Human memory capacity is a characteristic of memory that determines the amount of information that can be retrieved from it after a certain time has passed after the moment of memorization.
The capacity of short-term memory is equal to the Miller number - this is 7 +/- 2. This is the set of words or the number of numbers that the average person is able to retain in memory.
The capacity of a person's long-term memory cannot be determined. Currently, some researchers believe that everything that is in a person's long-term memory can fit on several laser disks. It is quite obvious that this conclusion is erroneous, and at least not proven.
The capacity of human memory varies from person to person. However, there is an opinion that the more a person can remember, the better. But this is not always the case. In Soviet psychology, there are known cases of conducting studies of patients with “super” memory. These people could involuntarily remember unlimited amounts of information. However, as it turned out, they suffered greatly from their capabilities. Moreover, they constantly had to work on themselves and do special exercises to restore the ability to “forget.” Considering that they remembered “everything,” it is logical to conclude that the human memory capacity is truly unlimited. The only question is whether we are able to use our memory to its fullest extent.
Every person has an unlimited supply of memory. However, given the characteristics of each individual, the amount of memory that can be used in order to remember the necessary information for a long time is different for everyone. This volume primarily depends on the type of activity you regularly engage in, determining the amount of memory that you use in everyday life.
Let's give a simple example. Anyone who has studied knows perfectly well that learning anything after the summer holidays is much more difficult than at the end of the school year. It's all about training. If you do not use your memory, then your ability to memorize weakens, or rather, the amount of information that you can remember decreases.
You can conduct in-depth testing of the volume of various types of memory using the “Memory” package of the Effecton Studio software package: the volume of mechanical memorization of numbers, numbers and syllables, the volume of semantic visual and auditory memory, logical memory, operational, associative and figurative memory.
In order to increase and maintain the amount of memory at the level you need, you need to meet two important conditions. The first is to use memory regularly. The second is to periodically train your memory capacity.
Exercise “Information stress”
As an example of memory training, we offer you a non-standard exercise called “Information stress”. It is performed “on the job” and is even more effective for use at work or in school.
The exercise is done throughout the whole working day. Select the day of the week when you plan to perform this procedure. We recommend choosing Friday, since after this exercise you should rest for a day or two from active mental work and change the type of activity.
Purpose of the exercise– load yourself with the maximum amount of information throughout the day. What does it mean? Your task: read as much as possible, write down as much as possible the main thing, remember as much as possible from what you read and wrote down. When reading, you should have the intention to highlight the main points, as well as the intention to understand and remember as much as possible. Read and think about it. Read and memorize. Read and write down the main points. Towards the end of the day, start re-reading and remembering the main thing, think again and repeat.
Express everything that you wrote down as important in one or two words. So, after reading them, the whole picture of what you read will immediately emerge in your memory, followed by what else you read on this topic during the day.
When you finish the day, take your short notes and try to remember as much detail as possible about each of them. If you did everything correctly and did not feel sorry for yourself, then by the end of the day you will be overloaded with information, and your memory will be “passive”. After you rest, its volume will increase slightly, and will increase each time after such an exercise. If the information you received is important to you, then try to recall everything in your memory in a day or two. To do this, first go through your short entries, and then through the main information entries. We recommend that you perform this exercise at least once a month, but not more than once a week.
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Psychology
Short-term memory capacity. Mnemonic devices
Introduction
1. Types of memory
2. Basic characteristics of short-term memory
3. Mnemonic techniques
3.1 Techniques and exercises for developing memory and facilitating memorization processes
3.2 Memorizing foreign words
Conclusion
Bibliography
Application
Laboratory work. Memory. Determination of the volume of short-term auditory, visual and figurative memory
Introduction
Memory is a form of mental reflection that consists in consolidating, preserving and subsequently reproducing past experience, making it possible to reuse it in activity or return to the sphere of consciousness. Memory connects a subject’s past with his present and future and is the most important cognitive function underlying development and learning.
Memory is the basis of mental activity. Without it, it is impossible to understand the basics of the formation of behavior, thinking, consciousness, and subconsciousness. Therefore, to better understand a person, it is necessary to know as much as possible about our memory.
1. Types of memory
There are several bases for classifying the forms and types of memory. One of them is the division of memory according to the time of storage of the material, the other - according to the analyzer that predominates in the processes of memorizing, storing and reproducing the material. In the first case, short-term and long-term memory are distinguished, and sometimes an intermediate option - operational memory. In the second case, they talk about motor, visual, auditory, verbal-logical and other types of memory.
Short-term memory is memory in which the retention of material is limited to a certain, usually short, period of time. A person's short-term memory is connected with his actual consciousness.
Long-term memory is designed to store information for a long period of time, not for a predetermined period. It is not connected with the actual consciousness of a person and presupposes his ability at the right moment to remember what he once remembered. Unlike short-term memory, where recollection is not required (since what has just been perceived is still in the actual consciousness), with long-term memory it is always necessary, since the information associated with perception is no longer in the sphere of actual consciousness.
When using long-term memory, recall often requires certain volitional efforts, so its functioning is usually associated with will.
To store information in short-term memory, it is always necessary to maintain continuous attention to the memorized material during the entire time it is retained in memory; with long-term memorization this is not necessary.
Working memory is a memory that occupies an intermediate position between short-term and long-term. It is designed to preserve the material for a predetermined period, i.e. to be able to easily remember what you need at a given time.
Motor memory is the memorization and preservation, and, if necessary, accurate reproduction of various movements. It is involved in the formation of a person’s motor skills and abilities and is especially necessary in those activities that require a person to have rather complex forms of movements.
People with eidetic perception have good visual memory, i.e. those who are able to “see” a picture or object that is absent from the real visual field for a long time. Visual memory is associated with the storage and reproduction of images; it is extremely important for people of all professions, especially police officers, artists, and designers. This type of memory presupposes a person’s developed ability to imagine. In particular, the process of memorizing and reproducing material is based on it: what a person can visually imagine, he, as a rule, remembers and reproduces more easily.
Auditory memory is a good memorization and accurate reproduction of a variety of sounds, such as speech and music. It is necessary for musicians, philologists, and people studying foreign languages.
Verbal-logical memory is characterized by the fact that a person who has it quickly and accurately remembers the meaning of events, the logic of any evidence, the meaning of a text being read, etc. He can accurately convey this meaning in his own words, often without completely remembering the details of the source material. Scientists and teachers often have this type of memory.
Emotional memory is the memory of past experiences. It is involved in all types of memory, but is especially evident in human relationships. The strength of memorizing material is directly based on emotional memory: what causes strong emotional experiences in a person is remembered more firmly and for a longer period.
In addition to those mentioned, there are other types of memory, in particular tactile, olfactory, and gustatory.
Since memory is associated with the will, according to the nature of its participation in memorizing and reproducing material, memory is divided into involuntary and voluntary. In the first case, they mean the memorization and reproduction of material that occurs automatically, without much effort on the part of the person, without setting a mnemonic task for himself (a task of memorizing, recognizing, preserving or reproducing the material). In the second case, such a task is necessarily present, and the process of memorization or reproduction itself requires volitional efforts from a person.
In the structure of memory, two types of mnemonic abilities can be distinguished, which have different physiological mechanisms: the ability to imprint and the ability to process information semantically. Both types of mnemonic abilities influence the success of knowledge acquisition, but a major role is played by the ability to process information, which characterizes the close unity of the processes of memory and thinking.
2. Basic characteristics of short-term memory
The average capacity of short-term memory is very limited: it is 7 +/- 2 units of integrated information. This volume is individual, it characterizes a person’s natural memory and tends to persist throughout life. It primarily determines the volume of the so-called mechanical memory, which functions without the active inclusion of thinking in the memorization process.
Associated with the characteristics of short-term memory, due to its limited capacity, is a property called substitution. It manifests itself in the fact that when the individually stable volume of a person’s short-term memory becomes full, the information newly entering it partially displaces what is already stored there. Subjectively, this can manifest itself, for example, in an involuntary switching of a person’s attention from memorization to something else.
Thanks to short-term memory, the largest amount of information is processed, unnecessary information is eliminated, and as a result, long-term memory is not overloaded with unnecessary information.
Without short-term memory, the normal functioning of long-term memory is impossible. Only what was once in short-term memory can penetrate into the latter and be deposited there for a long time. In other words, short-term memory acts as a kind of filter that passes the necessary information into long-term memory, while simultaneously carrying out strict selection in it.
One of the main properties of short-term memory is that this type of memory, under certain conditions, also has no time limits. This condition consists in the ability to continuously repeat a series of words, numbers, etc. just heard. To maintain information in short-term memory, it is necessary to maintain activity aimed at memorizing, without diverting attention to another type of activity, complex mental work.
The term “short-term memory” itself enshrines the external, temporal parameter of the phenomenon, regardless of how it is connected with the individual’s activities, with its goals and motives. However, here too we must keep in mind the connection between the time parameter of events and their significance for the organism. The duration of an event in itself is already significant for memory, because a long-term (repeated) impact seems to contain the possibility of repetition in the future, which requires greater readiness for it. In this case, the consolidation of traces can be considered as a kind of assessment of the significance of this material for the implementation of upcoming vital goals. However, the influence of the temporary factor itself is not unlimited: meaningless, long-term repetition of a stimulus causes only protective inhibition, and not its translation into long-term memory.
Clinical studies related to memory disorders show that the two types of memory - short-term and long-term - do exist as relatively independent ones. For example, with such a disorder, which is called retrograde amnesia, one suffers mainly from recently occurring events, but retains memories of those events that took place in the distant past. In another type of disease, also associated with memory impairment, anterograde amnesia, both short-term and long-term memory remain intact. However, the ability to enter new information into long-term memory suffers. At the same time, both types of memory are interconnected and work as a single system. Any information first enters short-term memory, which ensures that information presented once is remembered for a short time (5-7 minutes), after which the information can be completely forgotten or transferred to long-term memory, but subject to repetition of information 1-2 times. Short-term memory (ST) is limited in volume; with a single presentation, an average of 7 ± 2 objects fit into the ST. This is the magic formula for human memory, i.e., on average, a person can remember from 5 to 9 words, numbers, figures, pictures, pieces of information at one time. The main thing is to ensure that these “pieces” are more information-rich through grouping, combining numbers and words into a single integral “piece-image”.
Let's take a closer look at short-term memory.
As mentioned above, in short-term memory, the storage of material is limited to a certain, short period of time. A person's short-term memory is connected with his actual consciousness.
To maintain information in short-term memory, it is always necessary to maintain continuous attention to the memorized material during the entire time it is retained in memory; with long-term memorization this is not necessary.
One of the possible mechanisms of short-term memorization is temporal encoding, i.e. reflection of what is remembered in the form of certain, sequentially located symbols in the human auditory and visual systems. Often, in order for something to be truly remembered, they try to evoke a certain emotional reaction by association with it. Such a reaction can be considered as a special psychophysical mechanism that promotes the activation and integration of processes that serve as a means of memorization and reproduction.
Let's consider the main characteristics of short-term memory. As already mentioned, its average volume is limited to 7±2 units of integrated information. This volume is individual, it characterizes a person’s natural memory and tends to persist throughout life. It primarily determines the volume of mechanical memory, which functions without the active inclusion of thinking in the memorization process.
The characteristics of the CP, due to the limited scope of its volume, are associated with such a property as substitution. It manifests itself in the fact that when the individual stable volume of a person’s short-term memory is full, the information newly entering it partially displaces what is already stored there. Subjectively, this can manifest itself, for example, in an involuntary switching of a person’s attention from memorization to something else.
Short-term memory plays an important role in human life. Thanks to it, the largest amount of information is processed, unnecessary information is eliminated, and as a result, long-term memory is not overloaded with unnecessary information. CP is of great importance for the organization of thinking; its material, as a rule, is the facts located in the human CP.
This type of memory also actively works in the process of person-to-person communication. It has been established that when people who meet for the first time are asked to talk about their impressions of each other, to describe those personal characteristics that they noticed during the meeting with each other, then on average, as a rule, the number of traits that corresponds to the volume of the CP is called, i.e. e. 7±2.
Without CP, the normal functioning of long-term memory is impossible. Only what was once in the CP can penetrate into the latter and be deposited for a long time. In other words, the CP acts as a kind of filter that passes the necessary information into the DP, while simultaneously carrying out a strict selection in it.
One of the main properties of CP is that this type of memory, under certain conditions, also has no time limits. This condition consists in the ability to continuously repeat a series of words, numbers, etc. just heard. To maintain information in the CP, it is necessary to maintain activity aimed at memorizing, without diverting attention to another type of activity, complex mental work.
Clinical studies related to memory disorders show that the two types of memory - CP and DP - indeed exist as relatively independent ones. For example, with such a disorder, which is called retrograde amnesia, mainly the memory of recently occurring events suffers, but memories of those events that took place in the distant past are preserved. In another type of disease - anterograde amnesia - both the CP and DP remain preserved. However, the ability to enter new information into the DP suffers.
At the same time, both types of memory are interconnected and work as a single system. In many life situations, the processes of CP and DP work almost in parallel. For example, when a person sets himself the task of remembering something that obviously exceeds the capabilities of his CP, he often consciously or unconsciously resorts to the technique of semantic grouping of material, which makes it easier for him to memorize. This grouping, in turn, involves the use of DP, turning to past experience, extracting from it the knowledge and concepts necessary for generalization, ways of grouping the memorized material, reducing it to a number of semantic units that do not exceed the volume of the CP.
short-term memory mnemonic figurative
3. Mnemonic techniques
The volume of both general knowledge in the world and in individual areas and specialties has increased several, or even tens of times, over the last century. At the same time, this volume is constantly increasing, replenished with more and more new information. Therefore, the development of memory, improvement of the processes of remembering, storing and reproducing information is one of the necessary tasks for a person in modern society. Without improving one's own memory, modern man risks falling behind the increasingly dynamic development of society and getting lost in a huge flow of information.
3.1 Techniques and exercises for developing memory and facilitating memorization processes
Let's look at some techniques and exercises for developing memory and facilitating memorization - mnemonic techniques.
1. Formation of semantic phrases from the initial letters of memorized information (“Every hunter wants to know where the pheasant sits” - about the sequence of colors in the spectrum: red, orange, etc.).
2. Rhythmization - translation of information into poems, songs, lines connected by a certain rhythm or rhyme.
3. Memorizing long terms using consonant words (for example, for foreign terms they look for similar-sounding Russian words - to remember medical terms, “supination” and “pronation”, they use the consonant and humorous phrase “carried and spilled soup”).
4. You need to find bright, unusual images, pictures that, using the “linking method,” are connected with information that needs to be remembered. For example, we need to remember a set of words: pencil, glasses, chandelier, chair, star, beetle - it will be easy to remember this if you imagine them as “characters” of a bright, fantastic cartoon, where a slender dandy is a “pencil” in “glasses” approaches the plump lady’s “chandelier”, onto which a “chair” playfully climbs, on the upholstery of which “stars” sparkle. It is difficult to forget or confuse such an invented cartoon. To increase the efficiency of memorization using the “connection method”, it is useful to greatly distort the proportions (a huge “beetle”); represent objects in active action (“pencil” is suitable); increase the number of items (hundreds of “stars”); swap the functions of objects (“chair” on a lady “chandelier”).
5. Cicero's method. Imagine walking around your room, where everything is familiar to you. Place the information you need to remember in your mind as you walk around the room. You can remember the information again by imagining your room - everything will be in the places where you placed them during the previous “walkthrough”.
6. When memorizing figures and numbers, you can use the following techniques:
a) identify the arithmetic relationship between groups of digits in a number, for example, in the phone number 358954 the relationship is 89 = 35 + 54;
b) highlight familiar numbers - for example, in the number 859314, select 85 - the year of birth of your brother, 314 - the first digits of the number “pi”, etc.;
c) “method of clues” - replacing numbers with images. For example, 0 - circle, 1 - pencil, 2 - glasses, 3 - chandelier, 4 - chair, 5 - star, 6-- beetle, 7 -- week, 8 -- spider, etc. You can replace numbers, letters and words. For example, replacing the numbers 1, 2, 3, 8 with the last consonant letters in the names of these numbers: 1 - one - N, 2 - two, V. 3 - three - R. A numbers 4, 5, 6, 7, 9 replace with initial consonants in their names: 4 -- 4,5 -- R, 6 -- Ш, 7-- С, 9-Д.
Replacement with words: 0 - L (iL), 1 - N (Noah), 2 - V (Howl). 3 -- WITH(aRiya), 4 H (oChi), 5 -- R (Rb), 6 - W (uShi), 7 - S (usi). 8 -- M(yama), 9 -- D (yaD). 10 - NiL, 11 - NeoN, 12 - NiVa, 13 - NoRa, 14 - NIGHT, 15 - ANAPA, 16 - NiSha, 17 - NoS, 18 - NeMoy, 19 - ANOD, 20 - VoL, 21 - ViNo, 22 ViVa, 23 - VaR, .... BEHIND -- RePa, ..., 44 - ChaCha, ..„ 56 - PaSha, .... 67 - iShiaS, .... 78 - SoM, .„, 84 -- Ball, .... 93 -- YesR. ..., 99
Soul, 100 -- NaLiL, etc.
For example, you need to remember the phone number 9486138, then 94 - DaCha, 86 - Mysha, 13 - NoRa, 8 - Pit, - the image “at the dacha the mouse made a hole and a hole” is easily remembered.
You will no longer confuse this number.
7. The method of training visual memory is the Aivazovsky method. Look at an object or landscape, or at a person for 3 seconds, trying to remember in detail, then close your eyes and mentally imagine this object in detail, ask yourself questions about the details of this image, then open your eyes for 1 second, complete the image, close your eyes and try to achieve the brightest possible image of the object and repeat this several times.
8. Memorizing words by linking them into a story.
Starting points:
images should be bright, clear, unusual. You must see them in your imagination;
they must be in motion;
the connection between them can be in the form of overlapping each other, rolling, based on “similarity”.
An example of memorizing logically unrelated words ( tree, table, river, basket, comb, soap, hedgehog, elastic band, book, tractor, rain, sun, clock, lamp, paper clip, house, plane, notebook, socks, air. ):
We see a green beautiful TREE. A board begins to grow from it to the side, a leg comes down from the board, and you get a TABLE. We bring our gaze closer to the table and see a puddle on it that flows down, turning into a whole RIVER. A funnel forms in the middle of the river, which turns into a BASKET, which flies out of the river onto the shore. You come up and break off one edge of it - you get a COMB. You take it and start combing your hair until SOAP begins to come out of your head. It flows down and leaves a hair sticking out like a HEDGEHOG. You are very uncomfortable and you take a rubber band and pull your hair with it. But she can’t stand it and bursts. When it falls down, it turns in a straight line, and then turns into a KNIGU. You try to lift it, but it doesn’t work. Then you open it and a TRACTOR comes out not directly towards you, shining a powerful beam into your eyes, like the SUN. It becomes very hot and you are sweating. I really want it to RAIN. And he starts walking. You raise your head and see a CLOCK above you, from which water is pouring. You feel cold from the rain, you want it to stop. You jump up, grab the clock hand and pull it out. Having dropped to the ground, you examine it and notice a huge LAMP attached to the base of the arrow. You take the arrow in the form of a PAPER CAP and attach it to your chest pocket. As soon as they attached the arrow, pieces of glass began to break off from the lamp and fall on their feet, turning into bricks. You jump away from him, throwing off the lamp with the paper clip. Gradually, a whole HOUSE appears from the bricks that fall from the lamp. You approach him, touching the arrow with your hand, but he suddenly takes off into the air, like an AIRPLANE. And you are left with a brick in your hands, which turns into a NOTEBOOK. You tear out sheets from it and make yourself SOCKS from them (remembering that they are in short supply) and walk in them on the ground as if on AIR.
9. Linking words through reducing images (memorization method).
Imagine an elephant, a fly. And now the elephant-fly, i.e. an elephant that has grown the wings of a fly and is trying to fly by flapping its large wings. The order of words when memorizing is determined by the presence of a larger volume of the first word in the image.
10. Revival (memorization method).
Try to imagine some kind of beast, animal, now imagine that it has come to life and started moving. Let him go, let him live his life in your imagination. After practicing with living beings, move on to animated objects using the same pattern. The exercise is performed first with your eyes closed, and then with your eyes open. You can imagine that you touch an object and it comes to life, you blow on it, etc. Now try to perform any operations with objects or living beings at your will. It is necessary to achieve a state where you can freely manipulate objects.
11. Interaction with images (memorization method).
Take a fiction book, read one paragraph (5-6 sentences), imagining yourself in the place of the main character or participating in the form of some object. Find any keyword in the paragraph and introduce it. Approach it mentally, enter it, begin to move in it, to live. Imagine that this object is you, and begin to compose a story, reviving the words and shortening them. You must prepare 20-30 words in advance, from which you will compose a story. Imagine that you are based on “similarity”: color, any common features, shape, weight of the material, etc. flowed and turned into another image. Bring the number of words to 50-70 and move on to the next exercise.
12. "Overflow"
Present two objects (better if you practice on slides). Based on the “similarity” of a feature, another is formed from one object. What kind of similarity is this? The same color, shape, location, smell, tactile sensations, heaviness. Remember five words based on flow. Bring it up to 30-50. This should take a maximum of 3-4 days if you train for 1.5-2 hours. You cannot go back and repeat words while memorizing them. You need to keep the previous word in your imagination, and then, based on “similarity,” form one object into another. For example, a watermelon is a book. Imagine a watermelon core, the inner white part, how pages begin to fall out of it, which are folded and stitched into a book. Moreover, the pages are the same color as the inside of the peel (similarity).
12. Synchronization of tactile and visual perception.
Prepare 30 boards measuring 100x200mm and the following materials: oilcloth, cotton wool, soft, hard, millet, peas, matches, etc. Glue one or two layers on each board, prepare ten words or cards. Close your eyes, place one hand on the board (cereal, etc.). Have the words dictated with a 30-second pause or look at the cards while composing a story. While memorizing each word or postcard, run your fingers along the boards laid out without your participation. One word or postcard - one tablet. After memorizing, ask the boards to be swapped.
Your task is to reproduce the word, close your eyes and put the boards in order, using tactile sensations and the words that you will reproduce in your imagination.
An indicator that you have achieved a scientific result will be that when you name a word, you unconsciously (at the initial stage of training you need to do this consciously) feel the touch of a board corresponding to this word on your body. Variations: do the same work, only with bare feet, cheek, applying planks to the solar plexus, etc.
The whole body needs to be worked. During the specified time, it is recommended to memorize information using boards, causing tactile sensations and causing the same sensations mentally, without using boards (memorize postcards, words, slides, etc. in this way). When you achieve the specified result, return to the first section and, imagining (that is, trying to clearly see and connect tactile sensations at the same time, clearly feel with your whole body at the same time), work through all the exercises from beginning to end, projecting the requirements for images onto tactile sensations .
13. Development of auditory imagination.
a) Take a ruler and hit it on the table. Relax, close your eyes, achieve a state of “emptiness” in your head, try to “hear” the sound in your imagination, reinforcing your auditory sensations with visual (see the ruler at the moment of hitting the table) and tactile (feel the ruler, table, impact with your whole body).
b) Changes in auditory sensations. Imagine (similar to tactile sensations) that one type of sound enters the zone of another sound and “flows” into it. For example, imagine that some musical sound has captured one of the zones of your body (feel the vibration), mentally spread the vibration to your entire body. Then imagine that a sound of a completely different tonality has taken over one of the body zones. Spread it all over your body. According to the same scheme, a sound or unpleasant sensation is “removed” from the body.
c) Feelings. Take five boards with various materials glued to them. Ask that objects selected in advance (metal, wood, glass, plastic, etc.) be hit, for example, on a table. At this time, you must, placing your right hand on each of the boards in turn, perceive and remember (one sound - one board). For example, a glass object was hit on a table, so you heard the glass hitting the table. At the same time, you hand perceive the oilcloth glued to the board. Imagine that you are touching an oilcloth with your eyes closed, which with each touch makes a “glass” sound, i.e. You can imagine, say, a glass made of oilcloth, and thus remember the sensation. Then, when you play this image, you can read the sound and material. The purpose of the exercise is to achieve a state where you perceive sound in the form of tactile and auditory sensations, i.e. When you perceive a certain sound, you should feel the touch of the corresponding material.
14. Development of taste imagination.
Taste training. Concentrate on the tip of your tongue for one to two minutes and salivation will begin. Take a piece of sugar and place it in front of you. Look at it, close your eyes, imagine (you need to clearly see it, feel it tactilely, hear the sound at the same time). Continue to keep your attention on the tip of your tongue, trying to evoke the taste of sugar. Usually, distant taste sensations appear within 20-30 seconds, then they intensify from exercise to exercise. If you are very bad at it (5-7% of all students), try sugar on the tip of your tongue and try to evoke the appropriate taste sensations according to the proposed scheme. You must achieve the following: by imagining an object in your imagination, feeling it tactilely, hearing a sound and at the same time automatically concentrating your attention on the tip of your tongue, you should feel the taste of this object, and this should happen unconsciously.
15. Development of olfactory imagination.
a) Concentrate your attention on the tip of your nose and try to imagine the smell of lemon, rose, etc. At the initial stage, the exercise is performed with eyes closed. The eyes look straight and do not squint at the nose. Only attention is concentrated on the nose. If you cannot evoke a smell, take an imaginary object in your hand, bring it to your nose, smell it and place it in front of you at a distance of half a meter. Now, concentrating your attention on the tip of your nose, try to evoke the smell of this object. If this is successful, put the item further and further away, try to create a smell, and then remove it altogether. Now you must conjure up a visual image of this object, tactile, auditory and taste sensations, thereby helping to evoke the smell of this object (accordingly, at this moment you should concentrate on the tip of your nose).
b) Take several objects with different smells and try to remember them with your eyes closed, feeling only their smell and inserting them into the story accordingly. For example, a light airy smell can be imagined as fluff, and a pungent smell as something steely. Those. one should try to achieve the unconscious appearance of visual images in response to an olfactory sensation or idea.
16. Memorizing text information by highlighting key words and establishing connections between them.
1. Take two pencils (red and blue). While reading the text, underline the key words with a red pencil, i.e. words that can be used to reproduce a sentence.
2. Check whether these support words are connected by a logical transition. For example: crane table. We understand that there is a description of the kitchen. Let's say: a strawberry plane. It is clearly visible that there is no connection, so highlight additional supports in such places with a blue pencil.
3. Write down the words on a separate sheet and underline the supports highlighted in red (words underlined in red and blue are written in a row).
4. Make up a story with him and reproduce the words on another piece of paper.
5. Check with the check sheet, correct errors (in your imagination).
6. Now conjure up word by word in your imagination and use them to reproduce the text. After working out 30-60 pages of text in this way, the process begins to be performed involuntarily, i.e. there will no longer be a need to do this in writing.
3.2 Memorizing foreign words
General rules
Try to connect words, phrases, large blocks. This way you can learn several times more at a time. Memory is capable of holding at the initial stage (short-term memory) 7+(-)2 units of a block of memorized information. This is true if you have not completed the previous course and did not meet its requirements. Start memorizing 3-5 words, gradually moving to five blocks of 30-50 words.
Before you decide to memorize more than five blocks, experiment. Compare the results, find the optimal number of words in blocks. It should be noted that if you continue training in the development of figurative memory, you can increase the capacity of the block and their number to nine.
By training and studying the language at the same time, after a month or a month and a half you will suddenly discover that ligaments are formed by themselves.
If you have completed the entire course offered, you will be able to create vivid paradoxical images and pictures in your imagination.
Involuntary memorization occurs if images are constructed in the imagination in such a way that they either help the main character achieve his goal or hinder him.
Memorization occurs with a greater degree of involuntariness if we concentrate on the meaning of the word and its sound, and not on memorization (cheating on cramming). To deepen your understanding of the language, it is recommended to gain a deeper understanding of the meaning of words, i.e. look into the explanatory dictionary. If possible, then more than one. It is also recommended to pronounce the word, placing stress on different syllables alternately and expressing different emotions (surprise, joy, anger, disappointment, admiration, etc.).
If you have convinced yourself that you memorize not for a week, but for the rest of your life, you will immediately feel a striking contrast in the quality of memorization. Therefore, before you remember, convince yourself that, or feel, imagine that you will remember for the rest of your life.
Memory technique.
1. Select a Russian word that is consonant with a foreign word, similar in sound in whole or in part, and create a figurative link connected with the Russian translation.
2. Please note that your goal should not be to memorize a foreign word, but to find a connection between words, the unusualness of the connection, the presence of movement in it. Everything must be supported by memorization through the five senses - this is the main thing.
Nouns. Soor (English) select the word - swim - Chicken coop (translation) Imagine yourself swimming in the river. Suddenly chickens swoop down on you and settle down. Let's look at the word soor - you will probably remember the chosen word Bathing - after the sitting chickens and then - CHICKEN COOP (translation).
Complex (difficult) words - transform by replacing one or two letters and then build connectives. Dig (dig) - change the letter “i” to “o”. It turns out that a Great Dane is a dog. She digs a hole with her paws, like shovels. Moreover, the dog is very thin - so we remember the replacement of “i” with “o”. We wonder how such a skinny dog can stand on its feet.
A word with a preposition (similar to a phrase). To table (tu - y, tablet) - to the table (trans.) tu - y (locomotive whistle). The tablets come to the table from all sides, which make this sound.
These techniques are best used in combination with unusual drawings (for example, from the magazine "Crocodile"). The technique of working with drawings is as follows: having selected the appropriate drawing, you rewrite the names of objects and concepts depicted on it. Then you copy translations from a Russian-English or other dictionary. After this, make connections for each individual word, looking at the picture and imagining an unusual plot. Thus, in one approach you can remember from 20 to 50-70 words.
Save your notes, you will need them for repetition. After working out for one to two months, one and a half to two hours a day, you will find that the ligaments are already formed voluntarily. It usually takes six months to form an involuntary memorization installation (a firm installation). Thus, memorization will happen as if by itself.
Repetition
The most optimal break time is 10 minutes (necessary for the initial “manifestation,” i.e., capturing information).
Below in the table we show the most optimal number of repetitions of words using figurative memory. The secret of pausing is that during a break, the brain transfers information to long-term memory. This process is disrupted even if you repeat during breaks (erasure occurs).
Repetition table:
Conclusion
Human memory is one of the most important areas of research in both psychology, biology, physiology, and, seemingly far from the study of man, various technical and mathematical sciences. The study of memory and understanding of its functioning is not a purely theoretical task. It is of great practical importance. In modern conditions, memory acts as one of the most important properties of a person, allowing him to navigate the world around him and not get lost in the huge flow of information. Without developed memory, it is now practically difficult to achieve the harmonious development of the individual, mastering the knowledge and skills necessary in modern society.
With the development of cybernetics and other areas working on the creation of artificial intelligence, the study of memory has become a necessity for technical sciences. Without understanding the mechanism of functioning of human thought processes, in particular his memory, it is impossible to create the intellectual and pseudo-intellectual systems that are so necessary in modern society.
Not every person is naturally given perfect memory, capable of mastering the information he needs. Of course, you can use various paper, audio, video and computer media to store and retrieve information, but in an increasingly complex human environment, it is necessary to store a large amount of data in your own memory. And not just store it, but be able to use it effectively. Representatives of many professions - pilots, astronauts, etc. - often there is simply no time to turn to other sources of information other than your own memory.
That is why memory training, its development, and the development of abilities to analyze the huge flow of incoming information are so important.
With the development of society, the amount of information that a person needs to keep in memory is increasing. There are fears that someday the human brain will no longer be able to accommodate everything it needs. However, nature has endowed us with enormous memory reserves, many of which have not yet been studied or even unknown. Therefore, it seems that in this matter we can look into the future with optimism, and our memory will continue to be our faithful friend and helper.
Bibliography
Stolyarenko L.D. General psychology. Textbook for universities. Rostov-on-Don, "Phoenix", 1996
Pervushina O.N. General psychology. Methodical instructions. Publishing house of NSU, 1996
Nemov R.S. Psychology. Tutorial. M.: Education, 1990
Reader on general psychology. Psychology of memory / Ed. Yu.B. Gippenreiter, V. Ya. Romanova. M.: Moscow State University Publishing House, 1980.
Gamezo M.V., I.A. Domashenko, Atlas of Psychology, 3rd edition, M.: Education, 1999.
Garibyan S.A.. School of memory. Moscow: Cicero, 1992.
Gippenreiter Yu.B. Romanov V.Ya., Reader on general psychology. Psychology of memory, M.: Moscow State University Publishing House, 1980.
Krylov A.A., Manicheva S.A., Workshop on general. Experimental and applied psychology. St. Petersburg: Peter, 2000.
Makselon Yu., Psychology. M.: Enlightenment, 1998.
General fundamentals of psychology. M.: Education, 1994.
Application
Laboratory work
Memory. Determination of the volume of short-term auditory, visual and figurative memory
Memory is the property of the central nervous system to record and store information about objects and phenomena of the external world, with the aim of using it for adequate adaptive behavior in changing environmental conditions. Human memory is the basis of his mental development and underlies thinking and consciousness.
Based on the storage time of information, short-term and long-term memory are distinguished. Short-term memory is characterized by a large volume and speed of memorization. Information in short-term memory is stored from several seconds to several hours. Such memory is called functional, since the mechanism of short-term memory consists in the occurrence of short-term reversible changes in the physicochemical properties of neurons.
Long-term memory is characterized by a smaller amount of information, greater significance and a very long storage time (months, years). Such memory is called structural, since its mechanism consists in the occurrence of irreversible rearrangements in neurons and the emergence of new intercellular connections. With long-term memory, for example, activation of the genetic apparatus of nerve cells occurs and therefore long-term memory is formed, in particular, on the basis of the synthesis of macromolecules (proteins and nucleic acids).
There are also auditory memory, visual memory, figurative memory, etc.
Goals of work:
Determine the volume of short-term auditory memory.
Determine the volume of short-term visual memory.
Determine the volume of short-term figurative memory.
Equipment and materials: a table of single-digit numbers, Zykov cards, a list of 18 non-objective concepts, a stopwatch.
Progress:
Determination of the volume of short-term auditory memory. To determine the volume of short-term auditory memory, it is necessary to establish the maximum number of characters that a person can remember by ear from one presentation and accurately reproduce. The work can be carried out simultaneously on students of the entire group.
Draw the table below in your notebook (do not enter numbers in the table!). The teacher reads out the first row of numbers. Students listen to this rad in its entirety and then write it down. Then the teacher dictates the second row. Students listen to it and then also record it, etc.
After all the rows of numbers have been dictated, the teacher again begins to dictate the same rows of numbers to check the correctness of reproduction. If the numbers of the first row are reproduced without errors (not missing, no extra numbers, not swapped), then a plus sign is given. If at least one of the above errors is made in any row, then a minus sign is placed under it and the check stops. The number of pluses will characterize the volume of short-term auditory memory.
The average capacity of short-term auditory memory in humans is 7.
Table 1
Table of single digits.
|
Row No. |
Number of numbers in a row |
||||||||||
Determination of the volume of short-term visual memory
For this test, M.B. cards are used. Zykova (1973). The card is a square measuring 4x4 cm and consists of 16 cells (8 black and 8 white, each measuring 1x1 cm). The set contains 50 cards. Each of them has its own combination of black squares. The cards are divided into 5 difficulty classes, 10 cards each.
Before starting work, students must draw 10 squares measuring 4x4 cm in their notebooks and draw them into cells measuring 1x1 cm.
In the first series of experiments, each student in the group is asked to memorize 5 cards in turn. The teacher, having shuffled the cards, approaches each student and presents a randomly drawn card. The subject studies the card for 8 seconds. Next, the teacher turns over the card, and the student must mark the black sectors in the square drawn in his notebook with shading or a cross.
In the second series of experiments, the teacher randomly presents the subjects with 5 cards at once, but viewing time is not limited. As soon as the student is confident that he has memorized all the cards, they are turned over and the remaining 5 squares are filled in in the notebook.
Processing the test results consists of counting the number of incorrectly filled cells in each square and then determining, using a table, a score for each test, depending on the complexity class of the card and the number of errors made, that is, the number of cells incorrectly filled in during reproduction. The highest score for a sample is 5 points, the minimum is 0 points.
Determination of the volume of figurative memory
This test requires a list of 18 non-subject concepts. For example, “good mood”, “summer holiday”, etc.
The work is also carried out simultaneously on all students in the group.
The teacher reads the concepts in order with a pause of 5 - 6 seconds. During this time, students must, putting the serial number of the concept in their notebooks, sketch out what they imagine under this or that concept (do not use letters and numbers!).
After 30-40 minutes of all 18 concepts being dictated, the teacher reads them out again, but not in order. Students must find in their notebooks the drawing that corresponds to a certain concept and sign it. Count the number of concepts correctly reproduced.
Draw appropriate conclusions.
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The mental development of a person is possible because he retains the acquired experience and knowledge.
Memory – This is the mental process of receiving, storing and reproducing life experience by a person.
Memory is both a psychophysiological and cultural process. Psychological science faces a number of questions related to the study of memory processes:
– what are the physiological mechanisms of this process;
– what conditions facilitate the imprinting of information;
– what techniques can allow you to expand the volume of captured material.
There are several approaches to memory classification(diagram 6)
Scheme 6
I. Classification of memory according to the time of storage of material:
1. Instantaneous (iconic, echoic) memory – this is a type of memory associated with the retention of information perceived by the senses, without any processing; its duration is from 0.1 to 0.5 seconds. Instant memory is the residual impression that arises from the immediate perception of stimuli.
2. Short-term memory is a type of memory characterized by the retention of perceived information without repetition for (on average) 20 seconds. Short-term memory retains a generalized image of what is perceived and works without a prior conscious intention to remember. Short-term memory is related to the concept of short-term memory capacity. Short-term memory capacity– an indicator characterizing the ability to mechanically (i.e., without the use of special techniques) remember and reproduce a certain number of units of information after its one-time presentation. The capacity of short-term memory is described by J. Miller's law and is equal to 7±2. If a person is presented with numbers, then he remembers 8 of them, if letters - 7, if syllables - 6, if words - 5, if sentences consisting of 2 words - 4. The volume of short-term memory is individual and depends on natural memory person and persists, as a rule, throughout life.
Short-term memory is associated with the current consciousness of a person: that information is stored that is realized and correlates with the current needs and interests of a person. Associated with the characteristics of short-term memory, due to the limited capacity of its capacity, is the following property of memory: substitution – the ability to displace newly arriving information stored there when the individual limited capacity of short-term memory is full. In this case, as a rule, the information received at the beginning and at the end remains, i.e. there is a so-called edge effect.
3. RAM- a type of memory that serves actual actions directly carried out by a person and is designed to store information for a predetermined period in the range from several seconds to several days or months. The storage period of information is determined by the task faced by a person and is designed only to solve it.
4. Long-term memory is a type of memory that provides storage of information for an almost unlimited period. Information that has entered long-term memory storage can be reproduced by a person as many times as desired without loss. Repeated and systematic reproduction of information strengthens its traces in long-term memory. Long-term memory stores factual information (all kinds of laws, concepts, definitions) and episodic (historical, situations that occurred in a given period of time with a specific person).
Only information that was in short-term memory can enter long-term memory and be retained for a long time. To do this, it is necessary that work be done with it to recode it, i.e. translation into a language understandable and accessible to the human brain. One of the concepts describing the joint interconnected activity of short-term and long-term memory was developed by American scientists R. Atkinson and R. Shifrin (Diagram 7).
information
short term memory
recoded information
long term memory
repetition
crowding out
repetition
Scheme 7
Long-term memory usually begins to function not immediately after a person has perceived and memorized this material, but after some time necessary for the person to internally switch from the process of memorization to the process of reproduction. This property of long-term memory is called reminiscence– improvement over time in the reproduction of memorized material without additional repetitions. Usually reminiscence occurs on the second or third day after memorizing the material.
Forgetting (it is impossible to restore previously received information) occurs in an irregular manner over time. The experiments of G. Ebbinghaus showed that the greatest loss of information occurs immediately after receiving it, and then forgetting occurs more slowly (Diagram 8).
1h 9h 24h 48h
Scheme 8
Motivation influences the selectivity of memory, retaining traces of unfinished tasks in it. This phenomenon is called Zeigarnik effect – the ability of a person to involuntarily retain in his memory and, first of all, reproduce what meets his most pressing, but not fully satisfied needs. If people are given a series of tasks and allowed to complete some of them, while others are interrupted unfinished, then it turns out that subsequently the subjects are almost twice as likely to remember unfinished tasks than those completed at the time of interruption.
5. Genetic memory – a type of memory that allows you to store information in the genotype, transmitting and reproducing it by inheritance. In humans, this type of memory is weakly expressed. Human genetic memory is the only type of memory that cannot be influenced through learning.
II . Classification of memory according to the analyzer that predominates in the processes of memorization, storage and reproduction:
1. Visual memory– memory associated with the preservation and reproduction of visual images. People with a developed imagination have good visual memory. What a person can visually imagine is, as a rule, easier to remember and reproduce.
2. Auditory memory- this is memory associated with memorization and accurate reproduction of various sounds (musical, speech). A special type of auditory memory is verbal-logical memory, which is expressed in memorizing and reproducing thoughts. In this case, verbal-logical memory manifests itself in two cases: a) only the meaning of the given material is remembered and reproduced, and precise preservation of the original expressions is not required; b) not only the meaning is remembered, but also the literal verbal expression of thoughts.
3. Motor memory – This is a memory associated with remembering and preserving, and, if necessary, reproducing with sufficient accuracy a variety of complex movements. This type of memory is involved in the formation of sports, artistic, and labor skills.
4. Emotional memory - memory, which is the ability to remember and reproduce feelings and experiences. Emotional memory is involved in all types of memory, especially in human relationships. The strength of memorizing information is directly based on emotional memory: what causes an emotional experience in a person is remembered by him without difficulty and for a long time.
In accordance with which sensory areas dominate in a person in the processes of memorizing and reproducing information, they distinguish individual memory type: visual, auditory, motor, emotional and various combinations thereof. “Pure” types of memory, in the sense of unconditional dominance of one of the above, are extremely rare. The greatest development in a person is achieved by those types of memory that are most often used in professional activities.
III . Classification of memory according to the nature of the participation of the will in the processes of memorization, preservation and reproduction of material:
1. Arbitrary memory - memory, which involves setting a task for memorization, recognition, preservation or reproduction, and the process of memorization or reproduction itself requires volitional efforts.
2. Involuntary memory - memory that involves memorization and reproduction, carried out automatically without volitional efforts, without setting special mnemonic tasks. Involuntary memorization in many cases exceeds voluntary one. It is better to involuntarily remember information that serves as the goal of an activity, is related to the mental or practical work of a person, and is of great importance for him.
IV. Classification of memory according to the method of memorization:
1. Arbitrary memory- memory associated with volitional control of memorization.
2. Logical memory– memory associated with the use of logic, semantic meanings and connections.
3. Mediated memory– memory associated with the use of various means of memorization (including mnemonic techniques).
From early childhood, the process of memory development proceeds through the following stages:
1) mechanical memory is gradually supplemented and replaced by logical memory;
2) direct memorization over time turns into indirect, associated with active and conscious techniques for memorizing and reproducing various information;
3) involuntary memorization, which dominates in childhood, turns into voluntary in an adult.
Mnemonics (mnemonics)(Greek mneme - memory, techne - art, mnemonikon - the art of memorization; Mnemosyne (Mnemosyne) - goddess of memory in Greek mythology) - a system of various techniques that facilitate memorization and increase the volume of reproduced material through the formation of artificial associations.
When memorizing information, remember that:
1) relatively simple events in life that make a strong impression on a person are remembered firmly and for a long time;
2) the more mental effort a person makes to remember something, the easier it is then to reproduce it;
3) positive emotions, as a rule, promote memorization and reproduction, while negative emotions hinder;
4) the habit of meaningful reproduction promotes memorization and reproduction;
5) repetition plays an important role in memorization and reproduction, which is better distributed over time so that there are more repetitions at the beginning and end than in the middle;
It is known that each of our experiences, impressions or movements constitutes a certain trace that can persist for quite a long time and, under appropriate conditions, appear again and become an object of consciousness. Therefore, under memory we understand the imprinting (recording), preservation and subsequent recognition and reproduction of traces of past experience, which allows us to accumulate information without losing previous knowledge, information, and skills.
Thus, memory is a complex mental process consisting of several private processes associated with each other. All consolidation of knowledge and skills relates to the work of memory. Accordingly, psychological science faces a number of difficult problems. She sets herself the task of studying how traces are imprinted, what are the physiological mechanisms of this process, and what techniques can expand the volume of imprinted material.
The study of memory was one of the first branches of psychological science to apply experimental method: Attempts have been made to measure the processes being studied and to describe the laws that govern them. Back in the 80s of the last century, the German psychologist G. Ebbinghaus proposed a technique with the help of which, as he believed, it was possible to study the laws of pure memory, independent of the activity of thinking - this is the memorization of meaningless syllables, as a result, he derived the main curves of memorization (memorization ) material. The classical studies of G. Ebbinghaus were accompanied by the works of the German psychiatrist E. Kraepelin, who applied these techniques to the analysis of how memorization proceeds in patients with mental changes, and the German psychologist G. E. Müller, whose fundamental research is devoted to the basic laws of consolidation and reproduction of memory traces in person.
With the development of objective research into animal behavior, the field of memory research has been significantly expanded. At the end of the 19th and beginning of the 20th centuries. Research by the famous American psychologist Thorndike appeared, who for the first time made the formation of skills in an animal the subject of study, using for this purpose an analysis of how the animal learned to find its way in a maze and how it gradually consolidated the acquired skills. In the first decade of the 20th century. Research into these processes has acquired a new scientific form. I. P. Pavlov was offered method of studying conditioned reflexes. The conditions under which new conditioned connections arise and are retained and which influence this retention have been described. The study of higher nervous activity and its basic laws later became the main source of our knowledge about the physiological mechanisms of memory, and the development and preservation of skills and the process of “learning” in animals formed the main content of American behavioral science. All these studies were limited to the study of the most elementary memory processes.
The merit of the first systematic study of higher forms of memory in children belongs to the outstanding Russian psychologist L. S. Vygotsky, who in the late 20s. for the first time began to study the question of the development of higher forms of memory and, together with his students, showed that higher forms of memory are a complex form of mental activity, social in origin, by tracing the main stages of the development of the most complex mediated memorization. Research by A. A. Smirnov and P. I. Zinchenko, who revealed new and significant laws of memory as a meaningful human activity, established the dependence of memorization on the task at hand and identified the main methods of memorizing complex material.
And only over the past 40 years the situation has changed significantly. Studies have emerged that show that the imprinting, storage and reproduction of traces are associated with profound biochemical changes, in particular with the modification of RNA, and that memory traces can be transferred humorally, biochemically.
Finally, research has emerged that has attempted to isolate the areas of the brain required for memory retention and the neurological mechanisms underlying remembering and forgetting. All this made the section on the psychology and psychophysiology of memory one of the richest in psychological science. Many of the listed theories still exist at the level of hypotheses, but one thing is clear: memory is a complex mental process, consisting of different levels, different systems and including the work of many mechanisms.
The most general basis for distinguishing different types of memory is the dependence of its characteristics on the characteristics of the activity of memorization and reproduction.
In this case, individual types of memory are distinguished in accordance with three main criteria:- by the nature of mental activity, predominant in activity, memory is divided into motor, emotional, figurative and verbal-logical;
- by the nature of the goals of the activity- into involuntary and voluntary;
- by duration of fixation and retention materials (in connection with its role and place in the activity) - for short-term, long-term and operational.
Direct imprint of sensory information. This system maintains a fairly accurate and complete picture of the world, perceived by the senses. The duration of saving the picture is very short - 0.1-0.5 s.
- Tap your hand with 4 fingers. Watch the immediate sensations, how they fade, so that at first you still have the real sensation of the tap, and then only the memory of what it was.
- Move a pencil or just a finger back and forth in front of your eyes, looking straight ahead. Notice the blurry image following the moving object.
- Close your eyes, then open them for a moment and close them again. Watch how the clear, clear picture you see persists for a while and then slowly disappears.
Short-term memory
Short-term memory retains a different type of material than the immediate imprint of sensory information. In this case, the retained information is not a complete representation of events that occurred at the sensory level, but a direct interpretation of these events. For example, if a phrase is said in front of you, you will remember not so much its constituent sounds as the words. Usually the last 5-6 units from the presented material are remembered. By making a conscious effort to repeat the material over and over again, you can retain it in your short-term memory for an indefinite period of time.
Long-term memory.
There is a clear and compelling difference between the memory of an event that just happened and events of the distant past. Long-term memory is the most important and most complex of memory systems. The capacity of the first named memory systems is very limited: the first consists of several tenths of seconds, the second - several storage units. However, some limits to the volume of long-term memory still exist, since the brain is a finite device. It consists of 10 billion neurons and each is capable of holding a significant amount of information. Moreover, it is so large that one can practically assume that the memory capacity of the human brain is unlimited. Anything held for more than a few minutes must be in the long-term memory system.
The main source of difficulties associated with long-term memory is the problem of retrieval of information. The amount of information contained in memory is very large and therefore presents serious difficulties. However, you can quickly find what you need.
RAM
The concept of RAM refers to mnemonic processes that serve current actions and operations. Such memory is designed to retain information, followed by forgetting the corresponding information. The shelf life of this type of memory depends on the task and can vary from several minutes to several days. When we perform any complex operation, for example arithmetic, we carry it out in parts, pieces. At the same time, we keep some intermediate results “in mind” as long as we are dealing with them. As we move towards the final result, specific “worked out” material may be forgotten.
Motor memory
Motor memory is the memorization, storage and reproduction of various movements and their systems. There are people with a pronounced predominance of this type of memory over other types. One psychologist admitted that he was completely unable to reproduce a piece of music in his memory, and could only reproduce an opera he had recently heard as a pantomime. Other people, on the contrary, do not notice their motor memory at all. The great importance of this type of memory is that it serves as the basis for the formation of various practical and work skills, as well as the skills of walking, writing, etc. Without memory for movements, we would have to learn to carry out the appropriate actions every time. Usually a sign of good motor memory is a person’s physical dexterity, dexterity in work, “golden hands”.
Emotional memory
Emotional memory is memory for feelings. Emotions always signal how our needs are being met. Emotional memory is very important for human life. Feelings experienced and stored in memory appear as signals that either encourage action or deter action that caused a negative experience in the past. Empathy - the ability to sympathize, empathize with another person, the hero of a book, is based on emotional memory.
Figurative memory
Figurative memory - memory for ideas, pictures of nature and life, as well as sounds, smells, tastes. It can be visual, auditory, tactile, olfactory, gustatory. If visual and auditory memory, as a rule, are well developed, and play a leading role in the life orientation of all normal people, then tactile, olfactory and gustatory memory, in a certain sense, can be called professional types. Like the corresponding sensations, these types of memory develop especially intensively in connection with specific conditions of activity, reaching an amazingly high level in conditions of compensation or replacement of missing types of memory, for example, in the blind, deaf, etc.
Verbal-logical memory
The content of verbal-logical memory is our thoughts. Thoughts do not exist without language, which is why memory for them is called not just logical, but verbal-logical. Since thoughts can be embodied in various linguistic forms, their reproduction can be oriented towards conveying either only the basic meaning of the material, or its literal verbal design. If in the latter case the material is not subject to semantic processing at all, then its literal memorization turns out to be no longer logical, but mechanical memorization.
Voluntary and involuntary memory
There is, however, a division of memory into types that is directly related to the characteristics of the actual activity itself. So, depending on the goals of the activity, memory is divided into involuntary and voluntary. Memorization and reproduction, in which there is no special goal to remember or remember something, is called involuntary memory; in cases where it is a purposeful process, we speak of voluntary memory. In the latter case, the processes of memorization and reproduction act as special mnemonic actions.
Involuntary and voluntary memory at the same time represent 2 successive stages of memory development. Everyone knows from experience what a huge place in our life occupies involuntary memory, on the basis of which, without special mnemonic intentions and efforts, the main part of our experience is formed, both in volume and in life significance. However, in human activity there often arises the need to manage one’s memory. Under these conditions, voluntary memory plays an important role, making it possible to deliberately learn or remember what is necessary.
Page 27 of 42
Short-term memory.
The next stage of information processing is short term memory –a memory subsystem that provides operational retention and transformation of data coming from the senses and from long-term memory. Its main characteristics:
1) information storage time in the absence of repetition - from 20 to 30 seconds;
2) the capacity of the CP is limited, the volume of the CP does not exceed 7 ± 2 elements;
3) form of information storage - acoustic code (a hypothesis accepted by most researchers; an alternative hypothesis assumes the presence of visual codes in the CP);
4) the mechanism of forgetting - replacement or repression.
There are a number of facts that prove the legitimacy of identifying the CP as a separate memory subsystem. One of them is Milner syndrome – damage to a certain area of the brain (hippocampus), in which long-past events are easily remembered, and recent ones are practically not preserved. The literature describes the medical history of music producer K.V., who suffered a rare form of encephalitis. His memories of current events faded very quickly - he could not remember what he ate for breakfast, what song he had just sung, etc. However, his musical abilities were preserved - he could conduct a choir, remembered by heart many musical parts he had learned before his illness, etc. It can be assumed that short-term memory in this case is impaired, but long-term memory is intact, i.e. There are two different memory subsystems.
Other evidence comes from different recall errors from the CP and DP. The same fact proves that information in the CP is stored in acoustic form: when playing back from the CP, acoustic recall errors, those. reproduction of a word similar in sound to the target one– for example, the word “brother” can be reproduced as “marriage”. When playing from DP, they are more common semantic errors, i.e. reproduction of a word close in meaning(labor - work). According to the concept of acoustic coding, when we read the letter “A” we retain it in the CP by encoding it in sound"A".
According to R. Klatsky, CP stores and processes information in the same way as a carpenter works on a workbench: he can use the available space for work or storage, so making room for one means cutting out space for the other. In the CP, approximately 7 ± 2 elements (words, letters, larger units) can be processed simultaneously, i.e. There are on average 7 cells (workplaces), and the removal of previous elements (forgetting) occurs by replacing them with new elements, i.e. as a result of substitution. However, we can retain information in the CP for an unlimited time if we repeat it (repetition loop, see Fig. 8: for example, if you need to remember a phone number, but there is no way to write it down, then you have to repeat it to yourself or out loud. Summarizing what has been said, three repeat functions: 1) retention of information in the CP for a long time, 2) transfer of information from the CP to the DP (i.e., it is remembered for a long time), 3) strengthening of memory traces in the DP.
M. Posner's experiment. There is evidence that information in the CP is encoded not only acoustically, but also visually. M. Posner and his colleagues conducted an experiment, the main results of which are presented in Figure 10. The subjects were presented with two letters, which must be recognized as the same or different; The reaction time (RT) was recorded - the subject gave an answer and pressed the button. The scheme for presenting letters in M. Posner’s experiment is given in Table. 3. Presentation interval - 0.2 s.
It turned out that the reaction time when presenting the pair Aa compared to the pair AA was longer. This could not happen if the letters were determined only by auditory codes, because they are pronounced the same. The results can be explained as follows: identical letters were compared according to their external, visual characteristics, which required less time, while letters that were different in appearance still needed to be additionally checked according to verbal characteristics, which increased the reaction time. Therefore, Posner's experiment proves the existence of visual codes in CP.
