three to four years of schooling. The indirect, logical memory lags somewhat behind in its development, since in most cases the child, being busy with learning, work, play and communication, completely manages with mechanical memory.

A six-year-old child often replaces unfamiliar words with more familiar ones, arbitrarily changes the sequence of events in a fairy tale without violating the main logic of presentation, may miss details or add something of his own. This arbitrariness largely depends on his attitude towards the heroes of the work. With a positive attitude, much of the "bad" associated with the hero is forgotten by them, but details are introduced that enhance the positive aspects. The opposite picture is observed with a negative attitude towards the hero.

Learning plays a major role in the development of children's logical memory. The indicators of children who have been trained in the methods of organizing logical connections, the results are 1.5 times higher than in children where these mnemonic methods were not taught.

In the course of special education, children may well master such methods of logical memorization as semantic correlation and semantic grouping, and successfully use them for cosmic purposes.

It is advisable to carry out such training in two stages: at the first stage, the formation of semantic correlation and semantic grouping as mental actions takes place, at the second, the ability to apply these actions in the course of mnemonic activity is formed.

When teaching the mnemonic action of classification, success is achieved if its formation is carried out in accordance with the theory of the gradual formation of mental actions by P.Ya. Galperin:

Stage of practical action. Here, children use material and practical actions - they learn to arrange pictures into groups.

Stage of speech action. After a preliminary acquaintance with the pictures, the child must tell which of them can be attributed to one or another group.

Stage of mental action. At this stage, the distribution of pictures into groups is carried out by the child in his mind, then he names the groups.

When the children have already learned to single out certain groups in the presented material (for example, animals, dishes, clothes, etc.), to attribute each picture to a specific group or general picture, to select individual elements, then they proceed to the formation of the ability to apply grouping for the purpose of memorization.

Thus, a teacher working with children should take into account the possibilities of various types of memory of his pupils and develop them. Accordingly, the teacher must know the methods of developing various types of memory in younger students and apply them individually, depending on the level of their formation in the child.

Conclusions on the 1st chapter

. Memory- one of the most important mental cognitive functions, the level of development of which determines the productivity of assimilation of various information, both by a child and an adult. At the same time, other processes and personality traits influence the development of memory: motivation and emotions, will and sociability, interests, self-control, and especially thinking, which is extremely important for the effectiveness of the memory of a developing child.

In the works of domestic researchers, it was shown that the development of human memory goes in the direction from direct memorization to indirect memorization, based on the use of auxiliary means (mainly language).

2. In recent years, there has been a rapid growth in the number of scientific papers devoted to the general theory of memory. The systemic unity and conventionality of distinguishing between memory, information and sign systems became obvious, which determined new requirements for their study.

The emergence and development of the ideas of the general theory of memory only in recent years is due to the fact that for a long time memory was understood mainly psychologically or historically and was considered only retrospectively,as a kind of "imprint", "trace" of the past, or as a set of sign systems that store information about past events in the present.

For the first time, ideas regarding the preservation, reproduction and forgetting of information were tested in the associative theory of memory. The principle of association has become a key principle in explaining the dynamics of memory processes.

In accordance with the association theory, forgetting the studied material is explained by the disintegration of associations. The most significant contribution to the study of forgetting in the framework of the associative theory was made by G. Ebbinghaus.

The identification of the unconscious in the psyche began since the time of Leibniz, and the beginning of the quantitative registration of human reactions to unconscious stimuli, which is the basis of the scientific study of the unconscious, is associated with the work of Gershuni and his collaborators.

So far, there are no scientifically proven answers to the questions: what is the unconscious, whether there is an unconscious memory, what properties of objects it is formed on, how and where it is formed and functions, how it differs from conscious memory.

3. The issues of the development of the memory of younger schoolchildren are devoted to the work of many researchers (Galperin P. Ya, Kolominsky Ya. P., Nemov ES, Panko E. A., Smirnov A. A., Stolyarenko L. D. and others), who formation in theoretical and applied aspect.

In a child of primary school age (6-7 years old), an involuntary type of memory predominates, in which there is no consciously set goal. During this period, the dependence of the memorization of material on its features such as emotional attractiveness, brightness, sonority, discontinuity of action, movement, contrast, etc. remains. If the objects that the child meets are called, then he remembers them better, which indicates the essential role of the word.

In addition to involuntary memorization, an important neoplasm appears in the child's psyche - children master mnemonic activity proper, they develop arbitrary memory.

2. Experimental study of memory in primary school age

2.1 Organization and research methods

The experimental base was secondary school No. 57 of the city of Moscow. The study involved 10 junior schoolchildren from a class with in-depth study of the Russian languageand literature(first group) and 10 junior schoolchildren studying in the traditional form of education (second group).

The purpose and tasks set determined the course of the study, which was carried out in several stages:

The first stage is a theoretical analysis of the literature on the topic under study.

The second stage is the preparatory stage. At this stage, a sample was formed and diagnostic tools were selected in order to study the memory of younger schoolchildren.

The third stage is experimental. This stage included an experimental study of students of the first and second groups using the methods of 10 words, "Memory for images", "Semantic memory".

The fourth stage is analytical. It is associated with the analysis and processing of the results obtained.

For the study of memory, the technique "Memory for images" was used, designed to study figurative memory (Appendix). The essence of the technique lies in the fact that the subject is exposed to a table with 16 images for 20 seconds. The images must be memorized and reproduced on the form within 1 minute. The child needs to draw or write down (express verbally) those images that they remember. The evaluation of the test results is based on the number of correct reproduction of images. The technique is used in a group and individually. Norm - 6 correct answers and more.

The "10 words" technique was also used to diagnose memory. It is used to diagnose verbal short-term memory. The children were read 10 words with an interval of 4-5 seconds between words. After a ten-second break, the students write down the words they remember. The evaluation of the results was carried out according to the formula: C=a/10, where C is memory, a is the number of correctly reproduced words. For children 8 - 9 years old, 6 words are the normative indicator.

And also for the diagnosis of memory, the technique "Semantic memory" based on understanding was used (Appendix). In the process of semantic memorization, mnemonic supports are created. The connections used for memorization are not independent, but auxiliary in nature, they serve as a means of helping to remember something. The most effective will be mnemonic supports that reflect the main thoughts of any material. Diagnostics takes place in 2 stages. At the 1st stage, pairs of words that have a semantic connection are read out. Then the experimenter reads only the first word of each pair, and the subjects write down the second. If the second word is written correctly, then put "+", and incorrectly "-". At stage 2, pairs of words that do not have a semantic connection are read out.

The results are processed as follows:

Volume of logical memory Volume of mechanical memory Number of words of the 1st stage (a1) Number of memorized words (b1) Coefficient of logical memory Number of words of the 2nd stage (a2) Number of memorized words (b2) Coefficient of logical memory С2=b2/a2С1=b1 /a1

Thus, the norm of logical memory for children 8-9 years old is 10 words out of 15, and mechanical memory is 7 words out of 15.

2.2 Research results and their analysis

The results of the study of memory in younger students are presented in the tables.

Table 1

Indicators of verbal short-term memory according to the "10 words" method in junior schoolchildren of the first and second groups.

Groups of 10 words Average score U - criterion First group 8.90* Second group 5.3

Note:

<0,01

<0,05

Rice. one. Average indicators of verbal short-term memory according to the "10 words" method in junior schoolchildren of the first and second groups.

According to the data given in Table 1, the average indicators of verbal short-term memory according to the "10 words" method in schoolchildren of the second group are lower than those of schoolchildren in the first group.

table 2

Average indicators of figurative memory according to the method "Memory for images" among schoolchildren of the experimental and control groups.

Groups Memory for images Average score U - criterion First group 132 * Second group 8.4

Note:

*significant differences were noted at p<0,01

** Significant differences were noted at p<0,05

Rice. 2. Average indicators of figurative memory according to the method "Memory for images" among schoolchildren of the first and second groups.

According to the data given in Table 2, the average indicators of figurative memory according to the "Memory for images" method in schoolchildren of the second group are lower than those of schoolchildren in the first group.

Table 3

Average indicators of semantic memory according to the method "Semantic memory" among schoolchildren of the first and second groups (stage 1).

GroupsMethodology "Semantic memory" Stage 1Average score U - criterionFirst group 12.20 *Second group 7.5

Note:

*significant differences were noted at p<0,01

** Significant differences were noted at p<0,05

Rice. 3.

According to the data shown in Table 3, the average indicators of logical memory according to the "Semantic Memory" method in schoolchildren of the second group are lower than those of schoolchildren in the first group.

Table 4

Average indicators of semantic memory according to the method "Semantic memory" among schoolchildren of the experimental and control groups (stage 2).

GroupsMethodology "Semantic memory" Stage 2Average scoreU - criterionFirst group5.56*Second group3.1

Note:

*significant differences were noted at p<0,01

** Significant differences were noted at p<0,05

Rice. four. Average indicators of semantic memory according to the method "Semantic memory" among schoolchildren of the first and second groups.

According to the data shown in Table 4, the average indicators of mechanical memory according to the "Semantic Memory" method in schoolchildren of the second group (traditional form of education) are lower than those of schoolchildren in the first group (a class with in-depth study of the Russian language and literature), which is proof of the hypothesis put forward and confirms her.

Conclusions on the 2nd chapter

Thus, the hypothesis put forward that the development of memory is directly related to the conditions of education and training was confirmed.

The memory indicators of younger schoolchildren studying in a class with in-depth study of the Russian language and literature are higher than the memory indicators of younger schoolchildren studying in the traditional form of education.

Memory, being the basis of the entire learning process, is formed and changed throughout a person's life. Under favorable social conditions, the memory of mentally healthy children has a positive trend.

Children without mental retardation took part in this study. But in children of the second group (traditional form of education), memory indicators are much lower.

This indicates that the development of memory is directly related to the conditions of education and training.

The social and mental conditions of raising children are associated with the development of cognitive functions.

To increase memory performance in children, it is necessary to regularly conduct correctional and developmental classes.

Conclusion

Memory is the basis of successful educational and labor activity of every person. In order to actively use memory, it is necessary to teach the child to manage the mechanisms and processes of memory.

In the process of learning, the child himself learns to use his memory, but corrective and developmental activities can improve certain types and mechanisms of memory that are necessary in everyday life.

In the process of the general development of the child, the activity of memory becomes more and more manageable.

With the development of arbitrary memory, the possibilities of independent various activities of the child expand and its more and more active inclusion in various types of communication with adults and peers.

The activity of memory and imagination changes depending on the motives that prompt the child to make an effort: memorization and recall of perceived material, to create a new drawing, composition or retelling.

Imitative and involuntary activity turns into creative activity, which the child learns to control, subordinating it to the accepted task.

Speaking about children's memory, we can say that with the development of the child, memory becomes selective, i.e. the child remembers what interests him better and for a longer period of time, and uses this material in his activities.

Memory is characterized by its plasticity and constant development. Psychologists say that a child's memory is better than that of an adult.

Practice shows that children, although they memorize material easily, reproduce it randomly, since they still do not know how to extract the necessary information under certain conditions. But with age, the child learns to use his memory and even use various techniques for memorization.

Bibliography

1.Aseev V.G. Age-related psychology. - M.: Academy Publishing House, 1994. - 320 p.

2.Vygotsky L.S. Psychology. - M.: Publishing house EKSMO-Press, 2000. - 1008 p.

.Vygotsky L.S. Memory and its development in childhood. - M.: Vlados, 1999. - 234 p.

.Gamezo M.V. Age and pedagogical psychology / M.V. Gamezo, E.A. Petrov. - M.: Pedagogical Society of Russia Publishing House, 2004. - 512 p.

.Children's practical psychology. / Ed. Bogdana N.N. - Vladivostok: VGUES Publishing House, 2003. - 116 p.

.Zenkovsky V.V. Psychology of childhood. - Ekaterinburg: Business Book Publishing House, 1995, - 346 p.

.Krysko V.G. Psychology and pedagogy. - M.: Vlados, 2001. - 378 p.

.Mukhina V.S. Developmental psychology: phenomenology of development, childhood, adolescence. - M.: Academy Publishing House, 2000. - 456 p.

.Nikitina T.B. How to develop a good memory. - M.: AST-PRESS, 2006. - 320 p.

.Obukhova L. Child psychology: Theories, facts, problems. - M.: Academy Publishing House, 1995. - 360 p.

.Rubinshtein S.L. Fundamentals of General Psychology. - St. Petersburg: Peter Publishing House, 2002. - 720 p.

.Smirnov A.A. Age and individual differences in memory. - M.: APN, 1999. - 221 p.

.Smirnova E.O. Psychology of the child: From birth to seven years. - M.: School - press, 1997. - 383 p.

.Stolyarenko L.D. Fundamentals of psychology. - Rostov-on-Don: Phoenix Publishing House, 1997. - 736 p.

.Cold M.A. General questions of psychology. - St. Petersburg: Peter Publishing House, 2002. - 272 p.

Application

Method of memory for images.

Instruction: "You will be presented with a table with images. Your task is to in 20 seconds. memorize as many images as possible. After 20 sec. the table will be removed, and you must draw or write down (express verbally) those images that you remember.

The evaluation of the test results is carried out according to the number of correct reproduction of images. The norm is 6 or more.

Stimulus material:

Methodology "Semantic memory"

Stage one.

Instruction: " Guys, now I will read you a couple of words, your task is to try to remember them. Listen very carefully. After I finish reading the pairs of words, I will read only the first word a second time, and you need to remember and write down the second word.

The psychologist reads out a pair of words for memorization. Children try to memorize them in pairs. Then the experimenter reads only the first word of each pair, and the children try to remember and write down the second. Words must be read slowly.

doll-play

chicken-egg

scissors-cut

hay horse

book-teach

baochka-fly

brush-teeth

Pioneer drum

Snow winter

cock-scream

ink-tead

milk cow

Steam locomotive = go

Pear compote

Lamp-evening.

Second phase.

Instruction: " Guys, now I will read you another 10 pairs of words again, try to remember the second word of each pair in the same way. Be careful!"

In the same way as in the first case, pairs of words are read slowly, and then only the first word of each pair.

beetle chair

Feather-water

Points error

bell-memory

dove father

Lake-tram

Comb-wind

Boiler boots

mother castle

Match Sheep

Grater-sea

sleigh-factory

fire fish

Poplar kissel.

After the experiment, the number of memorized words for each series is compared, and the subjects answer the questions: "Why were the words from the second experiment worse remembered? Did you try to establish a connection between the words?"

Tutoring

Need help learning a topic?

Our experts will advise or provide tutoring services on topics of interest to you.
Submit an application indicating the topic right now to find out about the possibility of obtaining a consultation.

Diagnosis of junior schoolchildren.

• Technique “If you were a wizard. If you had a magic wand"
• Methodology "Flower-Semitsvetik"
• Method "Joys and sorrows" (method of unfinished sentences)
• Methodology "Who to be?"
• Method "My Hero"
• Methodology "Choice"
• Methodology "Scheduling for the week" S.Ya.Rubinshtein modified by V.F.Morgun
• Method "Unfinished sentences" by M. Newtten modified by A. B. Orlov

• Studying the temperament of a schoolchild by observation

The study of self-esteem of younger students.

• Modification of the Dembo-Rubinstein technique

Diagnostics of cognitive processes of younger schoolchildren.

Attention:

• Technique "Studying the switching of attention"
• Evaluation of the stability of attention by the method of correction test
• The study of the features of the distribution of attention (method of T.E. Rybakov)

Memory:

• Technique "Determining the type of memory"
• Methodology "Study of logical and mechanical memory"

Thinking:

• Technique "Simple analogies"
• Method "Exclusion of excess"
• Methodology "Studying the speed of thinking"
• Methodology "Study of self-regulation"

Imagination:

• Technique "Finishing shapes"

Diagnosis and correction of memory of younger students

Methods for diagnosing the memory of younger students

memory junior high school student diagnostics

Methodology. Evaluation of working auditory memory

Child with an interval of 1 second. The following four sets of words are read in turn:

Month carpet fork school

Wood glass sofa man

Jump dust joke sleep

Yellow heavy bold red

doll book coat notebook

bag apple phone flower

After listening to each of the set of words, the subject, approximately 5 seconds after the end of reading the set, begins to slowly read the next set of 36 words with intervals of 5 seconds between individual words:

Glass, school, fork, button, carpet, month, chair,

man, sofa, cow, tv, tree, bird,

sleep, bold, joke, red, swan, picture,

heavy, swim, ball, yellow, house, jump,

notebook, coat, book, flower, phone, apple,

doll, bag, horse, lie down, elephant.

This set of 36 words randomizes the perceived words from all four listening sets, marked above with Roman numerals. For their better identification, they are underlined in different ways, and each set of 6 words has its own way of underlining. Thus, words from the first small set are underlined with a solid single line, words from the second set with a solid double line, words from the third set with a dashed single line, and words from the fourth set with a double dashed line.

The child must hear by ear in the long set those words that were just presented to him in the corresponding small set, confirming the identification of the found word with the statement "yes", and its absence with the statement "no". The child has 5 seconds to search for each word in a large set. If during this time he could not identify him, then the experimenter reads out the following words and so on.

Evaluation of results

The indicator of working auditory memory is defined as the quotient of the average time spent on the identification of 6 words in a large set (for this, the total time the child worked on the task is divided by 4), by the average number of errors made plus one. Mistakes are all words that are indicated incorrectly, or words that the child could not find in the allotted time, i.e. missed.

Comment. This technique does not have standardized indicators, therefore, conclusions about the level of development of a child's memory are not made on its basis. Indicators using this technique can only be compared in different children and in the same children when they are re-examined, making relative conclusions about how the memory of one child differs from the memory of another child, or about what changes have occurred in the memory of this child over time .

Methodology. Determination of the amount of short-term visual memory

The child is alternately offered each of the following two drawings (Fig. 48 A, B). After presenting each part of the drawing, he receives a stencil frame (Fig. 49 A, B) with a request to draw on it all the lines that he saw and remembered on each part of the fig. 48. Based on the results of two experiments, the average number of lines that he reproduced correctly from memory is established.

A line is considered correctly reproduced, the length and orientation of which does not differ much from the length and orientation of the corresponding line in the original drawing (deviation of the beginning and end by no more than one cell, while maintaining its angle of inclination).

The resulting indicator, equal to the number of correctly reproduced lines, is considered as the amount of visual memory.

The relationship of temperament and the level of memory development of younger students

Diagnosis and correction of memory of younger students

Initially, the younger student remembers visual material better: the objects that surround the child and with which he acts, the image of objects, people. The duration of memorization of such material is much higher ...

Diagnostics of cognitive processes and the level of their development at the initial stage of schooling

Methodology and methodology for studying the influence of psychomotor tone on the intellectual development of a child of primary school age

To study the level of intelligence in children of primary school age, there are many methods and tests, such as: Methods for determining the level of mental development of children 7-9 years old. Proposed by E.F. Zambiciavichen...

Mnemic techniques as a means of developing the figurative memory of younger students at the lessons of literary reading

1.1. The Essence, Structure and Content of Figurative Memory in Psychological and Pedagogical Literature For millions of years, man has lived in the wild. Life itself depended on the state of its signal system: sight, hearing, touch, taste, smell...

Determination of the psychological reasons for the failure of junior schoolchildren

Currently, practical psychology has a large number of research methods that allow you to determine the effectiveness of memory in various aspects: depending on the content of the memorized material, storage time ...

Features of short-term memory in children of primary school age with visual impairment

The huge role of memory in various visual impairments is indicated by V.P. Ermakov and G.A. Yakunin (2002). This is due to the fact that the blind and visually impaired must remember as much as the sighted. Blind and visually impaired children, in their opinion...

Peculiarities of mastering the process of reading in junior schoolchildren with STD

In the study of violations in mastering the process of reading in younger schoolchildren, the methods developed by Volkova L.S., Golubeva G.G. were used. Konovalenko V.V., Konovalenko V.S. )