Memory, its processes, properties, types. Memory concept
The following main memory processes are distinguished: memorization, storage, reproduction and forgetting.
MEMORIES are the formation and consolidation of temporary neural connections. The more complex the material, the more difficult are the temporary connections that form the basis of memorization.
The memorization process is an active process during which certain actions take place with the source material. The memorization process begins in short-term memory (STM) and ends in long-term memory (STM). Let's consider this sequence of actions.
Only the material that is identified by comparing the actual sensory image with the standards stored in the long-term memory gets into the short-term memory from the sensory memory. After the visual or acoustic image has entered the short-term memory, it is translated into sounding speech and it exists in this memory further, mainly in this form. In the process of this transformation, the material is classified on the basis of semantic features and enters the corresponding part of long-term memory. In fact, this process is even more complex and is the establishment of semantic links between the obtained material and semantically related generalizations stored in long-term memory. In this case, not only the existing material is transformed, but also the structures of long-term memory. Once these connections are established and secured, the material remains in long-term memory "for eternal storage."
The success of establishing semantic connections depends on a number of accompanying factors:
On the volume of material contained in short-term memory: it should not significantly exceed 7 ± 2 storage units;
The time the material stays in short-term memory; this time can be increased indefinitely by repeating the material;
From the presence of interfering factors - side material, arises in the mind within 30 seconds before or after receiving the material intended for memorization;
From the action of the motivational factor in its various forms: emotions, interest, expressiveness of the motive for memorization;
From the variety of forms of presentation of material in short-term memory, that is, from the presence of various codes: visual, acoustic and conceptual;
From the degree of "familiarity" of the material, its meaningfulness, ie. availability of knowledge, similar in content, stored in long-term memory;
From the number of semantic connections that are established in the process of memorization, which is facilitated by its repeated reproduction in different contexts, that is, its comprehension.
So, the effectiveness of storing information in an accident depends on many factors, some of which are characteristics of previous processing processes, others are "localized" in the accident itself.
Memorization, like other mental processes, is involuntary and voluntary.
Involuntary memorization is carried out without a specially set goal to memorize. Involuntary memorization is influenced by the brightness, emotional coloring of objects. Anything that strongly affects us emotionally, we remember, regardless of our intention to remember.
Interest also contributes to involuntary memorization. Everything that interests, is remembered much easier and is contained in our consciousness for a long time than uninteresting.
Voluntary memorization differs from spontaneous memorization by the level of volitional effort, the presence of a task and a motive. It has a purposeful character, it uses special means and memorization techniques.
Depending on the degree of understanding of the memorized material, voluntary memorization is mechanical and meaningful (logical).
Memorizing without understanding the essence is mechanical. It leads to the formal assimilation of knowledge.
Meaningful (logical) memorization is based on understanding the material in the process of working with it, because only working with the material, we memorize it.
Depending on the means used in the memorization process, the latter can be divided into direct and indirect.
The material to be remembered can be visual, auditory, figurative, verbal, symbolic, and the like. Depending on the material that is memorized, the types of memory are distinguished (visual, auditory, etc.).
Describing memorization use such characteristics of the material as its content and absurdity. It is clear that the process and productivity of memorization depends on the content / meaninglessness of the material. Sometimes these characteristics are used to describe the process and speak of meaningful / rote memorization.
Conditions for success voluntary memorization there is an effective nature of the assimilation of knowledge, interest in the material, its importance, an attitude towards memorization, and the like.
STORAGE as a memory process consists in the degree of preservation of the volume and content of Information for a long time. Periodic repetition is needed to save.
Preservation means the presence of information in long-term memory (we are talking about it), which is not always associated with its availability for consciousness. Forgetting is a heterogeneous process; it can take many different forms.
Memory processes are closely interconnected. To a certain extent, forgetting is a function of memorization - the better the material is memorized (and this depends on the above factors), the less it is forgotten. However, forgetting can have its own, separate reasons. In general, the less often the material is attracted to vigorous activity, the less accessible it is. All other things being equal, he grows old - knowledge is lost, skills disintegrate, feelings fade away. The second important factor is the number of established and updated semantic links between the content of this material and other materials that are stored in long-term memory. In this context, we can say that any semantic restructuring of experience, for example, a change in lifestyle, faith, beliefs, worldview, may be accompanied by the loss or inaccessibility of the previous elements of experience. The mechanism of forgetting is interference, that is, the depressing effect of one material on another as soon as it appears, as well as attenuation, that is, the fading of memory traces and inconsistency of features - when, during the reproduction of the existing code, they do not correspond to those with which information was entered into memory.
PLAYBACK is one of the main memory processes. It is an indicator of the strength of memorization and at the same time a consequence of this process. The basis for reproduction is the activation of previously formed temporary neural connections in the cerebral cortex.
Reproduction of material that is stored in long-term memory consists in its transition from long-term memory to short-term memory, that is, its actualization in consciousness. Reproduction depends on the processes of remembering and forgetting, but it also had its own characteristics and mechanisms. Reproduction can take three forms - recognition, recall, and recollection.
A simple form of reproduction is recognition. Recognition is a reproduction arising from the repeated perception of objects. Recognition is complete and incomplete.
With full recognition, the object is re-perceived and immediately identified with the previously known one, the time, place and other details of the preliminary contact with it are fully restored. Full identification is available if we met a well-known person or when we walk along well-known streets and the like.
Incomplete identification is characterized by uncertainty, difficulties in correlating the object that we perceive with what is already familiar to us in previous experience.
Mention is a difficult form of reproduction. The peculiarity of the mention is that it occurs without the repeated perception of what is being reproduced.
Mention can be arbitrary, when it is conditioned by the need to reproduce the necessary information (for example, to remember a rule when writing a word or sentence, to answer a question), or involuntary, when images or information emerge in the mind without any conscious motives. This phenomenon is called perseveration.
In perseveration, they understand representations and are obsessive.
Figurative perseverations occur after repeated perception of certain objects or phenomena, or when there is a strong emotional impact on a person.
Spontaneous reproduction refers to the phenomenon of reminiscence, or "emergence" in the mind of something that could not be remembered immediately after memorizing it.
Reminiscence is a consequence of relieving fatigue nerve cells, which occurs after the completion of a complex mnemonic task. Over time, this fatigue disappears and playback performance increases.
A special form of random reproduction of memorized material is recollection. This is a complex process of memory, it is a search for the necessary material in long-term memory.
There are also episodic and semantic memory. The reproduction of events from episodic memory can be especially vivid precisely due to the fact that during their memorization, material is stored in memory, which belongs not only to various modalities, but also to the emotions and actions experienced at that moment. In addition, it is localized at a specific place and time. All this makes it more meaningful and distinguishes it from knowledge obtained indirectly. The reproduction of such experienced images is called memory.
The need for recall arises when at a certain moment it is not possible to remember what is needed. In this situation, a person makes certain efforts to overcome objective and subjective difficulties associated with the inability to remember, strains his will, resorts to finding ways to activate previous impressions, to various mnemonic actions.
One of the varieties of voluntary reproduction of memories is reproduction of images of our past, localized in time and space.
The specific element of this reproduction is the facts life path human in context historical conditions a certain period, to which she was in one way or another directly involved. This leads to the saturation of memories with various emotions that enrich and deepen the content of the playback.
Everything that a person remembers is gradually forgotten over time. Forgetting is the reverse process of memorization.
Forgetting manifests itself in the fact that the clarity of the memorized is lost, its volume decreases, errors in reproduction occur, it becomes impossible and, finally, identification is excluded.
The forgetting block can be viewed as relatively independent. Forgetting is the extinction of temporary nerve connections that have not been reinforced for a long time. If the acquired knowledge is not used or repeated for a long time, it is gradually forgotten. Another reason for forgetting is the lack of strength in memorization. So, to prevent forgetting, you need to memorize the material well.
Forgetting is a gradual process, based on the weakening and disruption of previously formed conditional connections. The less they are fixed, the faster they fade away and are forgotten.
The highest percentage of forgetting is available immediately after memorizing the material. For long-term retention of information in memory, it is important to initially provide a firm EE memorization and consolidation through repetition in the first days after it was received.
An important condition for productive memorization is meaningfulness, understanding of what is its subject.
Mnemonics. In psychology on memory problems, there are two terms that are close in sound, but different in meaning - "mnemonic" and "mnemonic".
Mnemonic - that which has to do with memory, the art of memorization. Based on the above, we can conclude that, knowing the laws that regulate memory processes, you can control these processes.
Mnemonics are memory management techniques. The most common technique is the already mentioned use of marks or objects as signs for recall. Perceiving these signs, a person remembers the content of what is associated with them.
Another common mnemonic technique is grouping material to memorize it. With the help of groups, it is easier to remember, in particular, phone numbers. For example, 2-98-71-23 is harder to remember than 2-987-123.
One of the most famous mnemonic tricks is the placement method. Its essence is that the material that is memorized is broken into parts, which are then placed in different places of the image of a room or a well-known street. Then directing the view along the usual route, street or premises of the house, a person simply "picks up" what is stored in different parts.
Another common technique is to add a meaningful connection between the material, between the initial elements of which there is no meaningful connection. This concerns the memorization of unrelated words or letters, the sequence of names.
A good technique for memorizing, for example, texts or a sequence of presentation is to create a plan or break the text into parts with the name of each of them.
There are other mnemonic techniques, for the enumeration and description of which, unfortunately, there is no place here.
Memory definition
A feature of our psyche is that the images outside world arising in the cerebral cortex do not disappear from our consciousness without a trace. They leave a certain mark, are preserved, fixed, and, if necessary and possible, are reproduced. These processes are called memory. Memory- a necessary condition for mental activity. So, for example, a person speaks using words that are well known to him, without thinking that these words are reproduced by him from past experience. But, if a person speaks in a poorly assimilated foreign language or recalls new terms for him, the process of reproducing traces of previously acquired words is perceived by him precisely as a recollection or recollection.
Memory- renewing reflection of reality, reflection or reproduction of the experience, reproduction of both sensory and generalized semantic content. Memory is a form of mental reflection, which consists in the imprinting, preservation and subsequent reproduction by a person of his individual experience.
Memory is the most important characteristic of a person's mental life, it provides unity and integrity human personality... No actual action is conceivable outside the processes of memory, since the flow of any, even the most elementary act, necessarily presupposes the retention of each given element of it for "cohesion" with the next one. Without the ability to such "cohesion", human development would be impossible, and he would forever remain in the state of a newborn. Without memory, a person would be a creature of the moment, devoid of any knowledge, abilities, skills, unable to accumulate life experience and use it in new and difficult situations. Such a being, devoid of memory, could not be called a person.
Memory processes not only provide a baggage of knowledge and skills necessary for a person, but also allow the formation of an individual life experience, which is a condition and component of a person's mental adaptation.
The main processes of memory are: memorization, storage, reproduction and forgetting.
Imprinting (memorizing) Is the process of encoding incoming information, which begins already at the stage of sensory memory. This is where recognition and retention happens physical characteristics presented incentives. During the translation of information into short-term memory, information is usually recoded into an acoustic form. Analysis and identification of the information received takes place in long-term memory. Memorizing a certain material is associated with the accumulation of individual experience in the process of life. Memorization is the connection of the new with the already existing in the individual experience. Memorization is always selective: not everything that affects our senses is retained in memory. Even with involuntary memorization, when we do not set ourselves a specific memorization goal, objects and phenomena that arouse interest and affect emotions are better remembered. Voluntary memorization always has a purposeful character, and if special techniques are used to better assimilate the material (mnemonics), then such memorization is called memorization.
Memorization can proceed with varying degrees meaningfulness and depth of understanding. In the case of mechanical memorization between parts of a new material and existing knowledge, by means of repeated repetition, simple single temporary connections are established, which mainly reflect the external side of the phenomena. Logical memorization is based on the allocation of semantic connections between elements of memorized material, reflecting the essential aspects and relationships of phenomena.
Memorization depends on many factors: on the attitude of the person, on the mood of the person and his mental state, from the holistic context of the events taking place. Thus, unfinished business stimulates stronger memorization (Zeigarnik effect).
The use of what is remembered in further activities requires reproduction. The loss of certain information from activity leads to its forgetting. The retention of material in memory depends on its participation in human activities, since each this moment a person's behavior is determined by all his life experience.
Preservation (retention)- the process of accumulating information in memory, its structuring and organization. The episodic memory stores information about the events of our life (autobiography). The store of knowledge, expressed in words, symbols, meanings and relations between them in formulas and algorithms Tulving called semantic memory. Information can be organized in memory in a variety of ways. One way of organizing information can be spatial organization, which allows connections and “anchor points” to be established in the physical space and social environment. Another way is associative organization, i.e. grouping of elements with any common characteristics. Finally, a hierarchical organization can act as a way of organizing information, in which each element of information belongs to a certain level, depending on which category - more general or more particular - it corresponds to.
Reproduction (recollection, reproduction) - extraction of the necessary material from the storage of memory into the conscious field. Information is always reproduced based on the structure in which it was memorized. In case of unintentional reproduction, any stimulus, according to the principle of association, revives previously perceived images in consciousness, which, as it seems to us, emerge by themselves. Intentional reproduction is a process when we set ourselves the goal of restoring past thoughts, feelings, actions in our consciousness. Its feature is a planned nature, and not an accidental association.
Reproduction can be carried out in two ways: recognition and recall. Since context plays a very important role in the extraction of information, it is always easier for a person to recognize an element against the background of others presented along with it (a sense of familiarity). Recollection is a conscious reproduction associated with overcoming some difficulties in reproduction, requires volitional efforts, and sometimes distraction from the thought being remembered.
One of the interesting effects of memory is reminiscence, an improved, delayed reproduction of material stored in memory, which usually does not occur immediately after memorization, but usually after 2-3 days. Both are due to the removal of protective inhibition from nerve cells. That is why, for example, it is recommended to complete preparation for the exam at least one day before it.
Forgetting- the process required for effective work memory, which is also selective: countless specific details are forgotten more quickly, and usually last longer general provisions and conclusions. The process of forgetting proceeds unevenly: at the beginning quickly, and then slowly (Ebbinghaus's "forgetting curve"). Forgetting is difficult to manage.
In old age, the ability to remember is limited. It is pronounced in children, but their ability to retain information is weaker.
Memorization - it is the process of capturing and then storing the perceived information. According to the degree of activity of this process, it is customary to distinguish two types of memorization: unintentional (or involuntary) and intentional (or voluntary).
Inadvertent memorization- This is memorization without a predetermined goal, without the use of any techniques and manifestation of volitional efforts. This is a simple imprinting of what affected us and retained some trace of arousal in the cerebral cortex. Best of all, what is remembered is vital for a person: everything that is connected with his interests and needs, with the goals and objectives of his activities.
Unlike involuntary memorization voluntary (or deliberate) memorization characterized by the fact that a person sets a specific goal for himself - to remember some information - and uses special memorization techniques. Voluntary memorization is a special and complex mental activity subordinated to the task of memorizing. In addition, voluntary memorization includes a variety of actions performed in order to better achieve a set goal. Such actions include memorization, the essence of which is repeated repetition teaching material until it is completely and unmistakably memorized. The main feature of deliberate memorization is this is a manifestation of volitional efforts in the form of setting a task for memorization. Multiple repetition allows you to reliably and firmly memorize material, many times greater than the volume of individual short-term memory.
Preservation - the process of active processing, systematization, generalization of material, mastering it. Keeping memorized depends on the depth of understanding. Well-meaningful material is better remembered. Preservation also depends on the setting of the personality. Material that is significant for the individual is not forgotten. Forgetting occurs unevenly: immediately after memorization, forgetting is stronger, then it goes slower. That is why repetition should not be postponed, it should be repeated soon after memorization, until the material is forgotten.
Reproduction and recognition - processes of restoration of the previously perceived. The difference between them is that recognition occurs when the object is re-encountered, when it is perceived again, reproduction, in the absence of the object.
Reproduction can be involuntary or arbitrary. Involuntary - this is an unintentional reproduction, without the purpose of remembering, when images emerge by themselves, most often by association. Random play - a purposeful process of restoration in consciousness of past thoughts, feelings, aspirations, actions. Sometimes random play is easy, sometimes it takes effort. Conscious reproduction associated with overcoming certain difficulties, requiring volitional efforts, is called recollection.
Recognition any object occurs at the moment of its perception and means that the perception of an object occurs, the idea of which was formed in a person either on the basis of personal impressions (memory representation), or on the basis of verbal descriptions (imagination representation).
Forgetting - a natural process. Much of what is enshrined in memory is forgotten to one degree or another over time. And it is necessary to fight forgetting only because the necessary, important and useful are often forgotten. First of all, what is forgotten is that which is not applied, does not repeat, to which there is no interest, which ceases to be essential for a person. Details are forgotten more likely, general statements and conclusions are usually retained in memory longer. Forgetting manifests itself in two main forms: a) the inability to remember or recognize; b) incorrect recollection or recognition. Forgetting can be complete or partial, long-term or temporary .
Memory processes and their characteristics
| Parameter name | Meaning |
| Topic of the article: | Memory processes and their characteristics |
| Rubric (thematic category) | Art |
Memory- ϶ᴛᴏ mental cognitive process, which consists in memorizing, preserving, subsequent recognition and reproduction of various information by a person. Τᴀᴋᴎᴍ ᴏϬᴩᴀᴈᴏᴍ, memory is difficult mental process consisting of several private processes linked to each other.
Separate processes can be distinguished as part of memory. The main ones are - memorization, preservation, reproduction, recognition and forgetting.
Memory activity begins with memorization.
Memorization - it is the process of imprinting and subsequent preservation of the perceived information, that is, with the consolidation of those images and impressions that arise in consciousness under the influence of objects and phenomena of reality in the process of sensation and perception. According to the degree of activity of this process, it is customary to distinguish two types of memorization: unintentional (or involuntary) and intentional (or arbitrary).
Unintentional memorization is memorization without a predetermined goal, without the use of any techniques and manifestation of volitional efforts. This is a simple imprinting of what affected us and retained some trace of arousal in the cerebral cortex. For example, after a walk in the woods or after visiting a theater, we can recall a lot of what we saw, although we did not specifically set ourselves the task of memorizing.
In principle, every process that occurs in the cerebral cortex due to the influence of an external stimulus leaves traces behind, although the degree of their strength is different. Best of all, what is remembered is of vital importance for a person: everything that is connected with his interests and needs, with the goals and objectives of his activities. For this reason, even involuntary memorization, in a certain sense, is selective in nature and is determined by our attitude to the environment.
Unlike involuntary memorization arbitrary(or deliberate) memorization is characterized by the fact that a person sets a specific goal for himself - to remember some information - and uses special memorization techniques. Voluntary memorization is a special and complex mental activity subordinated to the task of memorizing. At the same time, voluntary memorization includes a variety of actions performed in order to better achieve the set goal.
It is customary to highlight meaningful and mechanical memorization.
Mechanical memorization - it is memorization without realizing the logical connection between different parts of the perceived material. An example of such memorization is memorization, memorization of statistical data, historical dates etc. The basis of rote memorization is multiple repetition of material.
In contrast to this meaningful memorization based on an understanding of the internal logical connections between individual parts of the material. Two positions from which one is a conclusion from the other, are remembered not because they follow each other in time, but because they are logically connected. For this reason, meaningful memorization is always associated with the processes of thinking and relies mainly on generalized connections between parts of the material at the level of the second signaling system.
Comprehension of the material is achieved by the following methods:
o highlighting the main ideas in the studied material and grouping them in the form of a plan;
o highlighting semantic reference points;
o comparison;
o method of repetition: concentrated and distributed;
o method of reproduction while memorizing;
The advantages of voluntary memorization are obvious only at first glance. The studies of the well-known Russian psychologist P.I. Zinchenko have convincingly proved that the mindset on memorization, making it the direct goal of the subject's action, is not in itself decisive for the effectiveness of the memorization process. In certain cases, involuntary memorization may be more effective than voluntary memorization. In Zinchenko's experiments, unintentional memorization of pictures in the course of an activity whose purpose was to classify them (without the task of remembering) turned out to be definitely higher than in the case when the subject was given the task of specially memorizing pictures.
Preservation - This is the retention of what has been learned in memory, that is, the preservation of traces and connections in the brain. In the brain, the establishment of neural connections between cells takes place, due to which a neural pathway is formed.
Forgetting - disappearance, loss from memory, that is, the process of extinction, elimination, "erasure" of traces, inhibition of connections. These two processes, which are opposite in nature, in fact represent different characteristics of one process: we speak of the retention of material in memory when there is no forgetting, and forgetting is a bad preservation of the material in memory. For this reason, retention is nothing more than a fight against forgetfulness.
Forgetting is a very expedient, natural and necessary process and by no means always has to be assessed negatively. If we did not possess the ability to forget, our memory would be filled with a mass of small and unnecessary information, facts, details, details. Our brain would be overloaded with information. And forgetting allows the brain to get rid of redundant information. Many people with phenomenal (outstanding) memory complain that their brain is literally “littered” with many unnecessary facts and this often prevents them from remembering the necessary and necessary information.
| Rice. 1 Ebbinghaus' Forgetting Curve |
The written survey was conducted five times at different intervals. The results were as follows: immediately after the lecture, the students correctly reproduced 65% of the basic thoughts of the lecture, three to four days after the lecture - 45.3%, one week later - 34.6%, two weeks later - 30.6% and after seven weeks - 24.1%.
Considering various options for the manifestation of forgetting, one cannot but say about cases when a person cannot remember something at the moment (for example, immediately after receiving information), but remembers or learns it after a while. This phenomenon is called reminiscences(vague memory). The essence of reminiscence is that the reproduction of material that we could not completely reproduce at once, a day or two after perception, is replenished with facts and concepts that were absent during the first reproduction of the material. This phenomenon is often observed when reproducing a large volume of verbal material, which is due to fatigue of the nerve cells. Reminiscence is found more often in preschoolers and younger schoolchildren.
Recognition and reproduction. The results of memorization and preservation are manifested in recognition and reproduction.
So, reproduction - the process of recreating the image of objects, phenomena of the surrounding reality, perceived earlier, but not perceived at the moment.
Τᴀᴋᴎᴍ ᴏϬᴩᴀᴈᴏᴍ, the physiological basis of reproduction is the renewal of neural connections that were formed earlier during the perception of objects and phenomena.
Like memorization, replay should be unintentional(involuntary) and deliberate(arbitrary). In the first case, reproduction occurs unexpectedly for ourselves. For example, passing by the school where we studied, we can suddenly reproduce the image of the teacher who taught us, or the images of school friends. A special case of unintentional reproduction is the appearance of persevering images, which are characterized by exceptional stability.
In voluntary reproduction, as opposed to involuntary, we recall with a consciously set goal. Such a goal is to strive to recall something from our past experiences, for example, when we set ourselves the goal of recalling a well-learned poem. In this case, as a rule, the words “go by themselves”.
There are cases when the reproduction proceeds in the form of a more or less prolonged reminiscences. Recollection
- the most active reproduction associated with tension and requiring certain volitional efforts. In these cases, the achievement of the set goal - remembering 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 some way connected with it. Moreover, the use of intermediate links is usually conscious character.
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We deliberately outline what can help us remember, or think in what relation to it what we are looking for, or evaluate everything that we remember, or judge why it does not fit, etc. Consequently , the processes of remembering are closely related to the processes of thinking.
At the same time, remembering, we often encounter difficulties. We remember at first the wrong thing, reject it and set ourselves the task of remembering something again. Obviously, all this requires from us certain volitional efforts. For this reason, remembering is at the same time a volitional process.
Recognition - assignment of the perceived object to the category of already known. Recognition is, of course, an easier process than reproduction. It's easier to learn than to reproduce. This is evidenced by simple experiments. The person was presented with 50 different objects (words, pictures). After thorough acquaintance with them, the subject had to reproduce all the objects he remembered. After that, he was offered 100 objects (also words, drawings), among which 50 were the same ones that were presented earlier, and 50 were unfamiliar. It was necessary to find out among 100 objects those, which were presented earlier. The average reproduction rate was 15 objects, recognition rate - 35 objects.
Hence it follows that recognition should not be an indicator of the strength of memorization, and when assessing the effectiveness of memorization, one should focus on reproduction. The lack of understanding of this explains the frequent cases of unsuccessful student response to the material that he, as it seems to him, conscientiously taught. The fact is that, when deciding on the assimilation of the material, the student was guided by recognition. He reads the material from the textbook again, and everything is familiar to him. Familiar means learned, the student thinks. But the teacher demands from the child not recognition, but reproduction. For this reason, when memorizing, it is extremely important to check yourself for reproduction and consider the material learned only when, having closed the textbook, you can accurately tell the content of the corresponding handed out, prove a theorem, solve a problem.
Memory processes and their characteristics - concept and types. Classification and features of the category "Memory processes and their characteristics" 2017, 2018.
1. The concept of memory.
2. Types of memory.
3. Processes of memory.
4. Development and improvement of memory.
1. Memory- this is one of the most demanded mental processes of a person.
Such popularity dates back to the ancient Greeks, who revered the goddess of memory Mnemosyne as the mother of nine muses, patrons of the arts and sciences known at that time.
On behalf of the goddess, there are also modern scientific expressions related to memory: "mnemonic task", "mnemic processes", "mnemonic orientation", etc.
It is difficult to imagine a world without memory.
The importance of memory is very high, but one should not attribute all successes or, conversely, failures to this cognitive process.
It is difficult for a person to say: “I don’t know how to reason,” or even more so, “I am stupid,” but he easily pronounces: “Again this sclerosis,” etc.
Memory Is a complex cognitive process, thanks to which a person can remember, save and reproduce his past experience.
Thanks to memory, we can save and reproduce not only individual objects or situations, but also whole chains of events.
The connections existing between events, objects or phenomena, preserved in our memory, are called associations.
Researchers distinguish associations of different types, but classically these are:
1) associations by similarity;
2) associations by contrast;
3) adjacency associations.
Many poetic comparisons are based on associations of similarity (“the river flowed like rain”, “a blizzard was crying like a gypsy violin”). On a hot summer day, we remember how good it was to ski in winter and how much fun we had on the beach in winter.
Associations of this kind are associations of contrast.
At the exam, the student presents a notebook with a synopsis and the page where the ticket material is located, sees a table or diagram, etc.
If objects are connected in time and space, then these are associations by contiguity (the floor is a rag, the pen is a notebook).
Most associations are associated with the experience of a particular person, but there are some that are the same for many people.
For example, most people say “apple” when they say “fruit”, but when asked to name a part of their face, they say “nose”.
The value of associations for a person lies in the fact that they allow you to automatically and quickly perceive the information necessary at the moment.
So, memory- This is a complex cognitive process, due to which the continuity of a person's mental life is ensured.
2. Human memory can be classified on several grounds.
1. Material storage time:
1) instant (iconic)- thanks to this memory, for 0.1–0.5 s, a complete and accurate picture of what was perceived by the senses is retained, while no processing of the information received is performed;
2) short-term(KP) - is able to store information for a short period of time and in a limited volume.
As a rule, in most people, the volume of the CP is 7 ± 2 units.
In the CP, only the most significant information, a generalized image is recorded;
3) operational(OP) - operates for a predetermined time (from several seconds to several days), depending on the task that needs to be solved, after which the information can be erased;
4) long-term(DP) - information is stored indefinitely.
the DP contains the material that a practically healthy person should remember at any time: his name, patronymic, surname, place of birth, the capital of the Motherland, etc.
In humans, DP and CP are inextricably linked.
Before the material is deposited in the DP, it must be processed in the CP, which protects the brain from overload and preserves vital information for a long time;
5) genetic memory began to be distinguished by researchers relatively recently.
This is information that is stored in the genotype and is inherited, not amenable to the influence of training and education.
2. The leading role of this or that analyzer:
1) motor - motor reactions are remembered and reproduced, therefore, on its basis, the main motor skills are formed (walking, writing, sports, dancing, work).
This is one of the earliest ontogenetic types of memory;
2) emotional- memorizing a certain emotional state and its reproduction when repeating the situation when it arose for the first time.
This type of memory also occurs very early in the child, according to modern research already in the first year of life, well developed in preschool children.
It is characterized by the following features:
a) special strength;
b) fast formation;
c) involuntary reproduction;
3) visual- preservation and reproduction of visual images prevails.
For many people, this type of memory is the leading one. Sometimes visual images are reproduced so accurately that they resemble a photographic snapshot.
Such people are said to have an eidetic memory (eidos is an image), that is, a memory with photographic accuracy.
In many people, eidetic memory is well developed in preschool age, but for individuals (more often they are people of art), it persists throughout their lives.
For example, V. A. Mozart, S. V. Rachmaninov, M. A. Balakirev could memorize and reproduce on the instrument a complex piece of music after just one perception;
4) auditory- promotes good memorization and the reproduction of a wide variety of sounds.
It is especially well developed among musicians, acousticians, etc.
As a special variety of this type, word-logical memory is distinguished - this is a purely human form of memory, thanks to which we can quickly and accurately memorize the logic of reasoning, the sequence of events, etc .;
5) olfactory- smells are well remembered and reproduced;
6) gustatory- the predominance of the taste analyzer in the memory processes;
7) tactile- well remembered and reproduced what a person could feel, what he touched with his hands, etc.
The last three types of memory are not as important for a person as those previously listed, but their importance increases sharply if the functioning of any of the main analyzers is impaired, for example, when a person loses his sight or hearing (there are many cases when blind people became excellent musicians ).
There are a number of professions where these types of memory are in demand.
For example, tasters should have a good taste memory, perfumers - olfactory memory.
It is very rare when a person is dominated by any one type of memory.
Much more often, visual-auditory memory, visual-motor, motor-auditory memory are the leading ones.
In addition to these classifications, memory can vary in terms of speed, duration, strength, accuracy, and storage capacity.
The variety of types of memory allows you to achieve success in different types activities.
3. the following processes are allocated as part of memory:
1) memorization;
2) reproduction;
3) preservation;
4) forgetting.
Memorization Is a memory process, the result of which is the consolidation of previously perceived information.
Memorization is subdivided into:
1) arbitrary (the task is set to remember, while certain efforts are applied) - involuntary (the task is not set special task remember, the material is remembered without any effort);
2) mechanical (information is remembered as a result of simple repetition) - logical (connections are established between individual elements of information, which allows the forgotten to be derived anew by logical reasoning).
In order for memorization to be successful, you should adhere to the following provisions:
1) make an installation for memorization;
2) show more activity and independence in the process of memorization (a person will better remember the path if he moves on his own than when he will be accompanied);
3) group the material by meaning (drawing up a plan, tables, diagrams, graphics, etc.);
4) the repetition process when memorizing should be distributed over a certain time (day, several hours), and not in a row.
5) new repetition improves memorization of previously learned;
6) arouse interest in the memorized;
7) the unusualness of the material improves memorization.
Reproduction (restoration) is a memory process through which a previously fixed past experience is retrieved.
The following forms of reproduction are distinguished:
1) recognition- the appearance of a sense of familiarity upon perception;
2) memory- restoration of the material in the absence of perception of the object, it is always more difficult to remember than to find out (for example, it is easier to remember a person's surname if you find it in the list);
3) reminiscence- reproduction, delayed in time (for example, a poem is recalled that a person recited in distant childhood);
4) recollection- an active form of reproduction, requiring the use of certain techniques (association, reliance on recognition) and volitional efforts.
Preservation- retention in memory of previously memorized material. Information is retained in memory through repetition, as well as the application of the knowledge gained in practice.
Researchers of memory have found that the material that begins and ends the general series of information is best preserved, while the middle elements are retained worse.
This phenomenon is called the edge effect in psychology.
An interesting fact was discovered by B.V. Zeigarnik. in her experiments, the subjects had to complete about 20 different tasks as quickly and accurately as possible (riddles, small math problems, figurine sculpting, etc.).
It turned out that those actions that remained incomplete were recalled by the subjects almost twice as often as those that they were able to complete.
This phenomenon is called the Zeigarnik effect.
Forgetting- loss from memory, disappearance of previously memorized material.
Psychological studies have shown that the material is forgotten faster in the first time after memorization than later, meaningless material is also forgotten faster than connected by a logical chain.
Most often, forgetting is considered a negative phenomenon, but it should be remembered that this is a very expedient, necessary and natural memory process, otherwise our brain would be overwhelmed with a mass of unnecessary or irrelevant information.
Sometimes forgetting becomes painful, even to the point of complete loss of memory.
This phenomenon is called amnesia.
Z. Freud (the founder of psychoanalysis) paid much attention to the analysis of forgetting mechanisms.
He believed that the process of forgetting is largely due to a person's unwillingness to remember the unpleasant situations of his biography.
He forgets about those things that may recall psychologically unpleasant circumstances.
So, memory includes a number of components that determine the success of its course.
4. The process of memory development is carried out in the following directions:
1) ontogenetically earlier mechanical memory gradually replaced by logical;
2) with age, memorization becomes more conscious, the active use of mnemonic techniques and means begins;
3) involuntary memorization prevailing in childhood becomes voluntary.
Based on the listed areas, the following ways and means of improving memory can be identified.
1. Use the repetition process correctly.
The most appropriate is repetition, as close as possible to the perception of the material.
It has been experimentally proven that forgetting is prevented by repetition 15–20 minutes after memorization.
The next repetition should preferably be done after 8-9 hours, and then after 24 hours.
It is also advisable to repeat in the morning with a fresh head and before bedtime.
2. Remember the "edge effect", that is, devote more time to repetition of the material that is located in the middle of the information series.
Also, when repeating, material in the middle can be placed at the beginning or end.
3. To memorize quickly and reliably a sequence of events or objects, you can perform the following series of actions:
1) mentally associate the memorized with some easily imagined or well-known object, after which this object should be associated with the one that will be at the right time at hand;
2) combine both objects in the imagination with each other in the most bizarre way possible into a single fantastic image;
3) mentally recreate this image.
4. To memorize the sequence of events or actions, words can be represented in the form of characters in a story.
5. The material will be remembered more easily if you apply the method of association. To do this, you should ask yourself as often as possible questions like: "What does this remind me of?", "What does it look like?" "What other word reminds me of this word?", "What episode in my life reminds me of this episode?" etc.
When this rule is implemented, the following regularity applies: the more diverse associations arise when memorizing the source material, the more firmly this material is remembered.
6. A sequential chain of events or objects can be remembered if these objects are mentally placed along the path of daily commuting to work or school.
Walking along this path, we remember these items.
Any techniques are good only if they are adapted by a specific person to their own life experience and the peculiarities of the psyche and behavior.
Therefore, what suits one person may not be required by others.
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