Electroencephalography physical phenomena. Electroencephalography in clinical practice
These are the questions everyone asks sooner or later. And this is understandable, because every day huge flows of information pass through us, and therefore it is not at all surprising that we constantly forget something: either the telephone number of the clinic, or the shopping list, or the bus number, or the birthday of a loved one.
The development of memory is extremely important not only in Everyday life but also in professional activities. After all, we must remember what we need to do, with whom to meet, and for most professions, memory is a very valuable tool. Those who have it above average have an advantage.
Developing memory is not so difficult, and even quite real. In one of the previous articles - How to develop memory, attention and speed reading, I offered multimedia manuals prepared by professional psychologists and containing practical exercises. This article will present the rules, the observance of which will provide the brain with the best working conditions, as well as ways to develop memory.
Memory development. Rules:
The first rule of memory development: Ensure regular sufficient oxygenation of your blood. The blood must carry enough oxygen to provide high activity and working capacity of the brain, and hence a good memory. How to do it? At least one day a week should be spent outdoors. Mental work should be interrupted for small "oxygen" pauses, open the window for 1-2 minutes. It is impossible to work mentally in an unventilated or smoky room. And of course, move more and play sports, physical activity improves general circulation and the brain as well.
The second rule of memory development: Enough sleep. This provides normal work brain. During sleep, processes occur with the participation of the most important neurotransmitter (a substance with the help of which the nerve impulse is transmitted between neurons). Without normal sleep, the memory at the chemical level is unable to work at full capacity. In addition, the human brain is tuned to the biological rhythms of day and night, so you need to sleep at night - it is in the dark that the brain cells are completely restored. An adult should sleep 7-8 hours a day, a teenager - 9.
The third rule of memory development: Do not smoke! Of course, a smoker who trains memory has a greater ability in this regard than a non-smoker who does not train it. However, if we take people under all equal conditions, then it should be recognized that tobacco impairs memory. This has been confirmed by numerous scientific studies. So the desire to develop memory is a good reason to quit smoking.
The fourth rule of memory development: Avoid alcohol! If you want to keep all the flexibility of your mind, you need to avoid alcohol. It is undeniable that drinking alcohol leads to a weakening of memory. The more alcohol consumed, the less fixation. Everyone knows that it is very difficult to restore in the head the events that took place in a state of intoxication. A simple dinner, “flavored” with wine, reduces the ability to memorize for several hours. All alcohol should be avoided, even wine and beer, if you need to study something, attend classes or participate in a conference.
The fifth rule of memory development: Eat right. Numerous experiments have made it possible to determine that chemical activity is accompanied by a loss of phosphoric acid and calcium salts. It is necessary to compensate for these losses: cheese (special fermenting masses, Swiss, Dutch and chester), eggs, grain sprouts, almonds, nuts bring the necessary balance of phosphorus-calcium to the body.
During intense mental effort, it is necessary to eat food: rich in protein (meat, eggs, liver, fish), well digestible (grilled meat, steamed or water-boiled vegetables), avoiding fatty, floury, sweet foods. You should eat a little at a time full stomach relaxes the mind.
Healthy lifestyle including food for memory, avoiding bad habits healthy sleep and physical activity is the most natural rules preservation of memory for many years.
Memory development. Ways:
If you want to remember something, focus on the process of remembering. Listen, think, draw parallels with your own life or with the knowledge already gained. The more your own thoughts and feelings get hooked on the information flow, the more likely you are to remember what is really important.
If you forgot something: a number from the report, the meaning of a word, the name of the singer, the phone number of your parents, before you immediately go to the right folder, dictionary, Internet or phone book, try to remember what you forgot yourself for several minutes.
If you need to remember something important, create some image in your mind about it, perhaps funny or amusing. It is much easier for the brain to remember something unusual. You can even draw the resulting image.
When memorizing numbers, it is most convenient to either memorize them by breaking them into small groups, or try to build some associations in your mind. For example, let's take the number 2467. 2+4=6, the six is followed by the seven. this method of memorizing numbers turned out to be the most effective.
A good way to remember something better and faster is to try to explain to another person what you need to remember or understand yourself. The brain will remember information better if you pronounce it.
Free time (for example, if you are standing in line) devote to solving the simplest arithmetic problems in your mind.
Daily scrolling in the mind of all the events of the past day will help you develop your memory. Remember them down to the smallest details and the smallest details. In addition, you should evaluate your own actions committed that day, asking yourself the following questions: “What did I do today? What didn't he do right? What actions deserve condemnation and require rocking? What should be rejoicing?
Read books - it's good! When reading, the brain concentrates, involuntarily remembers the details.
Learn poetry. At school, torture is not just out of harm. The method is reliable and time-tested. But it is better to learn what you like. For example, the lyrics of your favorite song. It is best to remember the material that we already partially know. New materials must go through a process of awareness.
Remember - to memorize without understanding, without seeing the images before your eyes, without retelling the text in your own words, is unprofitable. Further RAM cramming will not work. In the same way, it is unprofitable to teach “for tomorrow” or “before the exam”, etc. If you put the arrow on “forever” when memorizing, you will win.
Repetition is the mother of learning. You better not say. Only it is better to repeat not five times in a row immediately after reading, but once within five days. And better at night.
Suppose someone tells you his name. Try to connect this name with what is already familiar and be sure to add something from yourself: “Ksenia. Like Ksenia Sobchak, only a brunette, married and does not lead Dom-2. And the nose is similar. Believe me, this new friend Xenia will be remembered for a long time.
Do something with your hands. Women: weave baubles, cross-stitch. Men: hammer in a nail, change plumbing without resorting to the help of a professional - all these actions activate the brain and memory.
Psychologists have proven that learning foreign languages is the best way to prevent senility and hence to improve memory.
Our emotional state is also connected with the development of memory. Happiness leads to improved memory and contributes to a fuller and deeper perception of information. For every new joy in life, your memory will thank you.
Memory is a skill that is vital for every person. Without it, we would never be ourselves, would not be able to talk, and would not be able to think at all. But memory is not only an indispensable skill, but also important element our education and intelligence. The development of memory, attention and thinking are often related tasks. Many of our mental characteristics directly depend on how our memory is developed. For example, the process of mastering the skills of speed reading, oratory and oral counting will not do without memory. This self-study course presents online lessons aimed at developing memory and the ability to purposefully memorize material. Among the additional materials in this section of the site you can find educational games and exercises, download free books and textbooks, find suitable classes, schools, courses and trainings - everything that will help improve your technique of remembering information.
What is memory and memorization
Memory is one of mental functions and types of mental activity designed to save, accumulate and reproduce information (Wikipedia). Thus, memory is understood as a system consisting of several elements:
memorization is the process of memory through which perception occurs new information and recording this information in the general system of thinking and associative links. The key function of memorization is the creation of semantic connections as a result of the work of our thinking and intellect on the content of the memorized material. Memorization is a very important process of memory, the development of which will be given key attention in this training. However, this process is not the only one.
Storage- this is the process of systemic accumulation of information in memory, including the processing and assimilation of this information. Without storing information in memory, it is impossible to train a person, in addition, such important abilities as thinking and speech directly depend on this process.
Playback is the process of representing and recognizing information stored in memory, which is also called memories. Reproduction is involuntary and arbitrary. Our course will focus on Special attention arbitrary (special, conscious) reproduction.
Forgetting is also a process of memory, or rather the problem of its development. The loss of the ability to reproduce learned information can be partial (reproduction is incomplete or distorted) or complete (impossibility of reproduction and recognition). You will learn more about solving the problem of forgetting in the fourth lesson of this training.
Features of human memory
We all have a different ability to remember. For some it's easier, for some it's harder. In addition, different things are remembered by us in different ways. For example, one person may be good at remembering people's names and facial features, but bad at remembering where they put something in the house. And the other, on the contrary, perfectly remembers where everything is, but does not remember the name of his neighbor. Some prefer to use auditory and musical memory, others - visual, and someone better remembers tactile sensations.
Memory is an ability that has individual characteristics for each person. But there are patterns of memory that are universal for all people. And it is these patterns of memory and methods of its development, as well as the techniques and techniques of memorization, that will be discussed in this online training.
One of the first specialists who drew attention to the problems of human memory development was the psychologist Carl Emil Sishor. He claimed that average person uses no more than 10% of its memory. One proof of this is hypermnesia. Hypermnesia is a human pathology associated with an increased ability to remember. People with this pathology can remember many things verbatim and in great detail. But the peculiarity lies in the fact that memorization occurs regardless of the desire of a person.
Rate how well you remember information in our Hostess game: meet people and seat them at your favorite places to get the maximum score. You can also use it for training.
Introduction
Chapter 1 Current state memory problems and its research
1.1 Theories of the study of memory in domestic and foreign psychology
1.2 Classification of memory. Specific species memory
1.3 Characteristics of memory processes
1.4 Individual typological features of memory
1.5 Formation and development of memory
Chapter 2 Experimental study of various types of figurative memory - visual and auditory
2.1 Purpose, objectives, research methods
2.2 Analysis of experimental results
Conclusion
List of used literature
Introduction
The relevance of the research topic lies in the fact that memory is the most important, defining characteristic of the mental life of a person. It ensures the unity and integrity of the human personality, the preservation and transmission of the historical, cultural, individual experience and genetic information. The human memory stores everything, and does not want to part with anything - neither with the good events of life, nor with the bad ones.
Memory is a mental process of remembering, preserving, reproducing and forgetting. “Without memory,” wrote C.J1. Rubinshtein, “we would be creatures of the moment. Our past would be dead to the future. The present, as it flows, would irrevocably disappear into the past.” Memory underlies human abilities, is a condition for learning, acquiring knowledge, and developing skills and abilities. Without memory, the normal functioning of either the individual or society is impossible. Thanks to his memory and its improvement, man has stood out from the animal kingdom and has reached the heights at which he is now. And the further progress of mankind without the constant improvement of this function is unthinkable.
Memory can be defined as the ability to receive, store and reproduce life experience. Various instincts, innate and acquired mechanisms of behavior are nothing but imprinted, inherited or acquired in the process of individual life experience.
All living beings have memory, but most high level it reaches its development in man.
Memory, as a mental process of preserving and reproducing information, was formed and improved in the process of social and labor activity; it is a complex historical product associated with historical existence and historical human activity.
To disclose the content of the designated topic, a target - consider the state of the problem of memory, its research by domestic and foreign scientists.
Tasks set:
1. to analyze views on the problem.
2. conduct research on the comparative characteristics of visual and auditory memory.
Chapter 1 The current state of the problem of memory and its research
1.1 Theories of the study of memory in psychology
Memory was considered one of the most developed sections of psychology, but at present there is no unified and complete theory of memory in science.
According to the representation of the ancient Greeks, the goddess of memory is Mnemosyne, the mother of nine muses, the patroness of all the arts then known to science. "A person deprived of memory, in fact, will cease to be a person" (Ch. Aitmatov.).
There are the following theories of memory.
1. Psychological: a) Associative theory b) behavioral theory c) gestalt - theory d) semantic
2. Physiological theory
3. Physical theory
4. Biochemical theory.
The history of the study of memory in psychology is inextricably linked with the general history of psychology and reflects the main stages of its development. The founder of the scientific psychology of memory is Hermann Ebbinghaus, a representative of associative psychology. The main subject of the study was the study of the stability, strength and strength of associations in the process of memorization in the absence of meaningful content. An important contribution to science was the development of methods for the quantitative study of memory processes by Ebbinghaus and his followers.
For behaviorists (E. Thorndike, E. Tolman), in the study of voluntary memory, the central problem is the problem of memorization, the effect of repetition on the success of memorization, the dependence of memorization productivity on various kinds of attitudes and motives.
Representatives of Gestalt psychology as the leading condition for memorization considered a holistic education - Gestalt, the structure of the material. Therefore, in order to memorize meaningless material, an additional condition is necessary - the intention of the subject (intention). However, they overlooked the most important aspect of the process of building an image - human activity.
The concept put forward by A. Binet. and K. Buhler, at the beginning of the 20th century, brings to the fore the semantic content of memorizing and reproducing material, was called the semantic theory of memory.
Theory of D. Hebb. The first studies of the physiological foundations of memory are associated with the name of D. Hebb. In the 40s. he introduced the concepts of short-term and long-term memory and proposed a theory explaining their neurophysiological nature. According to Hebb, short term memory- this is a process caused by repeated excitation of impulse activity in closed circuits of neurons, not accompanied by morphological changes. long term memory, on the contrary, is based on structural changes resulting from the modification of intercellular contacts - synapses. Hebb believed that these structural changes were associated with the reactivation (by his definition, "repetitive reverberation of excitation") of closed neural circuits, for example, pathways from the cortex to the thalamus or hippocampus and back to the cortex.
The advantage of this theory is that it interprets memory not as a static record or the product of changes in one or more nerve cells, but as a process of interaction of many neurons based on appropriate structural changes.
Modern approaches to the study of the physiological mechanisms of memory are largely associated with the development of the above ideas of D. Hebb.
According to Anokhin P.K. memory is based on a closed reflex ring. According to I.P. Pavlov, the physiological basis of memorization is a conditioned reflex as an act of forming a temporary connection between a stimulus and a reaction. These forms of memory and learning are called simple to distinguish from learning, which has an arbitrary, conscious character. Even invertebrates have elementary forms of learning.
In the works of R. Galombos (1961) it was shown that long-term memory is associated with the function of glial elements, namely, oligodendrocytes take part in the closure of the conditioned reflex.
Physical theory. The passage of any nerve impulse through a certain group of neurons leaves behind a physical trace, which is expressed in electrical and mechanical changes in synapses. These changes make it easier to re-pass the impulse along a familiar path.
biochemical theory. G. Hiden. (1964,1967) put forward a theory about the role of RNA in memory processes. Qualitative and quantitative changes in the content of RNA in the learning process are shown.
Fundamental changes in the theoretical understanding of memory arose on the basis of social nature human memory and ability social management her processes. In the works of P. Janet (1928), L.S. Vygotsky and A.R. Luria (1930), A.N. Leontiev (1931), memory processes are beginning to be understood as a social form of behavior, a specific socially controlled form of action. The idea of the social nature of memory has received the longest development in Russian psychology. A new step in the analysis of the psychological mechanisms of memory was the comparative study of involuntary and voluntary memorization, depending on the organization of mnemonic activity, most fully presented in the works of P.I. Zinchenko (19391961) and A.A. Smirnova (1948)
1.3 Memory classification
Currently, in psychology, there is the following classification of memory:
1. According to the leading analyzer, they distinguish: visual, auditory, tactile, olfactory, gustatory;
2. According to the nature of the mental activity that prevails in the activity, they distinguish: motor, emotional, figurative and verbal or verbal-logical;
3. According to the form of mental activity - involuntary and arbitrary;
4. According to the duration of the process - instantaneous or iconic, short-term, long-term, operational.
specific types of memory. In the course of improving the mechanisms of adaptation, more complex forms of memory have developed and become stronger, associated with the imprinting of different aspects of individual experience.
motor memory - this is the memorization, preservation, reproduction of various movements and systems, it serves as the basis for the formation of various practical and labor skills, physical dexterity of a person. emotional memory- this memory for feelings is associated with the memorization and reproduction of emotional experiences. An emotionally colored impression is fixed almost instantly and involuntarily, providing replenishment of the subconscious sphere of the human psyche. Just as involuntarily, information is reproduced from emotional memory. This type of memory is in many ways similar to figurative memory, but sometimes emotional memory is even more stable than figurative memory. figurative memory – it is a memory for the representation, perception of an object. Imprinting the work of pictures of the surrounding world is associated with the synthesis of modal-specific impressions. In this case, complex images are recorded that combine visual, auditory and other modal-specific signals. Such memory is called figurative. Figurative memory is flexible, spontaneous and provides long-term storage of the trace.
Figurative memory can be visual, auditory, tactile, olfactory, gustatory. It should be mentioned that the level of development of these types of figurative memory in different people is different. It is possible that the latter is related to the individual characteristics of the analyzer systems. For example, there are individuals with unusually developed visual memory. This phenomenon is eideticism - expressed in the fact that a person at the right time is able to reproduce in all details a previously seen object, picture, page of a book, etc.. The eidetic image differs from the usual ones in that a person, as it were, continues to perceive the image in his absence. It is assumed that the physiological basis of eidetic images is the residual excitation of the visual analyzer. It can be assumed that, by analogy with eidetic visual memory, there is the same bright auditory, perhaps even tactile (tactile), for example, in the blind. Well-developed modal-specific memory is often a professionally important quality: for example, the auditory memory of musicians, taste and smell tasters, motor gymnasts, etc. If visual and auditory memory are well developed and play a leading role in the life of all normal people, then tactile, olfactory, gustatory memory in a certain sense can be called professional types of memory. They can reach an amazingly high level under conditions of compensation or replacement of missing types of memory, for example, in the blind, deaf, etc.
Verbal-logical memory. Verbal-logical (or verbal) is memory for verbal signals and symbols denoting both external objects and internal actions and experiences. In verbal-logical memory, the leading role belongs to the second signal system. Verbal-logical memory is a specifically human memory, in contrast to motor, emotional and figurative memory, which in their simplest forms are also characteristic of animals. Based on the development of other types of memory, verbal-logical memory becomes leading in relation to them, and the development of all other types of memory depends on its development. Verbal-logical memory plays a leading role in the assimilation of knowledge in the learning process.
By the time of preservation of the material are distinguished a) instantaneous or iconic - this is a direct reflection of information by the senses for 0.1-0.5 seconds. This is a memory-image, a trace of a stimulus, its sensory copy, presented in the central section of the analyzer, its volume in the presence of an appropriate instruction is from 12 to 20 elements.
b) Short-term memory retains a generalized image of the perceived, its essential feature for about 20 seconds. Works without prior conscious installation. Its volume is represented by the well-known Miller number 7 ± 2 elements. Short-term memory is a labile phase of memory, which corresponds to the retention of a trace in the form of reverberation of nerve impulses.
c) long-term memory - the storage of information for an unlimited period of time. Long-term memory is a stable phase, which involves the preservation of the trace through the process of consolidation and subsequent structural changes. It has been established that the total consolidation time ranges from 10-15 seconds to 20-30 minutes. The storage time is indefinitely long, the volume is large, according to some ideas, unlimited.
D) working memory - working memory, storage of information from a few seconds to several days. In working memory, a “working mixture” is formed from materials coming from both short-term and long-term memory in the course of performing an actual action, operation.
4. According to the nature of the objectives of the activity, they distinguishinvoluntary and arbitrary memory. In the first case, memorization and reproduction occurs without effort, in the second - as a result of conscious mnemonic activity. Obviously, these processes have different brain support. Involuntary memory is genetically primary: its formation precedes the formation and development of voluntary memory, which allows memorizing with the necessary completeness what a person needs in this moment. In children, preschoolers and younger schoolchildren, involuntary memory predominates
1.4 Characterization of memory processes
In addition to the types of memory, its processes are also distinguished. In this case, as a basis, it is precisely the various functions performed by memory in life and activity that are considered. Memory processes include memorization, preservation, reproduction and forgetting of material. In these processes, the connection between memory and activity, as well as the flow of its acts as special independent actions, is especially clearly revealed.
Memorization can be defined as a process of memory, through which information is entered into memory by including associative links in the system. Memorization is the main process of memory; the completeness, accuracy, sequence of reproduction of the material, the strength and duration of its preservation largely depend on it. Depending on the method and nature of the implementation of memory processes, they distinguish: involuntary (without a specially set goal), arbitrary (in accordance with the goal set), mechanical (memorizing the exact sequence of certain objects without establishing a logical connection between the parts of the memorized material), semantic (with disclosure of various logical connections in the memorized material), as well as direct (imprinting perceived as it is, without any processing), indirect is characterized by the use of various auxiliary means, which then act as keys during playback). Memorization can be short-term, operational and long-term, depending on the tactical, operational or strategic value of information for achieving the goals of the individual's activity.
Reproduction is the process of memory, as a result of which the actualization (extraction) of the earliest fixed material from long-term memory into short-term (operational) occurs. Reproduction can be involuntary (without a set goal) and arbitrary or recollection (caused by the reproductive task that a person sets for himself), recognition - the reproduction of an object in conditions of repeated perception, recollection (reproduction of images of our past, localized in time and space). The category of memory is reminiscence- a mnemonic effect, consisting in a delayed recall of what initially (with direct reproduction) could not be reproduced. As a result, there is a partial or even overall improvement in delayed playback compared to immediate.
Preservation and forgetting are obligatory memory processes, forgetting is one of the memory processes, manifested in the impossibility (inability) to remember or recognize, or in erroneous recall and recognition. The preservation of the material is determined by the degree of its participation in the activities of the individual. The main provisions are best preserved, less separate semantic units. Forgetting can be caused by extreme inhibition, which occurs due to overstrain of the corresponding cortical cells; in long-term memory, there are mechanisms of displacement, inhibition and loss of keys, or signs necessary to search for (and access) the necessary information; in short-term memory, in addition to extinction, an important role is played by the factor of overflow and the displacement of old elements by new ones.
1.5 Individual typological features of memory
People's memory differs in many ways: speed, strength, duration, accuracy and amount of memorization, readiness for correct reproduction. All these are quantitative characteristics of memory. But there are also qualitative differences. They touch like dominance certain types memory - visual, auditory, emotional, motor and others, and their functioning. In accordance with which sensory areas dominate, the following individual types of memory are distinguished: visual, auditory, motor, emotional and their various combinations.
One person, in order to better remember the material, must necessarily read it, since when memorizing and reproducing it is easiest for him to rely on visual images. The other is dominated by auditory perception and acoustic images, it is better for him to hear once than to see several times. The third person most easily memorizes and reproduces movements, and he can be recommended to write down the material or to accompany his memorization with any movements.
“Pure” types of memory in the sense of unconditional dominance of one of the listed ones are extremely rare. Most often in practice we are faced with various combinations of visual, auditory and motor memory. Their typical mixtures are visual-motor, visual-auditory and motor-auditory memory. However, for most people, visual memory is still dominant.
The greatest development in humans is usually achieved by those types of memory that are most often used. Professional activity leaves a big imprint on this process. For example, scientists have a very good semantic and logical memory, but a relatively weak mechanical memory. Actors and doctors have a well-developed memory for faces. There are unique cases of such memory described in the literature. One of them introduced us to A.R. Luria. "He studied in detail and described the memory of a man named Sh., who could quickly, firmly and for a long time memorize visual information. The volume of his memory could not be experimentally established. "He, - wrote A.R. Luria, - it was indifferent whether meaningful words, meaningless syllables, numbers or sounds were presented to him, whether they were given in oral or written form; he only needed one element of the proposed series to be separated from another by a pause of 2- 3 seconds "2. This time is probably the one that this person needed to carry out the specified translation and the necessary rest. For ordinary people, this time and the efforts made for this are much longer. As it turned out later, Sh.'s memory mechanism was based on eidetic vision, which he was particularly well developed. After a single visual perception of the material and its slight mental processing, Sh., as it were, continued to “see” it in the absence of the given material itself in the field of vision. He was able to restore in detail the corresponding visual image after a long time, even after several years (some experiments with him were repeated 15-16 years after he first saw the material and did not return to it during this time; however, less, he remembered it).
There are known cases of exceptional special memory in any one particular area, for example, the phenomenal memory of people-counters Inodi, Diamandi, Arnoux, and others. At the same time, Inodi had a pronounced auditory type of memory. Diamandi had a visual type of memory. He saw the numbers written in the form of squares, and with his own hand. In the case of exceptional memory, usually a powerful sensory basis of memory is combined in one way or another with logical components (especially in Inaudi and Arnoux).
Phenomenal memory - the ability to memorize exceptionally quickly and accurately reproduce a large amount of material, is often found in prominent people, acting as a professional memory (musical in W. Mozart, A. Glazunov, visual in F.M. Dostoevsky)
Hypermnesia is an increase in memory, is innate in nature and consists in the ability to remember information in a larger volume than normal and for a longer period. In some cases, the boundaries of the volume and strength of memorization cannot be established. Individual features of memory are to a certain extent associated with differences in the strength of excitation and inhibition of nervous processes, the degree of their balance and mobility, however, the properties themselves nervous system change under the influence of living conditions and activities of people.
1.6 Formation and development of memory
The modern largest mathematician and cyberneticist von Neumann made calculations that showed that, in principle, human brain can hold approximately 1020 pieces of information. This means that each of us can remember all the information contained in millions of volumes of the world's largest Russian State Library. Therefore, we can confidently conclude: no one knows the limit of his memory. We have never even come close to the limits of our capabilities, and we use the memory to a tiny fraction of its capacity. Nature has given everyone a colossal loan, but, alas, we do not always use it, either because we simply do not know how to use it, or because we are too lazy to do intellectual gymnastics.
The material is better remembered depending on the nature of the activity, its goals, attitudes, emotional coloring, vitality, fatigue, etc. In psychology, there are four mental actions involved in memorization (V.Ya. Lyaudis 1976)
1. orientation in the material, associated with the attitude of the individual to the material
2. grouping of material according to certain characteristics
3. Establishment of intra-group relations between the elements of the material: keyword, scheme, images, associations
4. establishment of intergroup links - completes the systematization of the presented material and leads to the construction of a mnemonic diagram (i.e. a diagram that reproduces the composition of the material and its structure.)
The effectiveness of memorization is sometimes reduced by interference - the mixing of one information with another.
Shadrikov V.D. proposed the following composition of the mnemonic action: grouping, highlighting strong points, plan, classification, structuring (establishing the relative position of the parts that make up the whole), schematization, analogy, mnemonic techniques, recoding (verbalization of the presentation of information), completing the material, serial organization of the material, association, repetition.
The formation of methods of semantic, logical processing of the memorized material is considered as main way of memory efficiency, its development and education.
Chapter 2 Experimental studies comparative characteristics of various types of figurative memory - visual and auditory
2.1 Purpose, objectives, research methods
The purpose of this study is to study the comparative characteristics of visual and auditory memory in adults.
The objectives of this study are:
1. Determination of visual and auditory memory in adults.
2. Comparative characteristics of visual and auditory memory.
Two age groups of people were involved as subjects: the first group was aged 21-44 years, the second group was 44-54 years old, ten people each. 19 females, 1 male, secondary specialized education; including four - students-part-time students. Some decrease in vision in the form of myopia was present in one person in each group. Thus, the groups differ only in age, the influence of gender, education and profession is excluded. The study was conducted in the polyclinic of the city of Kozmodemyansk among nurses according to the principle "From simple to more complex".
At the first stage of the study, methods aimed at studying visual memory were used; at the second stage, methods aimed at studying auditory short-term and long-term memory; at the third stage of the study, the comparative characteristics of visual and auditory memory in different age groups were evaluated.
The methodology for studying and evaluating the features of visual memory consists of two experiments: the study of arbitrary visual memory for images and for numbers.
The method "Memory for images" is intended for the study of figurative memory. The essence of the technique is that the subjects are shown a table with sixteen images for 20 seconds, the images must be remembered and reproduced on the form within a minute.
The “Memory for Numbers” technique is designed to assess short-term visual memory, its volume and accuracy: the subjects are shown a table with 12 two-digit numbers for 20 seconds, which must be remembered and, after the table is removed, write down on the form.
At the second stage of the study, methods were used aimed at assessing auditory memory - short-term and long-term.
The method "Auditory memory" is designed to assess the amount of arbitrary short-term auditory memory. The subjects were asked to memorize 10 words in one presentation (by ear) after three training series, and write down the words that they managed to remember in the fourth series.
Methodology "Long-term memory" (11. p. 20). Designed to determine the amount of short-term and long-term memory; consists of two series of experiments. In the first series, the volume of short-term memory was determined by determining the number of memorized words after each of the five readings of 20 test words, then after 30 minutes it is necessary to reproduce the memorized words - this is an indicator of long-term memory. In the second series of the experiment, memorization and reproduction of a text with a semantic connection is carried out, while maintaining the sequence of 10 main thoughts. The average memory productivity is determined by the results of two tests.
The studies were conducted in groups, the methods used are convenient for group testing, since the procedure does not take much time. There were short breaks of 5-6 minutes between the experiments. After the study, the ratios of the average indicators of visual and auditory memory in each age group.
2.2 Characteristics of research methods
The study of visual memory. Experiment #1
Material for the experiment: Method "Memory for images" table with 16 images:
Triangle, 2, pistol, B
House, ball, tree, car,
Mushroom, ship, cat, watch
CO, butterfly, axe, cube
Conducting the study: A group of subjects was shown a table with 16 images, their task was to memorize as many images as possible in 20 seconds, after 20 seconds the table is removed, and the subjects will have to reproduce those images that they managed to remember. The results are evaluated by the number of correctly reproduced images, the norm is 6 correct answers or more.
Experiment #2
Material for the experiment: the "Memory for numbers" technique; a table with two-digit numbers: for the first age group. Conducting the study: Two groups of subjects are simultaneously shown two tables, the task is that the subjects are shown for 20 seconds a table with 12 two-digit numbers that need to be remembered and after which, as the table is removed, at the command “Write”, write down on the form for one minute memorized numbers. The technique is designed to assess short-term visual memory, its volume and accuracy. The norm for an adult by the number of correctly reproduced numbers is 7 or more. Grading scale
The results of the study are presented in table No. 1 Table number 1 Arbitrary visual memory
1st age group Memory for images memory for numbers 2nd age group Memory for images memory for numbers Smirnova Vinokurov Vildanova Labutina Camelina Rodinov Sidukova Ratyukov Sergeeva Kuzmin. Lazurin. Kropinova. Averages An analysis of the study of the volume of visual memory showed that all subjects fulfilled the norm - 6 images, which indicates an excellent figurative short-term visual memory of 100%; in 80% of young people and 70% of people of the second age group, the volume of visual memory is more than seven images; the average index of the first age group is 9.6; which is higher than the average of the second age group of 8.5. Within the first age group, six people are above the average of 9.6 - 60%, including part-time students. Among persons of the second age group, the excess of the average group indicator is also 60%. Thus, the age difference did not affect the indicators of figurative visual memory. An analysis of the study of short-term visual memory, its volume and accuracy using the "Memory for numbers" method showed that 50% of the first age group and 40% of the second age group coped with the norm (7 numbers -4 points). The average indicators differ little from each other (3.3-3.4), which indicates the need to train memory, as well as memory for numbers. The low performance of memory for numbers is due to the fact that the studies were conducted among the "humanities". Assessment of auditory memory - short-term and long-term Material for research: the technique "Auditory memory" (13. p. 49). To assess the amount of arbitrary short-term auditory memory containing 40 words divided into 4 series, a tape recorder. Conducting research. Before reading out the words, instructions are given: listen to 10 words using a tape recorder and try to remember them, then, on the “Record” command, write down for 45 seconds. memorized words, put the pencils on the “Stop” command and get ready to listen to the next series of words. 10 words are read out within 20 seconds loudly, distinctly and monotonously, without highlighting individual elements. The task of the subjects is to memorize and then write down the presented words. The first 3 series are used as training, the fourth series of words is a test. When evaluating the results, the number of correctly spelled words from the fourth series is taken into account, which are converted into points: Grading scale
Method "Long-term memory" Material for research: "Long-term memory" technique, test 1. . 20 proposed words and their serial numbers: 1. Ukrainian, 2. economy, 3. porridge, 4 tattoo, 5. neutron, 6. love, 7. scissors, 8. conscience, 9. clay, 10. dictionary, 11. oil, 12. paper, 13. cake, 14. logic, 15. standard, 16. verb, 17. breakthrough, 18. deserter, 19. candle, 20. cherry. Conducting the study: the experimenter reads 20 words five times. After each of the five readings, the subjects reproduce in writing the words that they memorized, at the command "Close the text, write the words with their serial numbers on a piece of paper." After about 30 minutes, they are asked to repeat these words in writing. The technique allows assessing short-term and long-term memory Evaluation of short-term memory: if by the fifth reading the subject memorized 20 words - satisfactory, if by the third - well. If the number of words increases and the maximum is set for the third reading, this means that there is no mental exhaustion. If the subject reproduces few words and after 2-4 repetitions their number decreases, then this indicates exhaustion. The interweaving of superfluous words is regarded as one of the signs of a weakening of mental activity. Memory productivity is calculated by the formula: the number of correctly reproduced words ÷ the number of presented words × 100% Then test 2 is done Test 2 memorizes and reproduces text with a semantic connection. Within 60 seconds, they read the text, 10 main thoughts are highlighted and numbered in it, which must be reproduced, keeping the indicated sequence Material for research. In 1912 V Atlantic Ocean there was a disaster. Huge passenger ship "Titanic" on the first flight from Europe to America, faced in the fog with a floating ice mountain - iceberg. 1) Got a hole and began to sink. 2)“Lower the boats!” commanded the captain. But the boats turned out not enough. 3) they were only enough for half the passengers. "Women and children - to the gangplank, men to put on life belts", came the second command. The men silently moved away from the side. steamer slowly plunged into darkness cold water. 5)
Here began landing in the last whore 6) And suddenly shouting to the gangway, a fat man rushed forward, his face contorted with fear. 7) pushing women and children aside, he tried to jump into the boat. 8) A click was heard the captain fired his pistol 9) The coward fell on deck dead. 10) but nobody didn't look back towards him Research: the text is reproduced immediately after reading and after 30 minutes Productivity formula number of correctly reproduced thoughts ÷ number of highlights in the text × 100% By adding the numbers obtained from the two tests, and then dividing the sum by 2, we find out the average memorization productivity, 90-100 is an excellent result; 70-90 is a very good result; 50-70 - good 30-60 - satisfactory; 10-30 - bad; 0-10 - very bad The results of the study are shown in table No. 2 Table 2 Auditory voluntary memory
1st age group Surname short-term Long-term % 2nd age. Surname group Short-term 10 words in points short-term20 words % Long-term % Smirnova Vinokurov Vildanova Labutina Camelina Rodinov Sidukova Ratyukov Sergeeva Kuzmin. Lazurina Krasavina. Kropinova. Average scores. Analysis of the results of the study of short-term auditory memory showed that 80% of the subjects fulfilled the norm (7 words - 6 points) among the first age group and 90% of the second age group. It should be noted that 3 people need training in auditory memory. Best Performance revealed in those who managed to combine words into a single image. The average group indicators are quite high, which indicates a good auditory short-term memory. The productivity of memorizing 20 words showed that all the subjects had a score of 70 or more, which is rated as a very good result. Mental exhaustion was not observed. It should be noted that words were better remembered at the beginning and at the end of reading. Above the average group indicator of the first age group - 87.5% was observed in 60% of the subjects, and in the second age group it exceeds the average of 82.5% only in 30% of the subjects, which indicates a better auditory memory in young age. Analysis of the results of the study of long-term memory gives grounds to believe that both groups have a high productivity of memorization. The average group indicators of 91.5% of the first group and 86.7% of the second group belong to "Very good results". In the first age group, the indicators of long-term memory are higher than in the second. Among the subjects of the first group, 70% of the subjects had excellent results, and in the second group, 40% of the subjects, which indicates individual differences in memory. High rates of long-term memory indicate the great role of associative (semantic) memory in humans. Comparative characteristics of auditory and visual memory are presented in table No. 3 The analysis of the obtained data allows us to draw a conclusion about the individual differences in memory. In some, visual memory predominates, 35% of the subjects have high visual memory scores of 10 or more. In others, auditory memory predominates, in 60% of the subjects the indicators are above the norm. The combination of good visual and auditory memory is very common in 85% of the subjects. At a young age, the indicators of visual and auditory, short-term and long-term memory still exceed those in middle age, which indicates best qualities memory: volume, speed, strength, and readiness to easily and quickly reproduce the necessary information at the right time. The indicators of the second age group are quite high, the average group indicator of 20 people is very good, which allows them to adequately cope with their professional activities. Comparative characteristics of visual and auditory memory
Seeing. on the images of abs. number Seeing. on the number of points Hearing. memory points Hearing. memory 20 words % Vinokurov Vildanova Camelina Sidukova Ratyukov Kuzmin. Lazurina Kropinova. Smirnova Labutina Rodinov Sergeeva Krasavina. Averages Conclusion
Memory ensures the integrity of the human personality, the preservation and transmission of historical, cultural, individual experience and genetic information. Memory underlies human abilities, it is a condition for learning to acquire knowledge, the formation of skills and abilities, it was formed and improved in the process of social and labor activity, it is a complex historical product associated with historical existence and historical human activity. Without memory, the normal functioning of neither the individual nor society is possible. At present, there is no unified and complete theory of memory in science. Representatives of classical psychology sought to establish the essential mechanisms of memory, natural and universal in nature. Some of their developments still take place in psychological practice. The history of the development of theories of memory is connected with the history of the development of psychology. Memory was considered one of the most developed branches of psychology, but the further study of the patterns of memory in our day has again made it the key problem of science. The first chapter considers the state of the problem of memory, its research by domestic and foreign scientists, The second chapter presents studies of the comparative characteristics of visual and auditory memory in young and middle-aged adults. The main results of theoretical and experimental research are as follows: 1. Individual features in the volume of visual and auditory memory are studied and presented, doctors have a well-developed memory for images, which is an imprint of professional activity. 2. For some, visual memory predominates, for others, auditory. A good auditory memory is a professionally important quality. 3. A combination of good visual and auditory memory is quite common. (in 85%), which corresponds to the data of many authors. 4. Indicators of short-term and long-term memory at a young age are better than in middle age. 5. An analysis of views on the problem revealed that the leading role in the life orientation and professional memory of most specialists is played by visual and auditory memory. Without 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. Thus, we have solved the tasks assigned to us, and thus achieved the goal of this course work by conducting a study on the comparative characteristics of visual and auditory memory in adults. Bibliography
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A person is forced to process a large amount of information every day and perceive a lot of different impressions. A huge avalanche of information falls on each of us from print media, the Internet and television. To become successful person, it is necessary to be able to cope with the information flow and the analysis of the information received.
You need to learn how to separate information into useful and relevant at a given time, leave for storage the one that may come in handy over time and ignore the useless. Therefore, the development and training of memory are necessary for every person striving for success.
Memory is divided into three types:
- auditory memory. She is responsible for the sound sensations experienced by our body;
- visual memory. She is responsible for the information obtained through observations;
- motor memory. This is the automatic memorization of the processes of any actions performed by us.
The mental capacity of a person becomes worse due to the deterioration of the connection between the brain and nerve cells. However, this connection is restored with regular mental training.
There are a huge number of ways to improve and develop memory, which will be especially useful for organized people, as well as special trainings that improve memory.
Choosing convenient exercises that develop attention, thinking and memory, you need to tune in to their systematic implementation. However, you should not treat them as a mandatory job. Choose interesting and liked, from the above, ways of developing memory that correspond to your lifestyle. And then the successes achieved will be the best motivation to perform the exercises that interest you.
To increase the effectiveness of the above methods, it is necessary to follow the rules for the development of memory, which are within the power of every person who wants to achieve success in a life full of various events.
Rules for the development of memory
The following recommendations can be attributed to general ways of developing and training memory: solve puzzles more often, play lotto, checkers, chess, solve crossword puzzles, look at pictures, with a suggestion to find differences. Try to be as much as possible on the street, go in for sports, alternate mental and physical activity.
Thanks to the implementation of the methods and rules for the development and training of memory, good memory will not leave you until old age.
Introduction.
We live in a world where we are bombarded with information every day. The volume of both general knowledge about the world, and in individual areas, specialties has increased over the past century by several, or even dozens of times. And this volume is constantly increasing, replenished with more and more new information. Often, not being able to quickly concentrate our attention, memorize the necessary and weed out the secondary, we simply “drift” in the boundless information sea. Is it possible to control our memory? It is known that a person in a short time can master a large amount of information. But in a normal state it is very difficult to do this, as well as to forget selectively some fact. Therefore, the development of memory, the improvement of the processes of remembering, storing and reproducing information are necessary tasks for a person in modern society. Without improving your own memory modern man risk falling behind dynamic development society, get lost in a huge flow of information.
Today in the world there are many different methods of training attention and memory. Nature has not given every person a perfect memory capable of mastering the information necessary for him. Of course, all kinds of paper, audio, video and computer media can be used to save and retrieve information. Nevertheless, in the conditions of an environment that is constantly becoming more complex, surrounding a person from all sides, it is necessary to store a considerable amount of data in personal memory. And not just to store dead weight, but to have the ability to use it effectively.
Society is developing, and, as a result, the amount of information that a person needs to keep in memory is growing. There is a fear that sooner or later the human brain will no longer be able to contain everything that it needs. Nevertheless, nature has rewarded us with huge reserves of memory. Many reserves have not yet been developed or even unfamiliar to people. Thanks to this, in this matter we have the right to look to the future with optimism. And then our memory will continue to be our assistant.
With the help of memory, we perceive and understand the world around us, navigate in space, retain and use certain knowledge and skills. Memory loss in humans has always been tantamount to insanity.
Memory reaches the highest level of its development in humans. No other creature in the world has such mnemonic possibilities as it possesses.
Strive to understand how it works human psyche necessary, especially for professionals working with people. Each person is unique, but it is possible to find some patterns that will help in working with a particular person. After all, the deeper our understanding of a person, the more effectively we can serve and help him.
The development of memory is a process of formation and change of special regulatory formations that provide meaningful and temporal continuity in human activity, the formation of a plan for actual behavior, taking into account the tasks of the previous and future ones.
Types of memory.
There are several reasons for classifying the types of human memory. One of them is the division of memory according to the time of storing the material, the other according to the analyzer that prevails in the processes of storing, storing and reproducing the material. In the first case, instantaneous, short-term, operational, long-term and genetic memory are distinguished. In the second case, they speak of visual, auditory, olfactory, tactile and other types of memory. Consider and give short definition the main of these types of memory.
motor memory is evolutionarily the most ancient species. It is responsible for memorizing, saving and reproducing various movements. These movements are programmed, for example: walking, climbing stairs, swimming, etc. It is motor memory that helps us reproduce habitual actions at the level of automatism.
emotional memory associated with the fixation of experiences that accompany certain events. Emotions perform a regulatory function in ensuring the behavior and adaptation of the organism to the environment. The biological meaning of emotional memory is to develop a warning system.
Emotionally colored sensations are recorded involuntarily and almost instantly. Emotional memory is the strongest, therefore it has a very great importance in the learning process.
figurative memory has several subspecies, because it is associated with work sensory systems or sense organs. It includes visual, tactile, olfactory, gustatory, auditory memory. Information is stored in the form of images of a certain modality.
visual memory is associated with the preservation and reproduction of visual images. A good visual memory is often possessed by people with eidetic perception, who are able to “see” the perceived picture in their imagination for quite a long time after it has ceased to affect the senses. In this regard, this type of memory implies a developed human ability to imagine.
auditory memory is a good memorization and accurate reproduction of various sounds, such as musical or speech. It is necessary for philologists, people studying foreign languages, acousticians, musicians.
Tactile, olfactory, gustatory and other types of memory do not play a special role in human life, and their capabilities are limited compared to visual, auditory, motor and emotional memory. Their role is mainly to meet biological needs or needs related to the safety or self-preservation of the organism.
Figurative memory is spontaneous, flexible and provides long-term storage of impact traces.
logical memory and in phylogenesis, and in ontogenesis arises later than all other types of memory. Logical memory is formed only on the basis of the second signal system in the learning process. The second signaling system, according to the definition of the physiologist I.P. Pavlova is human speech. It is difficult to remember any material without understanding, without logical perception. Logical memory is the result of those intellectual capabilities that a person has.
eidetic memory- a special kind of memory that does not manifest itself in all people. Its feature is the preservation and reproduction of an extremely vivid, detailed image of the event.
Eidetic memory is associated with such a feature of perception as synesthesia. Synesthesia – the emergence of sensations when exposed to some sense organ not only by modality specific to this sense organ, but also by other modalities.
From the point of view of the temporal characteristic of maintaining the ability to reproduce the captured information, there are the following types memory:
touch(iconic, trace) memory, which ensures the preservation of the perceived image for a fraction of a second.
short-term(primary) memory - allows you to retain information perceived information for about 20 seconds.
long-term(secondary) memory - extends over a very large time range, starting from several tens (more precisely, 20) seconds and extending to minutes, hours, days, months, years. Apparently, this concept includes several rather significantly different types of memory. So, in particular, in the secondary memory allocate random access memory, that is, in essence, prolonged short-term memory. Its essence lies in the fact that under the influence intrinsic motivation or any external circumstances, the ability to reproduce is extended for a period of time more than 20 seconds.
genetic memory can be defined as one in which information is stored in the genotype, transmitted and reproduced by inheritance. The main biological mechanism for storing information in such a memory is, apparently, mutations and related changes in gene structures. Human genetic memory is the only one that we cannot influence through training and education.
There is also the so-called « eternal » or tertiary memory when the ability to reproduce once imprinted information is retained throughout the rest of life (for example, the names of one's own and closest relatives, etc.). And only in pathopsychological situations is this type of memory destroyed.
Basic processes and mechanisms of memory.
The question of the mechanisms of memory is complex and is being studied whole line sciences: physiology, biochemistry and psychology. Physiologists say that the process of storing information is associated with the formation of neural connections (associations). Biochemists - with a change in the composition of ribonucleic acid (RNA) and other biochemical structures. Psychologists emphasize the dependence of memory on the nature of human activity and the orientation of the personality.
Memory, like any other cognitive mental process, has certain characteristics.
06memory capacity- this is the most important integral characteristic of memory, which characterizes the possibility of storing and storing information.
Playback speed characterizes the ability of a person to use the information available to him in practical activities. As a rule, when faced with the need to solve a problem or problem, a person turns to the information that is stored in memory.
Reproducibility reflects the ability of a person to accurately store, and most importantly, accurately reproduce the information imprinted in memory. Save duration reflects a person's ability to certain time necessary information. For example, a person is preparing for an exam. He memorizes one educational topic, and when he begins to learn the next, he suddenly finds that he does not remember what he learned before. Sometimes it's different. The person remembered all the necessary information, but when it was required to reproduce it, he could not do it. However, after some time he notes with surprise that he remembers everything that he managed to learn. In this case, we are faced with another characteristic of memory - the readiness to reproduce the information imprinted in the memory.
memorization - it is the process of capturing and then storing the perceived information. According to the degree of activity of this process, it is customary to distinguish two types of memorization: unintentional (or involuntary) and intentional (or arbitrary).
unintentional memorization is memorization without a predetermined goal, without the use of any techniques and the manifestation of volitional efforts. This is a simple imprint of what has affected us and has retained some trace of excitation in the cerebral cortex. It is best to remember what is of vital importance for a person: everything that is connected with his interests and needs, with the goals and objectives of his activity.
Unlike involuntary memory arbitrary(or deliberate) memorization is characterized by the fact that a person sets himself a specific goal - to remember some information - and uses special memorization techniques. Arbitrary memorization is a special and complex mental activity, subordinate to the task of remembering. In addition, voluntary memorization includes a variety of actions performed in order to better achieve the goal. These activities include teaching , the essence of which is repeated repetition educational material to complete and unmistakable memorization.
The main feature of intentional memorization is the manifestation of volitional efforts in the form of setting a task for memorization. Repeated repetition allows you to reliably and firmly memorize material that is many times greater than the amount of individual short-term memory.
It is remembered, as it is realized, first of all, what constitutes the purpose of the action. However, what is not related to the purpose of the action is remembered worse, with arbitrary memorization aimed specifically at this material.
At the same time, it is still necessary to take into account that the vast majority of our systematic knowledge arises as a result of special activities, the purpose of which is to memorize the relevant material in order to keep it in memory. Such an activity aimed at memorizing and reproducing the retained material is called mnemonic activity. .
On another basis - by the nature of the connections (associations) underlying memory - memorization is divided into mechanical and meaningful .
Mechanical memory - this is memorization without awareness of the logical connection between the various parts of the perceived material. Associations by contiguity are the basis of rote memorization.
In contrast, meaningful memorization is based on understanding the internal logical connections between the individual parts of the material.
If we compare these ways of memorizing material, we can conclude that meaningful memorization is much more productive. With mechanical memorization, only 40% of the material remains in memory after one hour, and after a few hours - only 20%, and in the case of meaningful memorization, 40% of the material is stored in memory even after 30 days.
Comprehension of the material is achieved different methods, and above all, highlighting the main thoughts in the material being studied and grouping them in the form of a plan. A useful technique for understanding the material is comparison, i.e., finding similarities and differences between objects, phenomena, events, and so on.
The most important method of meaningful memorization of the material and the achievement of high strength of its preservation is the method of repetition. Repetition - essential condition acquisition of knowledge, skills and abilities. But to be productive, repetitions must meet certain requirements. First, memorization proceeds unevenly: after an increase in reproduction, some decrease may occur. Secondly, memorization is in leaps and bounds.
Sometimes several repetitions in a row do not give a significant increase in recall, but then, with subsequent repetitions, there is a sharp increase in the amount of memorized material. Thirdly, if the material as a whole is not difficult to memorize, then the first repetitions give best result than the next ones. Fourthly, if the material is difficult, then memorization goes, on the contrary, slowly at first, and then quickly. This is due to the fact that the actions of the first repetitions are insufficient due to the difficulty of the material and the increase in the volume of memorized material increases only when multiple repetitions. Fifthly, repetitions are needed not only when we are learning the material, but also when we need to consolidate in memory what we have already learned. When repeating the learned material, its strength and duration of preservation increase many times over.
It is also very important to correctly distribute the repetition in time. In psychology, two methods of repetition are known: concentrated and distributed. In the first method, the material is memorized in one step, repetition follows one after the other without interruption. With distributed repetition, each reading is separated from the other by some gap. Research shows that distributed repetition is more efficient than concentrated repetition. It saves time and energy, contributing to a more solid assimilation of knowledge.
Very close to the method of distributed memorization is the method of reproduction during memorization. Its essence consists in attempts to reproduce material that has not yet been fully learned. For example, there are two ways to learn material:
Experiments show that the second option is much more productive and more expedient. Learning goes faster and retention becomes more durable.
The success of memorization largely depends on the level of self-control. A manifestation of self-control are attempts to reproduce the material while memorizing it. Such attempts help to establish that we remember what mistakes we made during reproduction and what should be paid attention to in subsequent reading. In addition, the productivity of memorization also depends on the nature of the material. Visual-figurative material is remembered better than verbal, and a logically connected text is reproduced more fully than disparate sentences.
Preservation - the process of active processing, systematization, generalization of the material, mastering it. The retention of what has been learned depends on the depth of understanding. Well-meaning material is remembered better. Preservation also depends on the attitude of the individual. Significant material for the individual is not forgotten. Forgetting occurs unevenly: immediately after memorization, forgetting is stronger, then it goes more slowly. That is why repetition cannot be postponed, it must be repeated soon after memorization, until the material is forgotten.
Sometimes, when saving, the phenomenon of reminiscence is observed. Its essence is that reproduction, delayed by 2-3 days, is better than immediately after memorization. Reminiscence is especially pronounced if the original reproduction was not meaningful enough. From a physiological point of view, reminiscence is explained by the fact that immediately after memorization, according to the law of negative induction, inhibition occurs, and then it is removed. It is established that saving can be dynamic and static. Dynamic storage manifests itself in operative memory, and static storage manifests itself in long-term memory.
With dynamic preservation, the material changes little, while with static preservation, on the contrary, it necessarily undergoes reconstruction and certain processing.
The strength of preservation is ensured by repetition, which serves as a reinforcement and prevents forgetting, that is, from the extinction of temporary connections in the cerebral cortex. Repetition should be varied, carried out in different forms: in the process of repetition, facts must be compared, contrasted, they must be brought into the system. With monotonous repetition, there is no mental activity, interest in memorization decreases, and therefore no conditions are created for lasting preservation. Even more important for conservation is the application of knowledge. When knowledge is applied, it is remembered involuntarily.
Playback And recognition- recovery processes previously perceived. The difference between them lies in the fact that recognition occurs upon re-encountering the object, upon its repeated perception, while reproduction takes place in the absence of the object.
Reproduction can be involuntary and arbitrary . Involuntary is an unintentional reproduction, without the purpose of remembering, when images pop up by themselves, most often by association. Arbitrary reproduction is a purposeful process of restoring past thoughts, feelings, aspirations, and actions in the mind. Sometimes random playback is easy, sometimes it takes effort. Conscious reproduction associated with overcoming certain difficulties, requiring volitional efforts, is called recall. .
The qualities of memory are most clearly revealed during reproduction. It is the result of both memorization and retention. We can judge about memorization and preservation only by reproduction. Reproduction is not a simple mechanical repetition of what is imprinted.
A reconstruction takes place, that is, a mental processing of the material: the plan of presentation changes, the main thing is singled out, additional material known from other sources is inserted.
The success of reproduction depends on the ability to restore the connections that were formed during memorization, and on the ability to use the plan during reproduction.
Physiological basis recognition and reproduction - the revival of traces of previous excitations in the cerebral cortex. Upon recognition, a trace of excitation is revived, which was beaten during memorization.
There are such forms of reproduction:
recognition- a manifestation of memory that occurs when the object is re-perceived;
memory, which is carried out in the absence of perception of the object;
recollection, which is the most active form of reproduction, largely dependent on the clarity of the tasks set, on the degree of logical ordering of the information memorized and stored in the DP;
reminiscence- delayed reproduction of previously perceived, seemingly forgotten;
eideticism- visual memory that retains a vivid image for a long time with all the details of the perceived.
Recognition of an object occurs at the moment of its perception and means that there is a perception of an object, the idea of which has been formed in a person either on the basis of personal impressions (memory representation) or on the basis of verbal descriptions (imagination representation). Recognition processes differ from each other in the degree of certainty. Recognition is least certain in those cases when we experience only the feeling of familiarity of the object, but cannot identify it with anything from past experience. Such cases are characterized by recognition uncertainty . There is much in common between definite and indefinite recognition.
Both of these variants of recognition unfold gradually, and therefore they are often close to recall, and, consequently, are a complex mental and volitional process.
Forgetting
is the opposite process of conservation. When we see a significant difference between the original material and what can be recreated, it is customary to say that the material is forgotten. The process of forgetting has always interested researchers. It was found that the largest amount of material is forgotten on the first day after memorization.
Forgetting can be both useful and harmful, helping or hindering a person in life and work. The positive function of forgetting is that it takes a huge load of information that is unnecessary and does not allow memory to be overloaded. Negative forgetting becomes when the memory erases entire blocks of information, or a negative experience, which, nevertheless, is necessary for a normal fruitful life.
There are several theories as to why forgetting occurs, although in practice none of them can fully explain the phenomenon of forgetting.
Theory of systematic deformation of memory traces- says that changes in memory are associated with changes in brain tissue. That is, spontaneous uncontrolled changes occur in the traces of memory.
Theory of retroactive and proactive inhibition says that any acquisition of new material leads to disturbances in the memory of previous events (retroactive). In the same way, any previous learning negatively affects the process of further learning and recreating new material (proactive forgetting). For example: it is not wise to immediately learn physics or chemistry after mathematics, the process of forgetting the material will go pretty quickly.
The theory of motivated forgetting says that a person's purpose and motivation influence forgetting (for example, a person intentionally forgets painful information that causes pain, fear, or guilt). Z. Freud devoted a lot of time to the study of this particular theory and the study of motivated forgetting. According to Freud, when a person involuntarily loses or pawns things, he does this in order to get rid of unpleasant memories or emotional experiences.
To reduce forgetting necessary :
comprehension, comprehension of information
Repetition of information
Some common memory disorders.
Since it has been said that forgetting can be very negative, it is worth briefly mentioning some of the memory impairments when forgetting is especially pronounced.
There are a large number of memory disorders and only the most common ones will be mentioned. Some memory disorders may cause amnesia – that is, the absence or lapses of memory . Amnesias can last from a few hours and minutes to many years.
Depending on the processes that occur, amnesia is divided into:
retrograde- forgetting past events;
anterograde- inability to remember for the future
retarded- change in memory, when the memory does not retain the experiences and events that occurred during the illness;
progressive- manifests itself in the gradual deterioration of memory, until its complete loss.
Another common violation is illusions - information is perceived correctly, but when it is reproduced, the material is deformed.
hallucinations - a phenomenon when a person is convinced of the reality of experiences that actually did not exist. They arise only in the imagination.
The facts obtained by researchers on the basis of various theories of memory, the German scientist G. Ebbinghaus summarized and deduced some patterns in the mechanism of memory:
1) when memorizing material, its beginning or end is best reproduced (edge effect);
2) memorization will go better, if you repeat the material several times within a certain time: several hours or days;
3) any repetition contributes to a better memorization of what has been learned before. Repetition generally plays a big role, and not mechanically, but using the logical processing of the material;
4) setting for memorization leads to better memorization. It is very useful to link the material with the purpose of the activity.
5) One of the interesting effects of memory is the phenomenon of reminiscence, i.e. improvement over time in the reproduction of the studied material, without any additional repetition. Reminiscence most often occurs on the second or third day after learning the material.
6) Events that make a strong impression on a person are remembered immediately, firmly and for a long time.
7) A person can experience more complex and not so interesting events many times, but they will not be stored in memory for a long time.
8) Any new impression does not remain isolated in memory. The memory of the event changes, entering into connection with other impressions.
9) A person's memory is always associated with his personality, therefore any pathological changes in personality are always accompanied by memory impairments.
10) A person's memory is always lost and restored according to the same "scenario": the first, with memory loss, more complex and recent impressions disappear. When restoring, on the contrary: first, simpler and more early memories, and then more complex and recent ones.
These are some of the most general, but by no means exhaustive patterns of how memory works in humans.
memory records.
Exceptional long-term Napoleon had a memory. Once, while still a lieutenant, he was placed in a guardhouse and found a book on Roman law in the room, which he read. Two decades later, he could still quote excerpts from it. He knew many of the soldiers of his army not only by sight, but also remembered who was brave, who was steadfast, who was quick-witted.
Academician A.F. Ioffe used a table of logarithms from memory, and the great Russian chess player A. A. Alekhin could play blindly with 30-40 partners at the same time from memory. Which illustrates their excellent visual memory.
The brother of A. S. Pushkin, Lev Sergeevich, had a phenomenal "photographic" memory. His memory played a saving role in the fate of the fifth chapter of the poem "Eugene Onegin". A. S. Pushkin lost it on the way from Moscow to St. Petersburg, where he was going to give it to print, and the draft of the chapter was destroyed. The poet sent a letter to his brother in the Caucasus and told about what had happened. Soon he received in reply the full text of the lost chapter, accurate to the comma: his brother heard it once and read it once.
A few years ago in France, in the city of Lille, in the presence of an authoritative jury, mathematics teacher Maurice Daber competed with a computer. He declared that he would admit defeat if the machine solved 7 arithmetic problems before he did 10. Daber solved 10 problems in 3 minutes 43 seconds, and the computer solved 7 problems in 5 minutes 18 seconds.
Our contemporary - the phenomenal counter Chikashvili easily calculates, for example, how many words and letters are spoken in a certain period of time. A control experiment was set up when the announcer commented on a football match. It was required to count the number of words and letters spoken by him. The answer came as soon as the announcer finished: 17427 letters, 1835 words, and it took several hours to check on the tape recording. The answer was correct.
Another example of phenomenal visual memory: Leonhard Euler remembered the first six powers of all numbers from 2 to 100. However, it is more interesting for us how he imagined the objects with which he operated. Euler imagined a real number visually, then as an infinite decimal, then as a point on a straight line with a scale marked on it. He did not give a general definition of the word "function". He simply visualized the various tasks of the function: formulas, graphs, tables of approximate numerical values and a sequence of coefficients power series, and special geometric and physical conditions, which can only be given pale paraphrases in symbolic logic
Let us dwell a little more on the case described by A.R. Luria - the phenomenon of S.V. Shereshevsky. He could repeat without error a sequence of 400 words after 20 years. One of the secrets of his memory was that his perception was complex, synesthetic. Images - visual, auditory, gustatory, tactile - merged for him into a single whole. Shereshevsky heard the light and saw the sound, he tasted the word and color. “Your voice is so yellow and crumbly,” he said.
Synesthesia was noted in N. A. Rimsky-Korsakov, A. N. Skryabin, N. K. Chyurlionis. All of them had sight connected with hearing. Rimsky-Korsakov believed that "E-major" - blue, "E-minor" - lilac, "F-minor" - grayish-green, "A-major" - pink. For Scriabin, sound gave rise to the experience of color, light, taste, and even touch. U. Diamandi, who had unique abilities for counting, also believed that their color helps memorize numbers and operate with them, and the calculation process was presented in the form of endless symphonies of color.
Does synesia have an objective basis? E. Churchover proposed an experiment to determine the compatibility of a number of pseudo-words with images of fantastic creatures. It was necessary to determine who is who. The processing of materials showed that there is a correlation between the visual image and the acoustic image, that is, synesthesia has an objective basis. It seems that this basis is in the close, subconscious connections of images with emotions. In them, the visual effect is linked in the subconscious with positive emotions, just like the temperature effect.
In a long-term study, A. R. Luria revealed how strengths, and the weaknesses of Shereshevsky's intellectual activity, arising from the peculiarities of the organization of his memory. On the one hand, Shereshevsky could arbitrarily and accurately recall everything that was presented to him for memorization many years ago. The ability to vividly visualize each memorized word helped him in this (for example, he perceived the number 7 as a person with a mustache), but this also created special difficulties for him when reading, since each word generated a vivid image, and this interfered with understanding what was being read. . In addition, his perception was very specific, words expressing abstract concepts, such as "eternity", "nothing", presented special difficulties for him, since they are difficult to compare with the visual image.
In addition, generalization was very difficult for him. Here is an example demonstrating weak sides his phenomenal memory.
In a large audience, Shereshevsky was read a long series of words and asked to reproduce them. He handled this flawlessly. Then he was asked if there was a word for infection. All the spectators present in the audience with an ordinary memory instantly remembered this word (typhus), and it took Shereshevsky a whole two minutes to complete the task. It turns out that during this time he went over in his mind in order all the words given by the list, which testified to the weakness of generalization in his memory.
Shereshevsky's memorization obeyed the laws of perception and attention rather than the laws of memory: he did not reproduce the word if he did not see it well. Recall depended on the illumination and size of the image, on its location, on whether the image was obscured by a spot that arose from an outside voice. Reading was torture for Shereshevsky. He struggled through the visual images that, against his will, grew around each word, which made him very tired. It should also be noted that Shereshevsky had great difficulty in forgetting. He had to invent special tricks to forget.
Improving memory.
Chemical and physical approaches.
The researchers found that in normal conditions a person can remember 8 decimal places, 7 non-alphabetic letters, 4-5 numbers, 5 synonyms. And there are almost no overloads. According to experts, it is usually enough to remember no more than 4 digits, 5-6 letters, 4 synonyms and 6 decimal digits. But the memory footprint decreases if the alternative increases. So, for example, the amount of memory for various objects and colors is 3, for numbers and points - 8-9, for letters - 6-9, for geometric shapes - 3-8, etc.
In principle, there are 2 main approaches to the regulation of memory processes by influencing the functional state of the brain: chemical and physical.
Chemical approach, which includes the use of pharmacological agents, has been known since time immemorial.
These funds; tea, coffee (caffeine), strychnine, nivalin, pilocarpine, phenatin, etimizole, etirazole, centrophenoxine, piracetam, neotropil, pyramen.
Favorable results from the use of psychopharmacological agents that activate brain activity can only be expected if we mean people with a stable, balanced psyche, as well as people with a more or less depressed psyche, inert, low-initiative, not self-confident.
You can also accept adapters. These include Ginseng root, preparations from Chinese magnolia vine and eleutherococcus. The action of adaptogens is very diverse. The person doing physical labor, they help to cope with physical overstrain, the climber - to adapt to reduced atmospheric pressure, caster - to high temperature and overheating of the body, the weaver - to the noise in the shop, etc. They help the patient recover faster after surgery.
In a word, they “monitor” the maintenance of internal balance in the body, and this is very important for the functioning of the brain, including for the effectiveness of learning and memorization. Sucrose - food sugar, quickly restores strength, as the body quickly absorbs disaccharides, which are also found in adaptogens. In addition, adaptogens provide a more economical use of energy by muscles, improve protein synthesis, which is directly related to the biochemical mechanism of memory.
Ginseng extract dramatically enhances RNA synthesis in the body.
Methyluracil has pronounced adaptogenic properties.
Great hopes are placed on gammalon and neotropil (piracetam), both of which activate the metabolism of brain cells and are directly involved in improving the transmission of nerve impulses.
Deteriorate memory: cocaine, methysergide, drugs reserpine and amenazine (chlorpromazine).
The second approach to the study and regulation of memory processes is physical. It consists in studying the influence physical factors on the processes of memorization and on the phases of memory in general.
The most important direction in the physical approach is electrical stimulation of brain structures.
Optical memory management methods are more profitable.
There is another possibility of a targeted impact on memory functions - with the help of a focused ultrasound effect.
The influence of smoking. Initially, in small doses, it dilates the blood vessels and acts as an aphrodisiac. The smoker feels a surge of energy, feels better, his thought flows faster. But all this does not last long. At high doses and long-term use nicotine constricts blood vessels. Under the influence of nicotine and others constituent parts tobacco smoke (not at all harmless) mental activity gradually weakens. Most smokers experience memory loss. The results of studies have shown that under the influence of tobacco smoking, there is a deterioration in the blood supply to the brain.
Alcoholics often complain of forgetfulness. The impact of alcohol is mainly on short-term memory. People easily recall past events, but just as easily forget momentary ones. In addition, alcohol slows down brain activity.
The mechanisms of memory must always be mobile and always in "form". They need to be constantly trained, daily allocating an hour or at least 20-25 minutes for this.
Memory functions best between 8 and 12 noon, then its effectiveness begins to gradually decline. After 5 pm memorization improves again and, if the person is not very tired, reaches a high level by 7 pm.
Memory development.
Groups of words can be memorized by creating appropriate scenes in the mind. The more ridiculous they are, the better. For example, to memorize the name of the restaurant "Under the Lindens", imagine yourself sitting under these trees with their unique aroma. If you want to remember the name "Volcano" or "Lightning", you need to try to remember the word as an image, and not as a group of several letters. In order to remember the list of items, imagine a familiar street and arrange all the items in front of the entrances in the order in which they are located. After that, mentally walk down the street. It will be easy for you to recall the entire list in memory. When memorizing a group of letters or syllables, it is useful to link them into words with a specific meaning. The human brain is better at remembering things that make sense. To remember the name of a new acquaintance, you need to associate it with some of his characteristic features. For example: the surname Rozov with pink his face, etc.
Several exercises according to F. Loeser.
Training memorization of logically unrelated text.
Below are 20 names (each with a corresponding serial number) to remember. 40 seconds are given for memorization. The subject must write all 20 words with their numbers as he remembered them. The answer is considered correct if its serial number is indicated along with the name.
1. Ukrainian 8. Conscience 15. Socialism
2. Housekeeper 9. Dictionary 16. Verb
3. Porridge 10. Clay 17. Breakthrough
4. Tattoo 11. Oil 18. Deserter
5. Neuron 12. Paper 19. Candle
6. Love 13. Sweets 20. Cherries
7. Scissors 14. Logic
Memory efficiency is calculated by the formula:
The number of correctly reproduced words is divided by 20 and multiplied by 100, we get% effective memorization.
Memorization of numbers.
In 40 seconds, you need to remember 20 numbers with their serial numbers. After that, write everything that you remember.
Memory efficiency in % is calculated by the formula:
The number of correctly named numbers is divisible by 20 and multiplied by 100.
Memorization of persons with names and surnames.
Remember 10 photos with names and surnames are offered. 30 seconds are given for this. After that, the same photographs, but in a different order, are again offered to the subject, and he must "identify" them. Memorization efficiency is determined by a similar formula.
Memorization of logically related material.
It is proposed to memorize the 10 main provisions underlined in the following text (they are listed in a certain order). The subject must read the text and after 1 minute reproduce the content of the main provisions and the order of the sentences.
“Robots that are available to certain behavioral responses. ROBOTS CAN ANALYZE CONSCIOUSNESS (1), creating programs for its development. THEY DEVELOP THE RULES OF CONDUCT (2). IS IT A MIRAGE (3) OR A REAL SCIENTIFIC PERSPECTIVE (4)? DEONTOLOGY or logic of norms of behavior ALLOWS TO ANSWER THIS QUESTION (5). MODERN LIFE OF PEOPLE IS ALWAYS REGULATED BY CERTAIN STANDARDS OF BEHAVIOR (6). SOCIETY COULD NOT (7) exist without such norms. THE INCREASING COMPLEXITY OF PUBLIC RELATIONS (8) DICTS THE NEED FOR THE DEVELOPMENT OF SCIENTIFIC FOUNDATIONS, LEGAL AND MORAL STANDARDS (9). This is a CURRENT MODERN CHALLENGE (10).
Memory efficiency in % is expressed by the formula:
The number of correctly reproduced main points divided by 10 and multiplied by 100.
Average memory productivity.
The average memorization productivity is calculated based on the results of the exercises. The sum of the results of the exercises performed is divided by their number (in this case 4).
For example: ex. No. 1……..%
ex. #2……..%
ex. No. 3……..%
ex. No. 4……..%
The sum of these % is divisible by 4
As a result of a number of studies, it has been established that with 90-100% memorization efficiency, a person's memory can be qualified as excellent, with 70-90% - as very good, with 50-70% - as good, with 30-50% - as satisfactory, with 10-30% - as bad and at 0-10% - as very bad.
With systematic training, even if the program is compiled by the trainee himself, memory gradually improves.
Attention concentration training.
To train the concentration of attention, it is necessary for a person to focus it on the chosen subject and its main properties, not to be distracted from thoughts about this subject. Memorize should be essential information about any event, ignoring the non-essential.
Basic principles of memorizing new information .
Information entering the human brain is better remembered if a connection is established between events. So, in a memorization exercise, establish semantic connections between two phenomena. A preliminary definition of what the semantic connection between these phenomena, events or actions can be contributes to a stronger memorization. Here are some examples:
Albert Einstein is one of the greatest physicists. The meaning here is that he created the theory of relativity.
Associative connections, even when they are absolutely incredible in meaning, they are remembered for a long time. For example, Luna-oil. You can imagine the most incredible - a piece of butter on the moon.
Structural connections also help memorization. Loeser gives an example: if the number 683429731 is placed like this 683-429-731, it will be easier to remember. For easier memorization, information can be divided into groups A, B, C, D, etc. You can rhyme some words.
association method.
The method of association was skillfully used by the Roman politician Mark Tullius Cicero in preparing his brilliant speeches, which he delivered without using any notes. He was a great speaker. By using special tricks he memorized pre-rehearsed speeches. He associated each section of speech with certain situation in the room and, walking around this room, carried out associations with various objects in it, which resembled objects in the hall of the Roman Senate. Speaking in the Senate, he linked sections of his speech to the relevant subjects and could talk for hours without hesitation.
Exists simplest way creating your own exercises that help memory with the involvement of associations. To this end, you should write 20 numbers and arbitrarily associate them with certain persons or objects (similar to the training for memorizing a logically unrelated text described here) according to the system of verbal and numerical memorization. This exercise should be followed by another one, thereby increasing the mnemonic abilities of the brain. This method can develop a phenomenal memory.
Memorization of faces.
Often we complain that we do not remember faces well. We are uncomfortable in front of old acquaintances that we cannot remember where and when we talked with them, and in general who they are.
To remember a face, you need to carefully examine it, paying attention to the shape, features(objects) that are rarely found in other people.
Remembering names.
The first condition for remembering a name is that it must be pronounced loudly and distinctly. It should be repeated once or twice to fix it in memory. Some use the method of associating a name with the visual image of the person to whom it belongs, with its characteristic signs, and so on.
Memory training exercises.
Recognition of figures, or how to test your memory.
Target. Study of the processes of perception and recognition in children and adults.
Description. The experimenter presents the subject with a table with 9 figures (Fig. 1) and offers to carefully examine and remember these figures for 10 seconds. After that, the subject is shown the second table, with a large number of figures (Fig. 2). The subject must find among them the figures from the first table.
First instruction.“Now I will show you the pictures of the figures. You have 10 seconds to try to remember as best you can. large quantity figures."
Second instruction."In the following figure, among the drawn figures, you must choose those that you saw in the first case."
Processing of results. The experimenter notes and counts the number of correctly and incorrectly recognized figures. The level of recognition (E) is calculated by the formula:
where M is the number of correctly recognized figures,
N is the number of incorrectly recognized figures.
The most optimal level of recognition is equal to one, therefore, the closer the results of the subject to one, the better the processes of recognition of visual material function in him. Similarly, it is possible to study the processes of recognition of other material - alphabetic, digital, verbal.
Methods for the study of short-term memory, or how to choose the right information.
Target. Determination of the volume of short-term visual memory.
Description. The subject must remember and then reproduce the maximum number of numbers from the table presented to him.
Instruction.“Now you will be presented with a table with numbers. You should try to remember in 20 seconds and then write down as many numbers as possible. Attention, let's get started!
Grade. By the number of correctly reproduced numbers, short-term visual memory is assessed. The maximum amount of information that can be stored in short-term memory is 10 units of material. Medium level: 6 - 7 units.
Method "Random Access Memory", or how to remember a lot in a short time.
Target. The study of working memory (for adult subjects).
Instruction.“Now I will give you five numbers. Your task is to try to remember them, then add the first number to the second in your mind, and write down the resulting amount; Add the second number to the third, write down the sum and the fourth with the fifth, write down the sum again. Thus, you should have received and recorded four amounts. Time for calculations - 15 seconds. Then I read the next row of numbers. Any questions? Be careful, the numbers are read only once.
Number lines.
a) 5, 2, 7, 1, 4 | f) 4, 2, 3, 1, 5 |
b) 3, 5, 4, 2, 5 | g) 3, 1, 5, 2, 6 |
c) 7, 1, 4, 3, 2 | h) 2, 3, 6, 1, 4 |
d) 2, 6, 2, 5, 3 | i) 5, 2, 6, 3, 2 |
e) 4, 4, 6, 1, 7 | j) 3, 1, 5, 2, 7 |
Data processing. The number of correctly found sums is counted. Their maximum number is 40. The norm for an adult is from 30 and above.
The method of "Figurative memory", or how to distinguish an object from its image.
Target. The study of short-term figurative memory.
Description. An image (an image of an object, geometric figure, symbol). The subject is asked to memorize the maximum number of images from the presented table in 20 seconds (Fig. 3). Then, within one minute, he must reproduce what he remembers (write down or draw).
Instruction.“Now I will show you a table with pictures. Try to memorize as much of what you have drawn as possible. After I remove the table, write down or draw everything that you remember. Table presentation time - 20 seconds.
Grade. The number of correctly reproduced images is counted. Normally, these are 6 or more correct answers.
General terms successful memorization.
1. When the material is interesting for the rememberer.
2. When the memorizer already has a large amount of knowledge in the area to which the material being memorized belongs.
3. When the memorizer has a set for the duration, completeness and strength of memorization.
4. When the material is comprehended, extremely clear, subject to classification.
5. When, when memorizing material up to 1000 words (i.e. 3-4 pages of a book of normal size), it is carefully read one or two times, breaking it down into semantic fragments and then reproduced through active and peeping repetitions.
6. When the number of such repetitions is 50% greater than the number required for the first error-free playback. (With an average memory, a person can accurately reproduce 7-9 words at once, 12 words after 17 repetitions, 24 words after 40 repetitions).
7. When a pause of 24 hours is introduced between individual repetitions.
8. When the learning process, divided into segments of 45-60 minutes, is interrupted by rest breaks of 10-15 minutes.
Tips for the development of memory (primarily mechanical).
1. "Not in a row". The scientific name here is: "the law of distribution of repetitions in time." The bottom line: the number of repetitions required for complete assimilation of the material decreases if you do not strive to remember everything in one sitting. The more repetitions you need, that is, the more the larger the portion of the material to be remembered, the greater the difference between the required repetitions "in one sitting" and in several.
2. It is necessary to systematically alternate passive perception of the memorized material with active attempts at recall with a psychological mindset for memorization. Switching to this new system memorization will require an average of 4-5 months, but will fully justify itself.
3. As often as possible, use mnemotechnical (that is, not related to the content of the memorized) techniques. For example: "Every hunter wants to know where the pheasants are sitting." There is one difficulty here: there is no recipe for how to compose such sayings-tips yourself, and you can’t stock up on ready-made tricks for all occasions. But they are not difficult to invent for a person familiar with the individual characteristics of his memory. It is necessary to remember and be guided by the general rule of any mental work - to rest through a change of occupation, and not through idleness. And this applies to memory to the fullest.
4. Variety, avoidance of monotony in the work of memory.
It is known that emotionally colored events, primarily negative ones, as well as affects, are poorly forgotten.
It is better to present information for memorization against the background of color, visual and tonal information. auditory perception.
It is necessary to strive to ensure that all feelings, or at least a large part of them, participate in memorization and reproduction. You need to learn how to create their combination (for example, the number 8 - appears to be a full woman, 87 - a full woman walking with a mustachioed man, number 5 - it smells like lily of the valley, etc.).
It is better to combine memorization in combination with another mechanical activity (walking, knitting, etc.).
If you introduce yourself into a state of self-hypnosis with the help of auto-training or meditation with mental transformation into another person, memorization is faster and more efficient.
Memorization and reproduction in hypnosis occurs more quickly and efficiently.
Sleep after training reduces forgetting by about 2 times.
Conclusion.
The importance of memory in human life is enormous: without it, any activity would be impossible. I.M. Sechenov pointed out that “... without memory, our sensations and perceptions, disappearing without a trace as they arise, would leave a person forever in the position of a newborn.”
Memory is a complex mental process, consisting of several private processes associated with each other. Memory is necessary for a person - it allows him to accumulate, save and subsequently use personal life experience, it stores knowledge and skills.
The process of development of memory in its qualitative originality, without age restrictions, makes it possible to widely use the comparative genetic method in relation to arbitrary and involuntary forms of memory. The question of the specificity of memory functions as a property of a person's personality is still of interest for establishing the conditions for the development of memory at all levels of its functioning.
At present, a considerable number of various systems and methods of practical influence on human memory have been developed and are being used in practice in order to improve it. Some of these methods are based on the regulation of attention, others involve improving the perception of material, others are based on the exercise of the imagination, the fourth on the development of a person’s ability to comprehend and structure the memorized material, the fifth on the acquisition and active use in the processes of memorization and reproduction of special mnemotechnical means and tricks and actions. All these methods are ultimately based on the facts established in scientific research and confirmed by life of the connection between memory and other mental processes of a person and his practical activities.
List of used literature:
1. Gamezo M.V., Domashenko I.A. Atlas of psychology. 3rd edition. M.: 1999
2. Luria A. R. Attention and memory. M., 1975.
3. Maxelon Jozef. Psychology. M.: “Enlightenment”, 1998
4. Nemov R. S. Psychology. M., 1995
5. Kinyakina O. N. Brain at 100%. Intelligence. Memory. Creative. Intuition, M. "Eksmo", 2007
6. Hofmann Joachim. Active memory: Experimental research and theory of human memory: Per. with German/gen. B.M. Velichkovsky and N.K. Korsakova. - M .: "Progress", 1986
7. Krylov A.A. General psychology. St. Petersburg, "Piter", 2000
8. Blonsky P. P. Memory and thinking. M., 1979.
1. Introduction………………………………………………………2
2. Types of memory…………………………………………………….4
3. Basic processes and mechanisms of memory …………………7
4. Improvement of memory……………………………………21
5. Memory training……………………………………...…...24
6. Conclusion …………………………………………………..36
7. List of used literature…………………..........37
