playback process. The concept of memory. The value of memory in learning activities. Memory processes: memorization, preservation, forgetting, recognition, reproduction. Recognition and reproduction

The founder of the scientific psychology of memory is the German scientist G. Ebbinghaus, who experimentally studied the processes of memory. The main processes of memory are memorization, preservation, reproduction and forgetting.

memorization

The original form of memorization is the so-called unintentional or involuntary memorization, i.e. memorization without a predetermined goal, without the use of any techniques. It is a mere imprint of what has acted, the preservation of some trace of excitation in the cerebral cortex. Each process that occurs in the cerebral cortex leaves traces behind itself, although the degree of their strength is different.

Involuntarily remembered much of what a person encounters in life: surrounding objects, phenomena, events of everyday life, people's actions, the content of films, books read without any educational purpose, etc., although not all of them are remembered equally well. 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. Even involuntary memorization is selective, determined by the attitude to the environment.

It is necessary to distinguish from involuntary memorization arbitrary (deliberate) memorization, characterized by the fact that a person sets himself a specific goal - to remember what is planned, and uses special memorization techniques. Arbitrary memorization is an activity aimed at memorizing and reproducing retained material, called mnemonic activity. In such an activity, a person is faced with the task of selectively remembering the material offered to him. In all these cases, a person must clearly separate the material that he was asked to remember from all side impressions and, when reproducing, confine himself to it. Therefore, mnemonic activity is selective.

Preservation

What a person remembers, the brain stores more or less for a long time. Preservation as a process of memory has its own laws. It is established that saving can be dynamic and static. Dynamic storage manifests itself in working memory, while static storage manifests itself in long-term storage. With dynamic preservation, the material changes little, with static preservation, on the contrary, it necessarily undergoes reconstruction, processing.

The reconstruction of the material stored by long-term memory occurs under the influence of the information that continuously comes in again. Reconstruction manifests itself in various forms: in the disappearance of certain details and their replacement by other details, in a change in the sequence of material, in its generalization.

Recognition and reproduction

Recognition of an object occurs at the moment of its perception and means that the perception of the object occurs, which was formed in a person earlier either on the basis of personal impressions (representation of memory) or on the basis of verbal descriptions (representation of imagination).

Reproduction differs from perception in that it occurs after it, outside of it. Reproducing the image of an object is more difficult than recognizing it. Thus, it is easier for a student to recognize the text of a book when reading it again (with repeated perception) than to reproduce, recall the content of the text when the book is closed. The physiological basis of reproduction is the renewal of the neural connections formed earlier during the perception of objects and phenomena.

Reproduction can take place in the form of sequential recall; this is an active volitional process. Recall in a person occurs according to the laws of association, in short, while the machine is forced to go through all the information until it “stumbles upon” the necessary fact.

Forgetting

Forgetting is expressed in the inability to remember or in erroneous recognition and reproduction. The physiological basis of forgetting is some types of cortical inhibition that interferes with the actualization (revival) of temporary nerve connections. Most often, this is an extinctive inhibition that develops in the absence of reinforcement.

One of the reasons for forgetting is the negative impact of the activity following memorization. This phenomenon is called retroactive (reverse acting) inhibition. It is more pronounced if the activity follows without interruption, if the subsequent activity is similar to the previous one, and if the subsequent activity is more difficult than the activity of memorization.

To combat forgetting, you need to know the patterns of its course.

Neurophysiological foundations of memory

The physiological mechanisms of memory are the formation, fixation, excitation and inhibition of nerve connections. These physiological processes correspond to memory processes: capture, preservation, reproduction and forgetting.

The condition for the successful development of neural connections is the significance of the acting stimulus, its entry into the field of orienting activity, and its reflection in the focus of optimal excitation of the cerebral cortex.

Along with individual memory, there are structures of genetic memory in the brain. This hereditary memory is localized in thalamohypothalamic complex. Here are the centers of instinctive programs of behavior - food, defensive, sexual - centers of pleasure and aggression. These are the centers of deep biological emotions: fear, longing, joy, anger and pleasure. Here are stored the standards of those images, the real sources of which are instantly assessed as harmful and dangerous or useful and favorable. The codes of emotional-impulsive reactions (postures, facial expressions, defensive and aggressive movements) are recorded in the motor zone.

The zone of the subconscious-subjective experience of the individual is limbic system- here they go and store life-long acquired behavioral automatisms: the emotional attitudes of a given individual, his stable assessments, habits and all kinds of complexes. Here the long-term behavioral memory of the individual is localized, everything that determines his natural intuition.

Everything related to conscious-voluntary activity is stored in neocortex, various zones of the cerebral cortex, projection zones of receptors. frontal lobes of the brain- the sphere of verbal-logical memory. Here sensory information is transformed into semantic information. From a huge array of long-term memory, the necessary information is retrieved in certain ways, they depend on the methods of storing this information, its systematization, and conceptual ordering.

According to modern concepts, the formation engram(nerve connections) goes through two phases. In the first phase, excitation is retained. On the second - its consolidation and preservation due to biochemical changes in the cells of the cerebral cortex and in synapses - intercellular formations.

Currently, the physiological foundations of memory on biochemical level. Traces of direct impressions are fixed not instantly, but during a certain time necessary for biochemical processes - the corresponding changes at the molecular level.

The number of specific changes in RNA (ribonucleic acid) contained in one cell is 10 15 . Therefore, at the level of one cell, a huge number of connections can be developed. Changes in RNA molecules are associated with working memory. Changes in DNA molecules (deoxyribonucleic acid) - with long-term memory (including species). The physiological basis of memory is a change in the activity of both individual neurons and neural ensembles.

In patients with surgically split cerebral hemispheres, memory is sharply weakened - sensory excitations reaching the right hemisphere are not closed at the verbal-logical level provided by the left hemisphere. Functional asymmetry in the activity of the hemispheres is a fundamental feature of the human brain, which is reflected in all of its mental processes, including memory processes. Each hemisphere and each area of ​​the brain contributes to the system of mnemonic activity. It is assumed that at first, the isolation and ultra-short-term imprinting of individual features of the object (sensory memory) take place, then its complex, symbolic coding - the formation of engrams, their inclusion in the categorical system of a given individual. Therefore, each person has his own memorization strategy. The inclusion of the object of memorization in a certain activity determines the structure of its imprinting, the mosaic of the relationship between its sensory and semantic components.

The basic prerequisite for the functioning of memory processes is the optimal tone of the cortex, provided by the subcortical formations of the brain. Modulation of the tone of the cortex is carried out by the reticular formation and the limbic part of the brain. Subcortical formations, forming an orienting reflex, attention, thereby create a prerequisite for memorization.

The final, synthesizing function of memory is carried out by the frontal lobes of the brain and, to a large extent, by the frontal lobes of the left hemisphere. Damage to these brain structures disrupts the entire structure of mnemic and verbal activity.

The problem of remembering borders on the problem of forgetting. Forgetting is mainly due to interference - the opposition of stimuli.

So, the process of capturing and preserving material is due to its significance, the optimal state of the brain, the increased functioning of the orienting reflex, the systemic inclusion of the material in the structure of purposeful activity, the minimization of side interfering (opposing) influences, the inclusion of the material in the semantic, conceptual field of consciousness of a given individual.

Reproduction, actualization of the necessary material requires the establishment of those systems of connections against which the material to be reproduced was memorized.

The process of forgetting is also not limited to the spontaneous extinction of engrams. Mostly, secondary, insignificant material that is not included in the constant activity of the subject is forgotten. But the inability to recall the material does not mean the complete obliteration of its traces. Actualization of engrams depends on the current functional state of the brain. So, in a hypnotic state, a person can remember what seemed completely forgotten.

There are four relatively independent memory processes and four corresponding functions: memorization, preservation, reproduction and forgetting.

memorization- this is the process of capturing (fixing) information that can be presented in the form of sensations, images, thoughts, emotional experiences, movements, practical actions, acts of communication. On the basis of memorization, there is an expansion of life experience and the mental development of a person, his formation as a person, as a subject of activity. Memorization is an active process, its source is the needs and motives of the individual. It is connected with the activity of the subject and the awareness of the facts necessary for the activity.

A number of factors affect the effectiveness of memorization: Meaningfulness of the material . In the experiments of Guilford and McGech, it was proved that a person spends less time memorizing meaningful material than when cramming meaningless material. And, indeed, when we comprehend the material, it is remembered better.

In the works of A.A. Smirnova, V.Ya. Laudis, V.D. Shadrikov and other scientists, the role of specially organized actions in memorization, acting as mnemonic devices or ways of memorization in educational activities: material grouping for any reason; selection of strong points(title, theses, questions, etc.); planning as a set of strong points; classification- distribution of phenomena and objects into classes, groups based on certain common features; structuring- establishing the relative position of the parts, the internal structure of the memorized, schematization - a picture or description of something; analogy - establishing the similarity or similarity of objects or phenomena; transcoding- verbalization or pronunciation, presentation of information in a figurative form, transformation of information, building up memorized material and bringing into it by the subject something from other areas; serial organization of material– establishment of intergroup relations, connections, etc.

plays a special role repetition . It allows you to: 1) retain information for a long time; 2) to transfer information from short-term memory to long-term; 3) Strengthen memory traces. When memorizing the material, it is necessary to organize it correctly, distributing repetitions in time. R. Yost experimentally proved: if the material is such that it can be memorized with a small number of repetitions, then the method of concentrated memorization should be used, and if a large number of repetitions are required, then the method of distributed memorization with a sufficient number of repetitions is more economical.

plays an important role in memory motivation , which is associated with the interests, inclinations of the individual, her attitude to certain activities, emotional mood. Experiments Z.M. Istomina showed that memorization reaches its maximum level in a situation of practical activity, high motivation for its implementation.

Memory setting. It should be noted that activities aimed at memorization can be no less difficult than understanding the material. This is especially true for memorizing concepts and definitions. The lack of an attitude to memorization, motivation to remember this or that material affects the results of activities (for example, an exam). And it is important to remember the setting for a long time.

Preservation is the accumulation of material in memory. This process contributes to the retention of the acquired life experience, including the personality as a whole, from disintegration. Its subject is not only knowledge, skills and abilities, but also any personal education. Preservation gives meaning to memorization because what is important is preserved. This is not a simple conservation of material, but an active process, during which information is continuously processed and structured.

There are many ways to organize information in memory: spatial organization, it allows you to establish reference links and "reference points" in the physical and social space (allows you to find the right word in the dictionary, navigate in the days of the week, months, etc.); association organization- grouping of elements with some common features (for example, by the first letter, etc.); hierarchical organization, when each element of information belongs to a certain level, depending on which category - more general or more specific, it corresponds (according to Godefroy).

The preservation of the material is ensured by: the meaningfulness of memorization, as well as active repetition. Interesting data were obtained in 1924 by Jenkins and Dallenbach. Scientists have proven that daily activities speed up forgetting, while sleep improves memory as a result of its inherent ability to reinforce memory traces. Therefore, the Russian proverb is not accidental: "The morning is wiser than the evening."

In experiments conducted in 1924-1926. in the laboratory of K. Levin by our compatriot B.V. Zeigarnik, when studying the memorization and resumption of interrupted actions, it was proved that an action that remained unfinished is stored in our memory. On the contrary, we forget the completed action ( pending effect).

Playback- this is the revival, actualization of previously formed connections in the brain by extracting from long-term memory and transferring it to operational memory. There are the following forms of reproduction:

Recognition- occurs when objects are re-perceived. It always connects our experience with new situations of life, makes it possible to correctly orientate ourselves in the surrounding reality. Recognition plays a huge role in the processes of human self-identification, being a condition for self-awareness of the individual.

Remembrance is the most active form of memory. The effectiveness of recall depends on the clarity of the tasks set, on the degree of logical ordering of the information stored in memory. Difficulties that arise in recalling are often associated with the fact that at the right moment there was no symbol-means necessary for recalling. The correct organization of memorized information increases the efficiency of recall. The context in which the memorization took place plays a huge role. Therefore, the re-creation of identical conditions will contribute to a better recall of the material.

Proper reproduction (or recollection)- carried out in the absence of an object of perception. It can be involuntary and arbitrary, purposeful. Arbitrary reproduction is caused by the reproductive task that a person sets for himself. Sometimes it can be very difficult to remember, especially when there are no reference points or objects. Therefore, it is always easier to find out information, but this “lightness” actually indicates the existing level of memory in a person. Therefore, training tests in which you need to choose the correct answer reflect the level of knowledge more accurately than direct questions.

In the studies of the French psychologist A. Pieron in 1913, it was proved that the reproduction of the learned material is better 2-3 days after memorization. This effect is called reminiscence .

Reminiscence represents a quantitative improvement in retention during subsequent reproduction of the material without additional exercises and repetitions of the memorized. It is, as it were, an involuntary reproduction of material that already seemed forgotten.

Forgetting is the process of freeing a person from unnecessary experience or knowledge. Forgetting is any inability to retrieve information.

G. Ebbinghaus was the first to study changes in memory over time. He proved that stored information begins to decline sharply immediately after memorization. Further decline slows down and stops at about the same level (20% of the material) after a month. The criterion of forgetting is subjective and lies in the personality itself, in its needs, interests, life goals and tasks. Sometimes a person forgets what he needs. In this regard, it must be remembered that the meaningfulness, significance for a person of this or that knowledge makes it possible to avoid this fact.

Forgetting performs a number of important functions in the human psyche. First, it prevents the brain from being overloaded with information. Second, forgetting useless information makes it easier to access useful information. Thirdly, forgetting performs a special psychotherapeutic work, freeing us from the burden of unpleasant, traumatic experiences.

There are a number factors affecting forgetting.

Forgetting material is associated with person's age: in the elderly, mechanical imprinting begins to deteriorate, figurative memory weakens, a decrease in memorization is observed. However, what is significant and related to current activities, professional and everyday skills mastered in the process of life, is forgotten less.

Forgetting sometimes occurs also because the event in our mind is described in a way that does not distinguish it from others, and therefore it is not possible to retrieve it from memory. For example, when a student learns all the material “in one sitting” before an exam without differentiating it, it can be very difficult to remember a specific question.

An important role is played by the nature of the information and the frequency of access to it. If we do not repeat the acquired knowledge and do not use it in experience, they are forgotten. So, for example, foreign languages. A large number of people do not use them after graduation and forget. On the contrary, what is important to us, associated with interest, is forgotten less.

Interesting research has been done by Gestalt psychologists in the field of forgetting intention(the so-called "forgetfulness" of a person) Sometimes we forget the intention, because it has not passed from short-term memory further to long-term (for example, we must transfer information to a friend and forget about it) - this is an insufficient duration of intention.

associated with forgetting interference phenomenon, which is interpreted as a violation of memorization, due to the imposition of one material on another. There are several types of interference:

a) proactive interference is associated with events that occurred before memorization (for example, important or emotionally significant information communicated at the beginning interferes with subsequent concentration and memorization);

b) negative transfer during learning (for example, a previously learned method of solving makes it difficult to master a new one);

c) the influence on memorization of homogeneous activity (when, immediately after studying one material, we take up another, similar to it, for example, studying two foreign languages ​​in a row);

d) retroactive interference, it is connected with the fact that if, immediately after mastering knowledge or acquiring a skill, we start a new one, and especially a relatively similar activity, the new material will overlap the old one and displace it. This phenomenon will not occur when performing different activities or when performing very similar activities (for example, when studying two sections of the same textbook or when, after studying psychology, we will comprehend mathematics, however, if after psychology we begin to learn philosophy, then we will remember the first one worse) .

Dzerzhinsk, 2015 Memory. Memory processes and their characteristics.

Checked: Smakovskaya N.I.

TMO-13zs group

Completed by: Burlakov D.S.

Everything that we learn, each of our experiences, impressions or movements leaves a certain trace in our memory, which can be preserved for quite a long time and, under appropriate conditions, manifest itself again and become an object of consciousness. Therefore, by memory we understand the imprinting (recording), preservation, subsequent recognition and reproduction of traces of past experience, which makes it possible to accumulate information without losing previous knowledge, information, skills.

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.

initial stage memorization – unintentional or involuntary memorization, i.e. memorization without a predetermined goal, without the use of any techniques. Recently, close attention of researchers has been attracted to the processes occurring at the very initial stage of memorization. In order for this or that material to become fixed in memory, it must be processed by the subject in an appropriate way. Subjectively, this process is experienced as an echo of an event that has just happened: for a moment, we seem to continue to see, hear, and so on. something that is no longer directly perceived (before the eyes, sounds in the ears, etc.).

These processes are called short term memory. Unlike long-term memory, which is characterized by long-term preservation of material after repeated repetition and reproduction, short-term memory is characterized by a very short preservation.

Much of what a person encounters in life is involuntarily remembered: surrounding objects, phenomena, events of everyday life, people's actions, the content of books read without any educational purpose.

It is necessary to distinguish from involuntary memorization arbitrary (deliberate) memorization, characterized by the fact that a person sets himself a specific goal - to remember what is planned, and uses special memorization techniques. In the process of learning, intentional memorization often takes the form of memorization, i.e. repeated repetition of educational material until its complete and error-free memorization. So, for example, verses, definitions, formulas, laws, etc. are memorized. The success of memorization also depends on the extent to which the material is comprehended by a person. With mechanical memorization, words, objects, events, movements are remembered exactly in the order in which they were perceived, without any transformations. Mechanical memorization relies on the spatial and temporal domain of memorization objects. Meaningful memorization is based on understanding the internal logical connections between parts of the material. Meaningful memorization is many times more productive than mechanical memorization.

Comprehension of the material is achieved by various methods and, above all, by highlighting the main thoughts in the material being studied and grouping them in the form of a plan. A useful memorization technique is also comparison, i.e. finding similarities and differences between objects, phenomena, events, etc. The strength of memorization largely depends on repetition.

What a person remembers, the brain stores more or less for a long time. Preservation as a memory process has its own patterns. It is established that saving can be dynamic and static. Dynamic Saving manifests itself in RAM, and static in the long term. With dynamic preservation, the material changes little, with static preservation, on the contrary, it undergoes reconstruction, processing.

Extracting material from memory is carried out using two processes - reproduction and recognition . Playback - this is the process of recreating the image of an object that we perceived earlier, but not perceived at the moment. Reproduction differs from perception in that it occurs after and outside of it. Thus, the physiological basis of reproduction is the renewal of the neural connections formed earlier during the perception of objects and phenomena. Like memorization, recall can be unintentional (involuntary) and intentional (arbitrary).

Recognition of any 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). For example, we recognize the house in which a friend lives, but which we have never been, and recognition occurs due to the fact that this house was previously described to us, explained by what signs to find it, which was reflected in our ideas about it.

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. For example, we see a person whose face seems familiar to us, but we cannot remember who he is and under what circumstances we could meet him. Such cases are characterized recognition uncertainty. In other cases, recognition, on the contrary, differs complete certainty: we immediately recognize a person as a certain person. Therefore, these cases are characterized by complete 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.

The processes of recognition and reproduction are not always carried out with equal success. Sometimes it happens that we can recognize an object, but we are not able to reproduce it when it is absent. There are cases of the opposite kind: we have some ideas, but we cannot say what they are connected with. Most often, we have difficulty reproducing something, and much less often such difficulties occur when recognizing. As a rule, we are able to find out when we cannot reproduce. Thus, recognition is easier than reproduction.

Forgetting expressed in the inability to restore previously perceived information. The physiological basis of forgetting is some types of cortical inhibition that interferes with the actualization of temporary neural connections. Most often, this is the so-called extinction inhibition, which develops in the absence of reinforcement.

Forgetting comes in two main forms:

1. inability to remember or recognize;

2. incorrect recall or recognition.

Between complete recall and complete forgetting, there are different degrees of recall and recognition.

It is customary to distinguish three such levels:

1. reproducing memory;

2. recognition memory;

3. facilitating memory.

Forgetting proceeds unevenly over time. The greatest loss of material occurs immediately after its perception, and in the future, forgetting goes more slowly.

Bibliography

1. Adam D. Perception, consciousness, memory. Reflections of a biologist / Ed. E.N. Sokolov. - M.: Mir, 1983.

2. Atkinson R., Shifrin R. Human memory: memory system and management processes // Psychology of memory: Reader / Ed. Yu.B. Gippenreiter, V.Ya. Romanov. - M.: CheRo, 2000.

3. Cheremoshkina L.V. Psychology of memory: Proc. allowance for universities. - M.: Academy, 2002.

Memorization is a mnemonic process through which incoming information is selectively selected for subsequent reproduction and included in an already existing system of associative links. It is characteristic for a person that the development of his memory is, first of all, due to the meaningful processing of memorized information. If in early childhood, first of all, direct memorization is realized, then later, through the use of mediating elements, mediated memory is formed, which is decisive in the life of an adult. A positive role in memorization is played by systematic repetition, when the original elements are included in a new system of associative links.

Storage is the accumulation of material in memory. For long-term storage, as in an archive, an organization is required that would allow not only classifying, but also quickly retrieving information. What a person remembers, the brain stores more or less for a long time. Storage as a process of memory has its own laws. It is established that storage can be dynamic and static. Dynamic storage manifests itself in random access memory, and static storage manifests itself in long-term memory. During dynamic storage, the material changes little, while during static storage, on the contrary, it necessarily undergoes reconstruction, processing.

The storage of information and its modification can only be judged by recognition and reproduction.

Recognition is the recognition, as already known, of an object that is in the center of actual perception. This process is based on the comparison of perceived features with the corresponding traces of memory, which act as standards for identifying features of the perceived object.

Allocate:

individual recognition of an object, as a repeated perception of this particular object;

generic recognition of an object, when a newly perceived object can be attributed to some class of objects.

In a more complex form, recognition appears as a reproduction in the representation of objects that are not currently given in actual perception.

Reproduction is a mnemonic process in which the previously formed psychological content (thoughts, images, feelings, movements) is actualized. Reproduction has a selective character, due to the needs, direction of activity, actual experiences. During reproduction, a significant restructuring of the perceived usually occurs, so that the original content loses a number of secondary details and acquires a generalized character corresponding to the tasks being solved. Due to the effects of reminiscence and interference, reproduction immediately after the perception of the memorized material (immediate reproduction) does not always give a better result than delayed reproduction.

Forgetting is the loss of the ability to recall previously received information. There are several forgetting theories.

Attenuation theory. Information from short-term memory can be transferred to long-term memory through repetition. If the information is not used or repeated, then over time it is forgotten. As a result of information processing, a “trace” appears - a certain change in the nervous tissue, this trace fades away if it is not used.

Theory of interference. Associative links are formed between specific stimuli and specific responses, which are stored in memory for as long as other competing information does not interfere with them. When studying interference, the greatest attention is drawn to retroactive and proactive inhibition. Retroactive inhibition manifests itself in the effect of the suppression of old material by the new, and proactive inhibition in the suppression of new material by the old.

The theory of situational forgetting. Failure to retrieve information does not necessarily mean that memories are lost, but that they may be inaccessible due to a mismatch between features during encoding and features during recall [Solso, 2006].

Everything that we learn, each of our experiences, impressions or movements leaves a certain trace in our memory, which can be preserved for quite a long time and, under appropriate conditions, manifest itself again and become an object of consciousness. Therefore, by memory we understand the imprinting (recording), preservation, subsequent recognition and reproduction of traces of past experience, which allows us to accumulate information without losing previous knowledge, information, skills.

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.

Memory processes: memorization, preservation, recognition, reproduction and forgetting.

The initial stage of memorization - the so-called. unintentional or involuntary memorization, i.e. memorization without a predetermined goal, without the use of any techniques. Recently, close attention of researchers has been attracted to the processes occurring at the very initial stage of memorization. In order for this or that material to become fixed in memory, it must be processed by the subject in an appropriate way. Subjectively, this process is experienced as an echo of an event that has just happened: for a moment, we seem to continue to see, hear, and so on. something that is no longer directly perceived (before the eyes, sounds in the ears, etc.). These processes are called short-term memory. Unlike long-term memory, which is characterized by long-term retention of material after repeated repetition and reproduction, short-term memory is characterized by a very short retention.

Much of what a person encounters in life is involuntarily remembered: surrounding objects, phenomena, events of everyday life, people's actions, the content of books read without any educational purpose.

It is necessary to distinguish from involuntary memorization arbitrary (deliberate) memorization, characterized by the fact that a person sets himself a specific goal - to remember what is planned, and uses special memorization techniques. In the process of learning, intentional memorization often takes the form of memorization, i.e. repeated repetition of educational material until its complete and error-free memorization. So, for example, verses, definitions, formulas, laws, etc. are memorized. The success of memorization also depends on the extent to which the material is comprehended by a person. With mechanical memorization, words, objects, events, movements are remembered exactly in the order in which they were perceived, without any transformations. Mechanical memorization relies on the spatial and temporal domain of memorization objects. Meaningful memorization is based on understanding the internal logical connections between parts of the material. Meaningful memorization is many times more productive than mechanical memorization. Comprehension of the material is achieved by various methods and, above all, by highlighting the main thoughts in the material being studied and grouping them in the form of a plan. A useful memorization technique is also comparison, i.e. finding similarities and differences between objects, phenomena, events, etc. The strength of memorization largely depends on repetition.

What a person remembers, the brain stores more or less for a long time. Preservation as a memory process has its own patterns. It is established that saving can be dynamic and static. Dynamic storage manifests itself in RAM, and static storage in long-term. With dynamic preservation, the material changes little, with static preservation, on the contrary, it undergoes reconstruction, processing.

The extraction of material from memory is carried out using two processes - reproduction and recognition. Reproduction is the process of recreating the image of an object perceived by us earlier, but not perceived at the moment. Reproduction differs from perception in that it occurs after and outside of it. Thus, the physiological basis of reproduction is the renewal of the neural connections formed earlier during the perception of objects and phenomena. Like memorization, reproduction can be unintentional (involuntary) and intentional (arbitrary).

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). For example, we recognize the house in which a friend lives, but which we have never been, and recognition occurs due to the fact that this house was previously described to us, explained by what signs to find it, which was reflected in our ideas about it.

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. For example, we see a person whose face seems familiar to us, but we cannot remember who he is and under what circumstances we could meet him. Such cases are characterized by recognition uncertainty. In other cases, recognition, on the contrary, is characterized by complete certainty: we immediately recognize a person as a specific person. Therefore, these cases are characterized by complete 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.

The processes of recognition and reproduction are not always carried out with equal success. Sometimes it happens that we can recognize an object, but we are not able to reproduce it when it is absent. There are cases of the opposite kind: we have some ideas, but we cannot say what they are connected with. Most often, we have difficulty reproducing something, and much less often such difficulties occur when recognizing. As a rule, we are able to find out when we cannot reproduce. Thus, recognition is easier than reproduction.

Forgetting is expressed in the inability to restore previously perceived information. The physiological basis of forgetting is some types of cortical inhibition that interferes with the actualization of temporary neural connections. Most often, this is the so-called extinction inhibition, which develops in the absence of reinforcement.

Forgetting comes in two main forms:

1. inability to remember or recognize;
2. misremembering or recognition.

Between complete recall and complete forgetting, there are different degrees of recall and recognition.

It is customary to distinguish three such levels:

1. reproducing memory;
2. identifying memory;
3. facilitating memory.

Forgetting proceeds unevenly over time. The greatest loss of material occurs immediately after its perception, and in the future, forgetting goes more slowly.