Memory processes do not include. Memory processes and their characteristics. From this follows the conclusion
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Memory processes
The main processes of memory are memorization, reproduction, preservation, recognition, forgetting. By the nature of reproduction, the quality of the entire memory apparatus is judged.
Memory begins with remembering. memorization - this is a memory process that ensures the preservation of material in memory as the most important condition for its subsequent reproduction.
Memorization can be unintentional or intentional. At unintentional memorization a person does not set a goal to remember and does not make any efforts for this. Memorization happens by itself. This is how one remembers mainly that which is of vital interest to a person or evokes a strong and deep feeling in him: “I will never forget this!” But any activity requires a person to remember many things that cannot be remembered by themselves. Then comes into effect intentional, conscious memory, i.e. the goal is to remember the material.
Memorization can be mechanical and semantic. Mechanical memory is based mainly on the consolidation of individual connections, associations. Semantic memorization associated with thought processes. In order to memorize new material, a person must understand it, comprehend it, i.e. find deep and meaningful relationships between this new material and the knowledge he already has.
If the main condition for mechanical memorization is repetition, then the condition for semantic memorization is understanding.
Both mechanical and semantic memorization are of great importance in the mental life of a person. When memorizing proofs of a geometric theorem or analyzing historical events, a literary work on the semantic memorization comes to the fore. In other cases, remember the number of the house, telephone, etc. - the main role belongs to mechanical memorization. In most cases, memory must rely on both comprehension and repetition. This is especially evident in educational work. For example, when memorizing a poem or any rule, understanding alone cannot be enough, just as mechanical repetition cannot be enough.
If memorization has the character of a specially organized work associated with the use of certain techniques for the best assimilation of knowledge, it is called memorization.
memorization depends: a) on the nature of the activity, on the processes of goal-setting: arbitrary memorization, based on a consciously set goal - to remember, is more effective than involuntary; b) from the installation - remember for a long time or remember for a short time. We often start to memorize some material, knowing that in all probability we will use it only on a certain day or until a certain date, and that then it will not matter. Indeed, after this period, we forget what we have learned by heart.
It is better to memorize emotionally colored material, to which a person treats with an interest that is personally significant for him. Such a memory is motivated.
This is very convincingly shown in the story of K. Paustovsky "Glory to Boatswain Mironov":
“... And an unusual story happened to the boatswain Mironov in the editorial office of Mayak ...
I don't remember who - the People's Commissariat for Foreign Affairs or Vneshtorg - asked the editors to provide all the information about Russian ships taken abroad. You need to know that the entire merchant fleet was taken away to understand how difficult it was.
And when we sat through the hot Odessa days over the ship's lists, when the editorial office was sweating from stress and recalling the old captains, when exhaustion from the confusion of new shipping names, flags, tons and deadweights reached its highest tension, Mironov appeared in the editorial office.
Drop it, he said. - So you won't get a damn thing. I will speak and you write. Write! The Jerusalem steamer is now sailing under the French flag from Marseille to Madagascar, chartered by the French company Paquet, French crew, captain Borisov, all our boatswains, the underwater part has not been cleaned since 1917. Keep writing. Steamship "Muravyov-Apostol", now renamed "Anatole". Flying under the English flag, hauling bread from Montreal to Liverpool and London, chartered by Royal Mail Canada. I last saw him last fall in New Port News.
This went on for three days. For three days from morning to evening, smoking cigarettes, he dictated a list of all the ships of the Russian merchant fleet, called their new names, the names of the captains, voyages, the condition of the boilers, the composition of the crew, and the cargo. The captains just shook their heads. Marine Odessa was agitated. The rumor about the monstrous memory of the boatswain Mironov spread with lightning speed ... "
An active attitude to the process of memorization is very important, which is impossible without intense attention. For memorization, it is more useful to read the text with full concentration of attention 2 times than to reread it inattentively 10 times. Therefore, attempts to memorize something in a state of severe fatigue, drowsiness, when it is not possible to focus attention properly, is a waste of time. The worst and most uneconomical way of memorization is to mechanically reread the text in anticipation of it being memorized. Reasonable and economical memorization is active work on the text, which involves the use of a number of techniques for better memorization.
V.D. Shadrikov, for example, offers the following ways of arbitrary or organized memorization:
grouping- dividing the material into groups for some reason (by meaning, associations, etc.), highlighting strong points (abstracts, titles, questions, examples, etc., in this sense, compiling cheat sheets is useful for memorization), plan - set of strong points; classification - the distribution of any objects, phenomena, concepts into classes, groups based on common features.
Material structuring- establishing the relative position of the parts that make up the whole.
Schematization- a picture or description of something in general terms.
Analogy- establishment of similarity, similarity between phenomena, objects, concepts, images.
Mnemic tricks certain techniques or ways of remembering.
transcoding- verbalization or pronunciation, presentation of information in a figurative form.
completion memorized material, introducing something new into memorization (the use of intermediary words or images, situational signs, etc. For example, M.Yu. Lermontov was born in 1814, died in 1841).
Associations - Establishing links by similarity, adjacency or opposition.
Repetition - consciously controlled and uncontrolled processes of material reproduction. It is necessary to start trying to reproduce the text as early as possible, since internal activity mobilizes attention to the strongest degree and makes memorization successful. Memorization is carried out more quickly and is more durable when repetitions do not follow one another directly, but are separated by more or less significant intervals of time.
Playback is an essential component of memory.
Reproduction can proceed at three levels: recognition, reproduction itself (voluntary and involuntary), recall (in conditions of partial forgetting, requiring volitional effort).
Recognition- the simplest form of reproduction. Recognition is the appearance of a feeling of familiarity when re-perceiving something.
Involuntarily to these sad shores
I am attracted by an unknown force.
Everything here reminds me of the past...A.S. Pushkin."Mermaid"
Playback- a more "blind" process, it is characterized by the fact that the images fixed in the memory arise without relying on the secondary perception of certain objects. It is easier to learn than to reproduce.
At unintentional reproduction thoughts, words, etc. are remembered by themselves, without any conscious intention on our part. The reason for unintentional reproduction may be associations. We say: "I remembered." Here thought follows association. At intentional reproduction we say, "I remember." Here the associations follow the thought.
If reproduction is difficult, we speak of recall.
Remembrance- the most active reproduction, it is associated with tension and requires certain volitional efforts. The success of recall depends on the understanding of the logical connection of the forgotten material with the rest of the material that is well preserved in the memory. It is important to evoke a chain of associations that indirectly help to recall the necessary. K. D. Ushinsky gave the following advice to teachers: do not impatiently prompt a student who is trying to remember the material, since the process of recall itself is useful - what the child himself managed to remember will be remembered well in the future.
Remembering, a person uses various techniques:
1) intentional use of associations - we reproduce in memory various kinds of circumstances that are directly related to what needs to be remembered, in the expectation that they, by association, will cause the forgotten in the mind (for example, where did I put the key? did I turn off the iron when leaving from the apartment?, etc.);
2) reliance on recognition (they forgot the exact patronymic of a person - Pyotr Andreevich, Pyotr Alekseevich, Pyotr Antonovich - we think that if we accidentally get to the correct patronymic, we will immediately recognize him, having experienced a feeling of familiarity.
Remembrance- a complex and very active process that requires perseverance and resourcefulness.
The main of all the qualities that determine the productivity of memory is its readiness - the ability to quickly extract from the stock of memorized information exactly what is needed at the moment. Psychologist K.K. Platonov drew attention to the fact that there are people who know a lot, but all their baggage lies in the memory of a dead weight. When it is necessary to remember something, the necessary is always forgotten, and the unnecessary “gets into the head by itself”. For others, the luggage may be smaller, but everything is at hand in it, and exactly what is needed is always reproduced in memory.
K. K. Platonov gave useful tips for memorization. You can’t first learn something somehow at all, and then develop the readiness of memory. The readiness of memory itself is formed in the process of memorization, which must necessarily be semantic and during which links are immediately established between memorization and those cases when this information may be needed. Remembering something, you need to understand why we do it and in what cases certain information may be needed.
Saving and forgetting- these are two sides of a single process of long-term retention of perceived information. Preservation - is retention, and forgetting - it is a disappearance, a dropping out of the memory of the memorized.
At different ages, in different life circumstances, in different activities, different material is forgotten, as one remembers, in different ways. Forgetting isn't always so bad. How overloaded our memory would be if we remembered absolutely everything! Forgetting, like memorization, is a selective process that has its own patterns. Remembering, people willingly resurrect the good and forget the bad in their lives (for example, the memory of a campaign - difficulties are forgotten, and everything fun, good is remembered). First of all, what is forgotten is that which is not of vital importance for a person, does not arouse his interest, does not occupy a significant place in his activity. What excited us is remembered much better than what left us indifferent, indifferent.
Thanks to forgetting, a person clears the place for new impressions and, freeing memory from a pile of unnecessary details, gives it a new opportunity to serve our thinking. This is well reflected in folk proverbs, for example: "Whoever needs someone, that one is remembered."
In the late 1920s, German and Russian psychologists Kurt Lewin and B.V. Zeigarnik studied forgetting. They proved that interrupted actions are retained in memory more strongly than completed ones. An unfinished action leaves a person with subconscious tension and it is difficult for him to focus on something else. At the same time, simple monotonous work like knitting cannot be interrupted, it can only be left. But when, for example, a person writes a letter and is interrupted in the middle, there is a violation of the system of tension, which does not allow forgetting this unfinished action. This feeling of unfinished business is called the Zeigarnik effect.
But forgetting, of course, is not always good, so it is often fought with. One of the means of such struggle is repetition. Any knowledge that is not consolidated by repetition is gradually forgotten. But for better preservation, it is necessary to introduce variety into the very process of repetition.
Forgetting begins shortly after memorization and at first proceeds at a particularly rapid pace. In the first 5 days, more is forgotten after memorization than in the next 5 days. Therefore, what has been learned should be repeated not when it has already been forgotten, but while forgetting has not yet begun. A cursory repetition is enough to prevent forgetting, but a lot of work is needed to restore what has been forgotten.
But this is not always the case. Experiments show that reproduction is often most complete not immediately after memorization, but after a day, two or even three days. During this time, the learned material is not only not forgotten, but, on the contrary, is fixed in memory. This is observed mainly when memorizing extensive material. This leads to a practical conclusion: one should not think that the best answer in the exam is what is learned immediately before the exam, for example, on the same morning. More favorable conditions for reproduction are created when the learned material “rests” for some time. It is necessary to take into account the fact that the subsequent activity, which is very similar to the previous one, can sometimes "erase" the results of the previous memorization. This sometimes happens if you study literature after history.
Forgetting can be the result of various memory disorders:
1) senile, when an elderly person remembers early childhood, but does not remember all the upcoming events, 2) with a concussion, the same phenomena are often observed as in old age, 3) split personality - after sleep, a person imagines himself to be different, everything about himself forgets.
It is often difficult for a person to remember something on purpose. To facilitate memorization, people have come up with different ways, they are called memorization techniques or mnemonics. Let's take a look at some of them.
1. Rhyme reception. Any person remembers poetry better than prose. Therefore, it will be difficult to forget the rules of behavior on the escalator in the subway, if you present them in the form of a playful quatrain:
Walking sticks, umbrellas and suitcases
Don't put it on the stairs
Don't lean on the railing
Stand right, go left.Or, for example, in Russian there are eleven exception verbs that are not easy to remember. What if they rhyme?
See, hear and offend,
To persecute, endure and hate,
And twirl, watch, hold,
And depend and breathe
-ish, -it, -at, -yat write.Or, in order not to confuse the bisector and median in geometry:
The bisector is such a rat
who runs around the corners
and bisects the angle.The median is such a monkey
who jumps to the side
and divide it equally.Or, to memorize all the colors of the rainbow, memorize the hilarious sentence: “Once Jacques the bell-ringer broke a lantern with his head.” Here, every word and color starts with one letter - red, orange, yellow, green, blue, indigo, violet.
2. A number of mnemonic techniques are used when remembering the dates of birth of famous people or significant events. For example, I.S. Turgenev was born in 1818 (18-18), A.S. Pushkin was born one year before the 19th century (1799), M. Yu. Lermontov was born in 1814 and died in 1841 (14-41).
3. To remember what is the organ of daytime vision and what is night vision - rods or cones, you can remember the following: at night it is easier to walk with a stick, and in the laboratory they work with cones during the day.
Memory- this is the memorization, preservation and subsequent reproduction of what we previously perceived, experienced or did. In other words, memory is a reflection of a person's experience by remembering, preserving and reproducing it.
Memory is an amazing property of human consciousness, it is the renewal in our minds of the past, images of what once impressed us.
The main processes of memory are memorization, reproduction, preservation, recognition, forgetting. Memory begins with remembering.
memorization- this is a memory process that ensures the preservation of material in memory as the most important condition for its subsequent reproduction. Memorization can be unintentional or intentional. At unintentional memorization a person does not set a goal to remember and does not make any efforts for this. Memorization happens by itself. This is how one remembers mainly that which is of vital interest to a person or evokes a strong and deep feeling in him: “I will never forget this!” But any activity requires a person to remember many things that cannot be remembered by themselves. Then comes into effect intentional, conscious memory, i.e. the goal is to remember the material. Memorization can be mechanical and semantic. Mechanical memory is based mainly on the consolidation of individual connections, associations. Semantic memorization associated with thought processes. In order to memorize new material, a person must understand it, comprehend it, i.e. find deep and meaningful relationships between this new material and the knowledge he already has. If the main condition for mechanical memorization is repetition, then the condition for semantic memorization is understanding. In most cases, memory must rely on both comprehension and repetition. This is especially evident in educational work. For example, when memorizing a poem or any rule, understanding alone cannot be enough, just as mechanical repetition cannot be enough. If memorization has the character of a specially organized work associated with the use of certain techniques for the best assimilation of knowledge, it is called memorization.
Playback is an essential component of memory.
Reproduction can proceed at three levels: recognition, reproduction itself (voluntary and involuntary), recall (in conditions of partial forgetting, requiring volitional effort).
Recognition- the simplest form of reproduction. Recognition is the appearance of a feeling of familiarity when re-perceiving something.
Playback- a more "blind" process, it is characterized by the fact that the images fixed in the memory arise without relying on the secondary perception of certain objects. It is easier to learn than to reproduce.
At unintentional reproduction thoughts, words, etc. are remembered by themselves, without any conscious intention on our part. The reason for unintentional playback may be associations. We say: "I remembered." Here thought follows association. At intentional reproduction we say, "I remember." Here the associations follow the thought.
If reproduction is difficult, we speak of recall.
Remembrance- the most active reproduction, it is associated with tension and requires certain volitional efforts. The success of recall depends on the understanding of the logical connection of the forgotten material with the rest of the material that is well preserved in the memory.
Remembering, a person uses various techniques:
1) intentional use of associations - we reproduce in memory various kinds of circumstances that are directly related to what needs to be remembered, in the expectation that they, by association, will cause the forgotten in the mind (for example, where did I put the key? did I turn off the iron when leaving from the apartment?, etc.);
2) reliance on recognition (they forgot the exact patronymic of a person - Pyotr Andreevich, Pyotr Alekseevich, Pyotr Antonovich - we think that if we accidentally get to the correct patronymic, we will immediately recognize him, having experienced a feeling of familiarity.
Saving and forgetting- these are two sides of a single process of long-term retention of perceived information. Preservation is retention, and forgetting- this is the disappearance, loss from the memory of the memorized. At different ages, in different life circumstances, in different activities, different material is forgotten, as one remembers, in different ways. Forgetting isn't always so bad. How overloaded our memory would be if we remembered absolutely everything! Forgetting, like memorization, is a selective process that has its own patterns. Remembering, people willingly resurrect the good and forget the bad in their lives (for example, the memory of a campaign - difficulties are forgotten, and everything fun, good is remembered). First of all, what is forgotten is that which is not of vital importance for a person, does not arouse his interest, does not occupy a significant place in his activity. What excited us is remembered much better than what left us indifferent, indifferent.
Thanks to forgetting, a person clears the place for new impressions and, freeing memory from a pile of unnecessary details, gives it a new opportunity to serve our thinking. This is well reflected in folk proverbs, for example: "Whoever needs someone, that one is remembered."
In the late 1920s, forgetting was studied by the German and Russian psychologists Kurt Lewin and B.V. Zei-garnik. They proved that interrupted actions are retained in memory more strongly than completed ones. An unfinished action leaves a person with subconscious tension and it is difficult for him to focus on something else. At the same time, simple monotonous work like knitting cannot be interrupted, it can only be left. But when, for example, a person writes a letter and is interrupted in the middle, there is a violation of the system of tension, which does not allow forgetting this unfinished action. This feeling of unfinished business is called the Zeigarnik effect.
But forgetting, of course, is not always good, so it is often fought with. One of the means of such struggle is repetition. Any knowledge that is not consolidated by repetition is gradually forgotten. But for better preservation, it is necessary to introduce variety into the very process of repetition.
Forgetting begins shortly after memorization and at first proceeds at a particularly rapid pace. In the first 5 days, more is forgotten after memorization than in the next 5 days. Therefore, what has been learned should be repeated not when it has already been forgotten, but while forgetting has not yet begun. A run of repetition is enough to prevent forgetting, but a lot of work is needed to restore what has been forgotten.
But this is not always the case. Experiments show that reproduction is often most complete not immediately after memorization, but after a day, two or even three days. During this time, the learned material is not only not forgotten, but, on the contrary, is fixed in memory. This is observed mainly when memorizing extensive material. This leads to a practical conclusion: one should not think that the best answer in the exam is what is learned immediately before the exam, for example, on the same morning. More favorable conditions for reproduction are created when the learned material “rests” for some time. It is necessary to take into account the fact that the subsequent activity, which is very similar to the previous one, can sometimes "erase" the results of the previous memorization. This sometimes happens if you study literature after history.
Ticket 14
Education (in pedagogy) is a purposeful pedagogical process of organizing and stimulating active educational and cognitive activity of students in mastering ZUN (knowledge, skills, skills), developing creative abilities and moral ethical views. Learning is a type of learning activity in which the quantity and quality of the elements of knowledge and skills of the student are brought to the proper level (average, reference, possible), which is the goal of learning.
The basis for the organization of training is a student's product produced in the teaching (and in the training) link, which lacks the necessary quality and quantity of the content presented in the training material. If there is no such student product, then it is impossible to organize learning activities.
The learning activity is considered completed, and its goal is achieved, if the quantity and quality of the educational material in the student's re-manufactured product correspond to the learning goal or constitute the proper level (average, reference, possible) presented in the learning goal.
It is important for a teacher striving for the psychological study and formation of the teachings of schoolchildren to rely on the overall strategy and course of this work.
The psychological study of motivation and its formation are two sides of the same process of educating the motivational sphere of the student's integral personality. The study of motivation is the identification of its real level and possible prospects, the zone of its proximal development for each student and the class as a whole. The results of the study become the basis for planning the formation process. At the same time, in the process of formation of motivation, new reserves of it are revealed, therefore, a genuine study and diagnostics are carried out in the course of formation. In itself, the formation is purposeful if the teacher compares the results obtained with the initial level that preceded the formation, and with the plans that were outlined.
When organizing the study and formation of motivation, it is important not to allow a simplified understanding of them. The study should not be considered as just a teacher’s registration of what lies on the surface and catches the eye (“wants” or “does not want” the student to learn), but should be built as the teacher’s penetration into the deep patterns of the formation of the student as a person and as a subject of activity. Formation is also misunderstood as the “shifting” by the teacher into the head of the student of ready-made, externally set motives and goals of the teaching. In fact, the formation of learning motives is the creation at school of conditions for the appearance of internal Motivations (motives, goals, emotions) for learning; awareness of them by the student and further self-development by him of his motivational sphere. At the same time, the teacher does not take the position of a cold-blooded observer of how the motivational sphere of students spontaneously develops and develops, but stimulates its development with a system of psychologically thought-out methods.
It is quite possible for the teacher to study and form the motivation of the student himself (without waiting, for example, for the arrival of the school psychologist) through long-term observation of the student in real life conditions, analysis of the repeated judgments and actions of students, thanks to which the teacher can draw fairly reliable conclusions, outline and correct ways formations.
The study and formation of the motivation for learning should be objective, on the one hand, and carried out in a humane, respectful form for the personality of the student, on the other.
The objectivity of the study and formation of students' motivation is achieved by the fact that in this case the teacher must proceed not from assessments and subjective opinions, but from facts. Facts, on the other hand, must be able to be obtained with the help of special psychological methods and methodological techniques. The teacher's planning of the formation process is based precisely on the results of the student's psychological study.
Another important aspect of the study and formation of student motivation is to ensure humane relations between the teacher and. student. At the same time, the main task of studying at school is not the selection of children, but control over the course of their mental development in order to correct detected deviations, including those that are just emerging. When studying the psychological characteristics of a particular child, it is necessary to compare him not with other children, but with himself, his previous results, evaluate him according to his individual contribution to this or that achievement. The teacher needs to approach the psychological study and formation of students' motivation with an optimistic hypothesis. It means determining the optimal zone in which the child, despite outwardly small successes, shows more interest, achieves no greater achievements than in other areas. The same optimistic approach should be used in forecasting.
It is very important to study and form the motivation not only in underachieving and difficult-to-educate students, but also in each, even outwardly prosperous child. When studying the motivation of each student, it is necessary to identify the state of his cognitive sphere, motivational sphere (desire to learn, motives), volitional and emotional sphere (goals in the course of learning, experiences in the process of learning). It is desirable for each student to have a reasonable plan for the formation of his motivation.
To form motivation means not to lay ready-made motives and goals in the student's head, but to put him in such conditions and situations of activity deployment, where desirable motives and goals would be formed and developed taking into account and in the context of past experience, individuality, internal aspirations of the student himself.
The purpose of this course work is to study the motives of educational activities of primary school students by the method of questioning. In this regard, the following tasks were set:
To study the literature on the topic "Teaching motivation and its formation"
Prepare a methodology for studying student motivation
Do research
Based on knowledge and practical experience, analyze the results and draw conclusions.
Motor memory is the memorization, preservation and reproduction of various movements or systems of movements. The importance of this type of memory is that it serves as the basis for formatting practical and work skills, as well as walking or writing skills. There are people with a pronounced predominance of motor memory over others. For example, one psychologist admitted that he was completely incapable of reproducing a piece of music in his memory, and he could reproduce a recently heard opera as a pantomime. In addition, it can be added that the professions of some people (dancers, acrobats, ballerinas) are directly dependent on good motor memory, which allows them to repeat any detailed accuracy. Figurative memory is a memory for pictures of nature and life, as well as for sounds. , smells, tastes. It can be visual, auditory, tactile, olfactory, gustatory. In its pure form, these types are rare, more often a mixed type, for example, visual-auditory, predominates. If visual and auditory memory are usually well developed and play a leading role in the lives of most people, then tactile, olfactory or gustatory memory in a certain sense can be called professional types: these types of memory develop especially intensively in connection with the specific conditions of human activity (for example, tasters wines or perfumes, the olfactory and gustatory memory can be called simply phenomenal). These types of memory can reach an amazingly high level under conditions of compensation or replacement of the missing types of memory, as occurs in the blind or deaf. movements or even a whole dance.
Sometimes there are people, more often these are children, who have the so-called eidetic memory, that is, the ability to retain images of objects presented to them with exceptional accuracy, down to the smallest detail. This phenomenon has been loosely called photographic memory, as people don't remember the image when they need to talk about it, but continue to see it for some time after it's gone. If you put the subject in front of an empty screen and ask him certain questions, then he will begin to count the number of windows in the facade of the house, the number of flowers in the bouquet, or to spell the sign on the store, that is, as if "examining" the picture that he had before presented. At the same time, the eyes move as if this picture was really in front of him. Such an image can be preserved from several minutes to several hours (and sometimes even years), while it does not change at all.
The content of verbal-logical memory is our thoughts. Since thoughts can be embodied in a different language form, their reproduction can be oriented either to the transfer of the main meaning, or the entire material literally. The second case of verbal-logical memory, as emotional, motor and figurative memory, in its simplest forms is also characteristic of animals (parrots can repeat words and phrases exactly), the ability to convey the main meaning of the material is based solely on human memory. Based on the development of other types of memory, this type of verbal-logical memory becomes the leading one in relation to it, and the development of all other types of memory depends on its development.
Involuntary memory is the memorization and reproduction of something in which there is no special purpose - to remember. In those cases when we set ourselves such a goal, we speak of arbitrary memorization. When involuntary memorization is based on active methods of working with the material, it is more productive than arbitrary, which does not use similar methods. However, scientists have noticed that under the same working conditions, involuntary memorization, which is more productive in children of preschool and primary school age, gradually loses its advantage in middle and high school students and adults, whose voluntary memory is getting better and better.
Sensory memory is a primitive process carried out at the level of receptors. Traces in it remain only for a very short time (0.25 seconds), and during this time the question is decided whether to draw the attention of the higher parts of the brain to the received signals. If this does not happen, then in less than a second the traces are erased and the sensory memory is filled with new information.
Short-term memory begins to work if the information transmitted by the receptors has attracted the attention of the brain. This information is stored for a short period of time (about 20 seconds), and during this time the brain processes and interprets it. This determines whether this information is important enough to be transferred to long-term storage. In 1885, Ebbinghaus experimented on himself in order to find out how much information he was able to simultaneously remember without any special techniques. It turned out that the memory capacity is limited to seven numbers, seven letters, seven names of objects. This "manic" number seven was verified in 1956 by Miller, who proved that human memory really cannot store more than seven elements on average: depending on the complexity of the elements, this number of kolelo ranges from five to nine. It is from those few elements that linger briefly in short-term memory, the brain selects what will be stored in long-term memory.Long-term memory can be compared to an archive: in it, certain items selected from short-term memory are divided into many rubrics, and then stored for more or less long.Capacity and duration long-term memory are in principle unlimited and depend on the importance of the information to be remembered for a person, as well as on the way it is coded, systematized and reproduced.
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.
There are four interrelated processes in memory: remembering, storing, reproducing, and forgetting information.
Memorization is a process of memory, which results in “imprinting”, fixing new information by encoding it (in the form of “memory traces”) and linking it with previously acquired experience.
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.
Much of what a person encounters in life is involuntarily remembered: 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 is the process of keeping information in memory, its processing and transformation.
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 is manifested in RAM, and static - in long-term. 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.
Reproduction is the actualization in the mind of a previously formed psychological content (thought, image, feeling) in the absence of external actually perceived pointers to this content.
Varies
involuntary reproduction, when a past impression is updated without a special task, and
arbitrary, due to the goals and objectives of the activity performed.
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.
The playback process has several varieties:
recognition,
actual reproduction,
remembrance (will-directed extraction from long-term memory images of the past).
memory.
Recognition is the process of recognition based on memory data of an already known 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 the identification features of the perceived.
Remembrance is the reproduction of images from the past, localized in time and space, i.e. associated with certain periods and events of our lives.
Forgetting is an active process, consisting in the loss of access to previously memorized material, in the inability to reproduce or learn what was once learned. First of all, that which does not meet the urgent needs of the subject and is not updated in the context of the tasks he solves is subject to forgetting. This process is carried out most intensively immediately after the end of memorization. At the same time, meaningful and important material is best preserved, which acquires a more generalized and schematic character in the process of storage. Minor details are forgotten rather than significant ones.
It is necessary to distinguish between forgetting as a natural component of mnemonic processes and various amnesias - caused by one reason or another of dysfunction (impairment) of memory.
Theodule Armand Ribot (1839-1916), on the basis of psychopathological data, divided all amnesias into three groups: 1) temporary; 2) periodic; 3) progressive. The causes of amnesia can be both organic (damage to brain structures) and psychogenic (repression, post-affective amnesia).
Along with amnesias, there are paramnesias or "false memories" that replace forgotten or repressed events. According to the clinical observations of Sigmund Freud, amnesias and false memories (paramnesias) are always in a complementary relationship: where significant gaps in memory are revealed, false memories arise that can completely hide the presence of amnesia.
MINISTRY OF EDUCATION AND SCIENCE OF UKRAINE
KHARKOV NATIONAL UNIVERSITY
named after V.N. Karazin
Department of Sociology
In the discipline "General psychology"
MEMORY, TYPES AND PROCESSES OF MEMORY
Performed:
1st year student
Groups STs-12
Melnik Maria Petrovna
Checked:
Associate Professor, Department of Applied Psychology,
k. psychol. PhD, Associate Professor
Soroka Anatoly Vladimirovich
INTRODUCTION……………………………………………………………...1
SECTION I. MAIN TYPES OF MEMORY………………………..….2
1.1. According to the duration of material preservation ……………………….…..2
1.2. By the nature of mental activity …….……………………………...3
1.3.By the nature of the objectives of the activity…………….………………………...…..4
SECTION II. MEMORY PROCESSES…………………………………...5
5
2.2.Saving…………………………………………………………………..6
2.3.Playback………………………………………………………………7
2.4.Recognition……………………………………………………………………8
2.5. Forgetting………………………………………………………………………8
CONCLUSION………….………………………………………………………………10
REFERENCES………………………………………………………………………………………………………………11
Memory – a form of mental reflection, which consists in fixing, preserving and subsequent reproduction of past experience, making it possible to reuse it in activity or return to the sphere of consciousness. Memory connects the subject's past with his present and future and is the most important cognitive function underlying development and learning.
Images of objects or processes of reality that we perceived earlier, and now mentally reproduce, are called representations .
Representations of memory are divided into single and general.
Representations of memory are a reproduction, more or less accurate, of objects or phenomena that once acted on our senses.
representation of the imagination- this is an idea of \u200b\u200bobjects and phenomena that we have never perceived in such combinations or in such a form. Such representations are a product of our imagination. The representations of the imagination are also based on past perceptions, but these latter serve only as the material from which we create new representations and images with the help of the imagination.
Memory is based on associations, or connections. . Objects or phenomena connected in reality are connected in the memory of a person. Having met with one of these objects, we can, by association, recall another associated with it. To memorize something means to connect memorization with what is already known, to form an association. From a physiological point of view, an association is a temporary neural connection. There are two types of associations: simple and complex. .
Simple ones include:
1. Adjacency associations combine two phenomena related in time or space.
2. Similarity Associations connect two phenomena that have similar features: at the mention of one of them, the other is remembered. Associations are based on the similarity of neural connections that are caused in our brain by two objects.
3. Associations by contrast connect two opposite phenomena. This is facilitated by the fact that in practical activity these opposite objects (organization and laxity,
responsibility and irresponsibility, health and illness, sociability and isolation, etc.) are usually compared and compared, which leads to the formation of the corresponding neural connections.
In addition to these types, there are complex associations – semantic. They connect two phenomena that are in fact constantly connected: part and whole, genus and species, cause and effect. These associations are the basis of our knowledge.
It is generally accepted that the formation of connections between different representations is determined not by what the memorized material is in itself, but, first of all, by what the subject does with it. That is, the activity of the individual is the main factor determining (determining) the formation of all mental processes, including memory processes.
MAIN MEMORY
Memory can be subdivided according to the duration of the preservation of the material(for instant, short-term, operational, long-term and genetic), by the nature of mental activity(motor memory, visual, auditory, olfactory, tactile, emotional, etc.) and by the nature of the objectives of the activity(arbitrary, involuntary).
BY DURATION OF MATERIAL STORAGE:
· Instant , or iconic , memory is associated with the retention of an accurate and complete picture of what has just been perceived by the senses, without any processing of the information received. This memory is a direct reflection of information by the sense organs. Its duration is from 0.1 to 0.5 s. Instantaneous memory is the complete residual impression that arises from the direct perception of stimuli. This is a memory-image.
· short-term memory is a way of storing information for a short period of time. The duration of retention of mnemonic traces here does not exceed several tens of seconds, on average about 20 (without repetition). In short-term memory, not a complete, but only a generalized image of the perceived, its most essential elements, is stored. This memory works without a prior conscious intention to memorize,
but with the installation for the subsequent reproduction of the material. Short-term memory is characterized by such an indicator as volume.
It is on average equal to 5 to 9 units of information and is determined by the number of units of information that a person is able to accurately reproduce after a few tens of seconds after a single presentation of this information to him. Only the information that is recognized, correlates with the actual interests and needs of a person, and attracts his increased attention, gets from instantaneous memory into short-term memory.
· Operational called memory, designed to store information for a certain, predetermined period, in the range from several seconds to several days. The period of storage of information in this memory is determined by the task facing the person, and is designed only for solving this problem. After that, the information may disappear from the RAM. This type of memory, in terms of the duration of information storage and its properties, occupies an intermediate position between short-term and long-term.
· long-term is a memory capable of storing information for an almost unlimited period of time. Information that has fallen into the storage of long-term memory can be reproduced by a person as many times as desired without loss. Moreover, repeated and systematic reproduction of this information only strengthens its traces in long-term memory. The latter presupposes the ability of a person at any necessary moment to recall what he once remembered. When using long-term memory, recall often requires thinking and willpower, so its functioning in practice is usually associated with these two processes.
· 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.
BY THE NATURE OF MENTAL ACTIVITY:
· Visual memory associated with the preservation and reproduction of visual images. It is extremely important for people of all professions, especially for engineers and artists. A good visual memory is often possessed by people with eidetic perception, who are able to “see” the perceived picture in their imagination for a sufficiently long time after
4 how it ceased to affect the senses. In this regard, this type of memory implies a developed human ability to imagine. It is based, in particular, on the process of memorizing and reproducing material: what a person can visually imagine, he, as a rule, remembers and reproduces more easily.
· auditory memory - this is a good memorization and accurate reproduction of various sounds, for example, musical, speech. It is necessary for philologists, people studying foreign languages, acousticians, musicians. A special kind of speech memory is verbal-logical, which is closely related to the word, thought and logic. This type of memory is characterized by the fact that a person who possesses it can quickly and accurately remember the meaning of events, the logic of reasoning or any evidence, the meaning of the text being read, etc. He can convey this meaning in his own words, and quite accurately. This type of memory is possessed by scientists, experienced lecturers, university professors and school teachers.
· motor memory is the memorization and preservation, and, if necessary, reproduction with sufficient accuracy of diverse complex movements. It is involved in the formation of motor, in particular labor and sports, skills and abilities. The improvement of human hand movements is directly related to this type of memory.
· emotional memory - it is a memory of experiences. It is involved in the work of all types of memory, but it is especially manifested in human relationships. The strength of material memorization is directly based on emotional memory: what causes emotional experiences in a person is remembered by him without much difficulty and for a longer period.
· 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 reduced to the satisfaction of biological needs or needs related to the safety and self-preservation of the organism.
BY THE NATURE OF ACTIVITY OBJECTIVES:
· involuntary memory- this is memorization and reproduction, which occurs automatically and without much effort on the part of a person, without setting a special mnemonic task for him (for memorization, recognition, preservation or reproduction). Involuntary memorization is not necessarily weaker than voluntary, in many cases it surpasses it.
Involuntarily, the material with which it is connected is remembered better.
interesting and complex mental work and which is of great importance for a person
· Arbitrary memory- there is always a task for memorization, recognition, preservation or reproduction, and the process of memorization or reproduction itself requires volitional efforts.
MEMORY PROCESSES
- memorization - the process of memory, through which traces are imprinted, new elements of sensations, perception, thinking or experience are introduced into the system of associative links. The basis of memorization is the connection of material with meaning into one whole. The establishment of semantic connections is the result of the work of thinking on the content of the memorized material.
The original form of memory involuntary memorization that occurs without a predetermined goal, without the use of any techniques. What a person encounters in everyday life is involuntarily remembered, which is connected with his interests and needs, with the goals and objectives of his activity (surrounding objects, events of everyday life, the content of films and books, people's actions, etc.)
In contrast to involuntary memorization, there is arbitrary (deliberate) memorization, when a person sets a goal - to remember what is planned, and uses special memorization techniques. Voluntary memorization is a complex mental activity that is subordinate to the task of remembering and includes a variety of actions performed in order to better achieve this goal. In the learning process, deliberate memorization often takes the form of memorization, i.e. repeated repetition of educational material until its complete and error-free memorization.
Much of what is perceived in life a large number of times is not remembered by us if we do not have the task of remembering. And at the same time, if you set this task before you and perform all the actions necessary for its implementation, memorization proceeds with relatively great success and turns out to be quite strong. Of great importance in this
has a statement not only of the general task (to remember what is perceived), but of more private, special tasks. In some cases,
for example, the task is to remember only the main, main thoughts, the most significant facts, in others - to remember verbatim, thirdly, to remember exactly the sequence of facts, etc. The setting of special tasks has a significant impact on memorization; under its influence, the process itself changes.
Memorization included in any activity is much more effective than deliberate memorization and memorization, since it turns out to be dependent on the activity in which it is performed.
An important characteristic of the memorization process is the degree of comprehension of the memorized material. There is meaningful and rote memorization.
Rote- memorization without awareness of the logical connection between the various parts of the perceived material. The basis of such memorization is associations by contiguity (one part of the material is associated with another only because it follows it in time; to establish such a connection, repeated repetition of the material is required)
Meaningful memorization- is always associated with the processes of thinking and relies on generalized connections between parts of the material. It is based on understanding the logical connections between the individual parts of the material (for example, two positions, one of which is a conclusion from the other). Meaningful memorization is much more productive than mechanical, it requires less effort and time to memorize. Techniques for comprehending the material: highlighting the main thoughts of the text and grouping them in the form of a plan; selection of semantic strong points; comparison; concretization, explanation of general rules with examples; repetition.
· 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. 7 Sometimes when saving, a phenomenon is observed reminiscences. 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 has been established that storage can be dynamic and static. Dynamic storage manifests itself in random access memory, while 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 reinforcement and protects against forgetting, i.e., from the extinction of temporary connections in the core of the brain. Repetition should be varied, carried out in different forms: in the process of repetition, facts must be compared, contrasted, they must be brought into a system. With monotonous repetition, there is no mental activity, interest in memorization decreases, and therefore 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 - this is the process of recreating the image of an object that we perceived earlier, but not perceived at the moment.
It can be unintentional (involuntary) or intentional (arbitrary).
In the first case, reproduction occurs unexpectedly for ourselves. A special case of unintentional reproduction is the appearance of images that are characterized by exceptional stability.
With arbitrary reproduction, unlike involuntary, we remember, having a consciously set goal. Such a goal is the desire to remember something from our past experience. There are cases when reproduction proceeds in the form of a more or less prolonged recall. In these cases, the achievement of the goal - to remember something - is carried out through the achievement of intermediate goals that allow solving the main task. For example, in order to remember an event, we try to remember all the facts that are in one way or another connected with it. Moreover, the use of intermediate links is usually conscious. We consciously map out what might help us to remember, or think about how it relates to what
what we are looking for, or evaluating everything we remember, or judging why it is not suitable, etc. Therefore, the processes of remembering are closely related to the processes of thinking.
At the same time, remembering, we often encounter difficulties. At first we remember the wrong thing, reject it and set ourselves the task of remembering something again. It is obvious that all this requires from us certain volitional efforts. Therefore, remembrance is at the same time a volitional process.
· Recognition - a manifestation of memory that occurs when the object is re-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).
Its elementary primary form is more or less automatic recognition in action - involuntary recognition. Occurs with a significant coincidence of new impressions with previous impressions and sufficient strength of preservation of these previous impressions. Involuntary recognition is manifested in the form of an adequate response to a familiar stimulus.
Recognition becomes arbitrary and turns into a process remembrance with insufficient coincidence of new impressions with previous impressions, as well as with insufficient strength of preservation of these previous impressions. In recollection, a feeling of familiarity of the object first arises, which, however, does not yet allow it to be identified with anything known. And only in the future, finding common features with previous impressions, do we recognize the subject. It has been shown that the volume of recall is less than the volume of recognition. Based on the feeling of familiarity arises false recognition .
The opposite of false recognition is the phenomenon of loss of the familiar. If there is a persistent nature of the loss of familiarity, this agnosia(violation of objects of recognition, phenomena in clear consciousness due to damage to the cerebral cortex).
· Forgetting - a natural process of gradually reducing the possibility of recalling and reproducing the memorized material.
Like retention and memorization, it is selective. the physiological basis of forgetting is the inhibition of temporary connections. First of all, what is not of vital importance for a person, does not arouse his interest, does not correspond to his needs, is forgotten.
Forgetting can be complete or partial, long-term or temporary. With total forgetting the fixed material is not only not reproduced, but it is also not recognizable. partial forgetting material occurs when a person reproduces it incompletely or with errors, and also when he recognizes, but cannot reproduce. Physiologists explain temporary forgetting by the inhibition of temporary nerve connections, complete forgetting by their extinction.
The process of forgetting proceeds unevenly: at first quickly, then more slowly. During the first five days after memorization, forgetting goes faster than in the next five days. The most complete and accurate reproduction of complex and extensive material is usually not immediately after memorization, but after 2-3 days. This improved delayed playback is called reminiscence (vague memory) .
Forgetting largely depends on the nature of the activity immediately preceding memorization and occurring after it. The negative impact of pre-memorization activities is called projective inhibition. The negative impact of the activity following memorization is called retroactive braking, it is especially pronounced in those cases when, after memorization, an activity similar to it is performed or if this activity requires significant effort.
To reduce forgetting, you need to:
1. understanding, comprehension of information (mechanically learned, but not fully understood information is forgotten quickly and almost completely);
2. repetition of information (the first repetition is necessary 40 minutes after memorization, since after an hour only 50% of mechanically memorized information remains in memory). It is necessary to repeat more often in the first days after memorization, since on these days the losses from forgetting are maximum.
CONCLUSION
Our mental world is very diverse. Thanks to the high level of development of our psyche, we can and can do a lot. In turn, mental development is possible because we retain the acquired experience and knowledge. Everything that we learn, each of our experiences, impressions or movements leaves a certain trace in our memory, which can be preserved for quite a long time and, under appropriate conditions, manifest itself again and become an object of consciousness. So memory - this is the imprinting, preservation, subsequent recognition and reproduction of traces of past experience. It is thanks to memory that a person is able to accumulate information without losing previous knowledge and skills. Memory occupies a special place among mental cognitive processes, combining all cognitive processes into a single whole. The awareness that the currently perceived object or phenomenon was perceived in the past is called recognition . However, we can do more than just recognize objects. We can evoke in our knowledge the image of an object that we do not perceive at the moment, but perceived it before. This process - the process of recreating the image of an object perceived by us earlier, but not perceived at the moment, is called reproduction . Not only objects perceived in the past are reproduced, but also our thoughts, experiences, desires, fantasies, etc. A necessary prerequisite for recognition and reproduction is imprinting , or remembering, what was perceived, as well as its subsequent preservation . Thus, 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.
BIBLIOGRAPHY
- Maklakov A. G.
M15 General psychology. - St. Petersburg: Peter, 2005. - 583 p.: ill. - (Series "Textbook of the new century") - Nemov R.S. H50 Psychology: Proc. for stud. higher ped. textbook institutions: In 3 books. - 4th ed. - M.: Humanit. ed. center VLADOS, 2003. - Book. 1: General foundations of psychology. - 688 p.
3. Rubinstein S. L. Fundamentals of General Psychology - St. Petersburg: Publishing House "Peter", 2000 - 712 p.: ill. – (Series "Masters of Psychology")