Memorization form.
Specificity.To better retain material in memory, special means are deliberately used. Depending on the mnemonic goals and mnemonic techniques used, the effectiveness of voluntary memorization varies. When formulating certain mnemonic tasks, when it is determined how completely, accurately and for a long time it is necessary to remember, the focus is on identifying various features of the source material and certain methods and strategies of memorization are updated. As practice shows, the following techniques are quite effective: semantic grouping and highlighting of key elements of the structure of memorized information; connecting new material with previously learned material.
Psychological Dictionary. THEM. Kondakov. 2000.
RANDOM MEMORY
(English) voluntary memorizing) - process memorization, which is carried out in the form of conscious activities, having a mnemonic orientation ( mnemonic installation) and including a set of special mnemonic actions. Among the conditions for the productivity of P. z. the use of rational techniques is central. One of the most important techniques is drawing up a plan for the material to be memorized. Comparison, classification, and systematization of material are of great importance. A necessary condition for the strength of P. z. - , as a result of which traces of repeated processes become more durable. In addition, repetition creates the preconditions for greater meaningfulness of memorization, deeper, more complete memorization of the material. V. Ya. Lyaudis (1976) considers P. z. as a special mnemonic action associated with the construction and reproduction of an image of an object necessary in subsequent activities. The implementation of this goal is ensured by a system of orientation-research and executive operations that form the psychological mechanism of mental health. see also , , , . (T. P. Zinchenko.)
Large psychological dictionary. - M.: Prime-EVROZNAK. Ed. B.G. Meshcheryakova, acad. V.P. Zinchenko. 2003 .
See what “voluntary memorization” is in other dictionaries:
Voluntary Memory- memorization, which involves the deliberate use of special means to better retain material in memory. Depending on the mnemonic goals and mnemonic techniques used, the effectiveness of voluntary memorization varies.... ... Psychological Dictionary
RANDOM MEMORY- RANDOM MEMORY. See memorization...
RANDOM MEMORY- memorizing any material when it is set as a goal. Productivity of P. z. depends on the use of a number of techniques: drawing up a plan of the material to be learned, repetition, comparison, classification, systematization of the material.... ...
voluntary memorization- memorization with the intention to retain incoming information in memory, which requires certain volitional efforts... Explanatory translation dictionary
Memorization- Mnemonics (Greek τα μνημονιχα the art of memorization) (mnemonics) is a set of special techniques and methods that facilitate the memorization of necessary information and increase the volume of memory through the formation of associations (connections). Replacing abstract... ... Wikipedia
Memorization- fixation of impressions in memory. The nature of memorization depends on the type of memory in which this process occurs. It can be explicit (voluntary, intentional) and implicit (involuntary). Methods for studying memorization correspond to... ... Encyclopedic Dictionary of Psychology and Pedagogy
A generalized name for the processes that ensure retention of material in memory. Z. is the most important condition for the subsequent restoration of newly acquired knowledge. The success of Z. is determined primarily by the possibility of incorporating new material into the system...
A special action, a specific task and the intention of remembering something accurately, for the maximum period of time, for the purpose of subsequent reproduction or simply recognition, determines the choice of methods and means of memorization, and therefore influences its results. Can... ... Great psychological encyclopedia
MEMORY- MEMORIZATION. Memory property that ensures retention of material; the most important condition for the subsequent restoration of newly acquired knowledge. The success of knowledge is determined primarily by the possibility of incorporating new material into a system of meaningful... ... New dictionary of methodological terms and concepts (theory and practice of language teaching)
ARBITRARY MEMORY- memorization, which is a special action with the specific task of remembering material for a long period of time with the purpose of its subsequent reproduction or recognition, which determines the choice of methods and means that facilitate the memorization process... Psychomotorics: dictionary-reference book
Fig.3.
From early childhood, the process of development of a child’s memory proceeds in several directions. Firstly, mechanical memory is gradually supplemented and replaced by logical memory. Secondly, direct memorization over time turns into indirect memorization, associated with the active and conscious use of various mnemotechnical techniques and means for memorizing and reproducing various mnemotechnical techniques and means. Thirdly, involuntary memorization, which dominates in childhood, turns into voluntary in an adult.
Voluntary and involuntary memorization
The initial form of memorization is the so-called unintentional or involuntary memorization, i.e. memorization without a predetermined goal, without using any techniques. This is a simple imprint of what was affected, the preservation of some trace of excitation in the cerebral cortex.
Much of what a person encounters in life is involuntarily remembered: surrounding objects, phenomena, events of everyday life, people’s actions, the content of movies, books read without any educational purpose, etc., although not all of them are remembered equally well. What is remembered best is what is of vital importance to a person: everything that is connected with his interests and needs, with the goals and objectives of his activities. Even involuntary memorization is selective in nature, determined by the attitude towards the environment.
It is necessary to distinguish from involuntary memorization voluntary memorization, characterized by the fact that a person sets a specific goal - to remember what is intended, and uses special memorization techniques. Voluntary memorization is a special and complex mental activity subordinate to the task of remembering and includes a variety of actions performed in order to better achieve this goal.
Often, voluntary memorization takes the form of memorization, i.e. repeated repetition of educational material until it is completely and error-freely memorized. For example, by memorizing poems, definitions, laws, formulas, historical dates, etc. The goal set - to remember - plays an important role, determining the entire activity of memorization. All other things being equal, voluntary memorization is noticeably more productive than involuntary memorization.
Setting special tasks has a significant impact on memorization; under its influence, the process itself changes. However, according to S.L. Rubinshtein, the question of the dependence of memorization on the nature of the activity during which it is carried out becomes of primary importance. He believes that in the problem of memorization there is no clear relationship between voluntary and involuntary memorization. And the advantages of voluntary memorization are obvious only at first glance.
Research by P.I. Zinchenko convincingly proved that the orientation towards memorization, which makes it the direct goal of the subject’s action, is not in itself decisive for the effectiveness of this process; involuntary memorization can be more effective than voluntary. In Zinchenko’s experiments, involuntary memorization of pictures during an activity whose purpose was their classification (without the task of remembering) turned out to be definitely higher than in the case when the subject was given the task of remembering the pictures.
A study devoted to the same problem by A.A. Smirnova confirmed that involuntary memorization can be more productive than voluntary: what the subjects memorized involuntarily, incidentally in the process of activity, the purpose of which was not memorization, was remembered more firmly than what they tried to remember specifically. Analysis of the specific conditions under which involuntary memorization, i.e., essentially, memorization included in some activity, turns out to be most effective, reveals the nature of the dependence of memorization on the activity during which it occurs.
a special action, a specific task and the intention of which - to remember accurately, for the maximum period of time, for the purpose of subsequent reproduction or simply recognition - determines the choice of methods and means of memorization, and therefore influences its results. Special means may be used to better retain material in memory. Such memorization usually has a complex indirect structure. Common ways to memorize arbitrary words include:
1) drawing up a preliminary plan;
2) highlighting semantic support points;
3) semantic and spatial grouping of material;
4) presentation of the material in the form of a visual image;
5) correlation of the material with existing knowledge. All other things being equal, voluntary memorization is more productive than involuntary memorization, provides greater systematicity, awareness of the assimilation of new knowledge and controllability of this process (-> learnability). Depending on the mnemonic goals and mnemonic techniques used, the effectiveness of voluntary memorization varies. When formulating mnemonic tasks, when it is determined how completely, accurately and for a long time it is necessary to remember, the focus is on identifying various features of the source material and certain methods and strategies of memorization are updated. Repetition of memorized material plays an important role. As practice shows, the following techniques are quite effective:
1) semantic grouping and highlighting of key elements of the structure of memorized information;
2) linking new material with previously learned material.
RANDOM MEMORY
memorization, which involves the deliberate use of special means to better retain material in memory. Depending on the mnemonic goals and the mnemonic techniques used, the effectiveness of voluntary memorization is different. When formulating certain mnemonic tasks, when it is determined how completely, accurately and for a long time it is necessary to remember, the focus is on identifying various features of the source material and certain methods and strategies of memorization are updated. As practice shows, the following techniques are quite effective: semantic grouping and highlighting of key elements of the structure of memorized information; connecting new material with previously learned material.
Voluntary memorization
Specificity. To better retain material in memory, special means are deliberately used. Depending on the mnemonic goals and mnemonic techniques used, the effectiveness of voluntary memorization varies. When formulating certain mnemonic tasks, when it is determined how completely, accurately and for a long time it is necessary to remember, the focus is on identifying various features of the source material and certain methods and strategies of memorization are updated. As practice shows, the following techniques are quite effective: semantic grouping and highlighting of key elements of the structure of memorized information; connecting new material with previously learned material.
When we remember something on purpose, it is called voluntary memorization. Its main forms are memorization, retelling, remembering the meaning (understanding the essence).
Memorization- this is a purposeful repetition of the same material, mechanical memorization.
If the material is reproduced verbatim as a result of memorization, it means that the memorization was verbatim.
This is how words and texts are learned when learning a new language. This is how musicians learn notes and scales before learning to play.
If, as a result of memorization, the basic logic of the text, basic terms, and argumentation are remembered - such memorization is called close to the text.
At school, this kind of memorization is called retelling.
Semantic memorization is the preservation in memory not of the material itself, but of the relationship between the main blocks of material, the logic connecting these blocks. mechanisms and processes of memory, we begin with memorization.
Memorization- This is the process of imprinting and subsequent storage of perceived information. Based on the degree of activity of this process, it is customary to distinguish two types of memorization: unintentional (or involuntary) and intentional (or voluntary).
Unintentional memorization is memorization without a predetermined goal, without the use of any techniques or manifestation of volitional efforts. This is a simple imprint of what affected us and retained some trace of excitation in the cerebral cortex. For example, after a walk in the forest or after visiting the theater, we can remember much of what we saw, although we did not specifically set ourselves the task of remembering.
In principle, every process that occurs in the cerebral cortex as a result of the influence of an external stimulus leaves behind traces, although the degree of their strength varies. What is remembered best is what is of vital importance to a person: everything that is connected with his interests and needs, with the goals and objectives of his activities. Therefore, even involuntary memorization, in a certain sense, is selective in nature and is determined by our attitude to the environment.
In contrast to involuntary memorization, voluntary (or intentional) memorization is characterized by the fact that a person sets a specific goal - to remember certain information - and uses special memorization techniques. Voluntary memorization is a special and complex mental activity subordinate to the task of remembering. In addition, voluntary memorization includes a variety of actions performed in order to better achieve a goal. Such actions, or methods of memorizing material, include memorization, the essence of which is repeated repetition of educational material until it is completely and error-freely memorized. For example, poems, definitions, laws, formulas, historical dates, etc. are memorized. It should be noted that, other things being equal, voluntary memorization is noticeably more productive than unintentional memorization.
The main feature of intentional memorization is the manifestation of volitional efforts in the form of setting a memorization task. Repeated repetition allows you to reliably and firmly remember material that is many times greater than the capacity of individual short-term memory. Much of what is perceived in life a large number of times is not remembered by us if the task is not to remember. But if you set this task for yourself and perform all the actions necessary to implement it, memorization proceeds with relatively great success and turns out to be quite durable. Illustrating the importance of setting a memorization task, A. A. Smirnov cites as an example the case that happened with the Yugoslav psychologist P. Radossavlevich. He conducted an experiment with a person who did not understand the language in which the experiment was conducted. The essence of this experiment was to learn nonsense syllables. Usually, it took several repetitions to remember them. This time, the subject read them 20, 30, 40, and finally 46 times, but did not give the experimenter a signal that he remembered them. When the psychologist asked to repeat the series he had read by heart, the surprised subject, who did not understand the purpose of the experiment due to insufficient knowledge of the language, exclaimed: “How? So should I learn it by heart?” After which he read the series of syllables indicated to him six more times and repeated it without error.
Therefore, in order to remember as best as possible, it is imperative to set a goal - not only to perceive and understand the material, but also to really remember it.
It should be noted that when memorizing, not only the formulation of a general task (to remember what is perceived), but also the formulation of particular, special tasks is of great importance. In some cases, for example, the task is to remember only the essence of the material we perceive, only the main thoughts and the most significant facts, in others - to remember verbatim, in others - to accurately remember the sequence of facts, etc.
Thus, setting special tasks plays a significant role in memorization. Under its influence, the process of memorization itself can change. However, according to S. L. Rubinstein, memorization very much depends on the nature of the activity during which it is performed. Moreover, Rubinstein believed that it is impossible to draw unambiguous conclusions about the greater effectiveness of voluntary or involuntary memorization. The advantages of voluntary memorization are obvious only at first glance. Research by the famous Russian psychologist P.I. Zinchenko has convincingly proven that the orientation towards memorization, which makes 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 during 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 specifically remembering the pictures.
A study by A. A. Smirnov, devoted to the same problem, confirmed that involuntary memorization can be more productive than intentional: what the subjects memorized involuntarily, along the way in the process of activity, the purpose of which was not memorization, was remembered more firmly than what they tried to remember specially . The essence of the experiment was that the subjects were presented with two phrases, each of which corresponded to a spelling rule (for example, “my brother is learning Chinese” and “you need to learn to write in short phrases”). During the experiment, it was necessary to establish which rule a given phrase belongs to and come up with another pair of phrases on the same topic. There was no requirement to memorize the phrases, but after a few days the subjects were asked to remember both those and other phrases. It turned out that the phrases they themselves came up with in the process of active activity were remembered about three times better than those that the experimenter gave them.
Consequently, memorization included in some activity turns out to be the most effective, since it turns out to depend on the activity during which it is performed.
What is remembered, as well as realized, is, first of all, what constitutes the goal of our action. However, what is not related to the goal of the action is remembered worse than with voluntary memorization aimed specifically at this material. However, it is still necessary to take into account that the vast majority of our systematic knowledge arises as a result of special activities, the purpose of which is to remember the relevant material in order to retain it in memory. Such activity aimed at remembering and reproducing retained material is called mnemonic activity.
Mnemonic activity is a specifically human phenomenon, because only in humans does memorization become a special task, and memorizing material, storing it in memory and remembering becomes a special form of conscious activity. At the same time, a person must clearly separate the material that he was asked to remember from all side impressions. Therefore, mnemonic activity is always selective.
It should be noted that the study of human mnemonic activity is one of the central problems of modern psychology. The main objectives of studying mnemonic activity are to determine the amount of memory available to a person and the maximum possible speed of memorizing material, as well as the time during which the material can be retained in memory. These tasks are not simple, especially since the processes of memorization in specific cases have a number of differences.
Memorization- This is the process of imprinting and subsequent storage of perceived information. Based on the degree of activity of this process, it is customary to distinguish two types of memorization: unintentional (or involuntary) And intentional (or arbitrary). Unintentional remembering- this is memorization without a predetermined goal, without using any techniques or demonstrating volitional efforts. This is a simple imprint of what affected a person and retained some trace of excitation in the cerebral cortex. Unlike involuntary memorization, arbitrary(or intentional) memorization is characterized by the fact that a person sets a specific goal - to remember some information - and uses special memorization techniques. Voluntary memorization is a special and complex mental activity subordinate to the task of remembering. In addition, voluntary memorization includes a variety of actions performed in order to better achieve a goal. Such actions, or ways of memorizing material, include memorization, the essence of which is to repeat the educational material many times until it is completely and error-freely memorized. The main feature of intentional memorization is the manifestation of volitional efforts in the form of setting a memorization task. Repeated repetition allows you to reliably and firmly remember material that is many times greater than the capacity of individual short-term memory. Such activity aimed at memorizing and then reproducing retained material is called mnemonic activity. Mnemonic activity is a specifically human phenomenon, because only in humans does memorization become a special task, and memorizing material, storing it in memory and remembering becomes a special form of conscious activity. At the same time, a person must clearly separate the material that he was asked to remember from all side impressions. Therefore, mnemonic activity is always selective. Another characteristic of the memorization process is the degree of comprehension of the memorized material. Therefore, it is customary to highlight meaningful And rote.
29. Meaningful and rote memorization.
The development of a student’s memory goes not only in the direction of increasing arbitrariness or intentionality of memorization and reproduction, but also in the direction of developing the meaningfulness of memory.
In psychology, there are two ways of remembering:
Meaningful
Mechanical
Meaningful Memorization based on understanding what is being learned. The basis of rote memorization is only repeated repetition of the same material without sufficient understanding of it.
Rote is not, as some people think, a feature of children of one age or another, although it is observed at an earlier age (preschool and primary school) more often than at an older age. This is mainly explained by the fact that younger children often do not yet master the techniques of meaningful memorization that they should learn from adults.
The mechanical way of memorizing, without a clear understanding of what is being memorized, is usually called “cramming.”
Meaningful memorization, as has been said, is based on understanding the meaning of what is being learned. With such memorization, newly formed temporary connections are included in the system of previously formed connections in a person. Therefore, it is customary to distinguish between meaningful and mechanical memorization.
Rote memorization is memorization without awareness of the logical connection between different parts of the perceived material. An example of such memorization is memorizing statistical data, historical dates, etc. The basis of rote memorization is associations by contiguity. One piece of material connects with another only because it follows it in time. In order for such a connection to be established, the material must be repeated many times.
In contrast, meaningful memorization is based on understanding the internal logical connections between individual parts of the material. Two provisions, of which one is a conclusion from the other, are remembered not because they follow each other in time, but because they are logically connected. Therefore, meaningful memorization is always associated with thinking processes and relies mainly on generalized connections between parts of the material at the level of the second signaling system.
It has been proven that meaningful memorization is many times more productive than mechanical memorization. Rote memorization is wasteful and requires many repetitions. A person cannot always remember what he has learned mechanically in place and time. Meaningful memorization requires significantly less effort and time from a person, but is more effective. However, practically both types of memorization - mechanical and meaningful - are closely intertwined with each other. When learning by heart, we mainly rely on semantic connections, but the exact sequence of words is remembered using contiguity associations. On the other hand, by memorizing even incoherent material, we are, one way or another, trying to build meaningful connections. Thus, one of the ways to increase the volume and strength of memorization of unrelated words is to create a conditional logical connection between them. In certain cases, this connection may be meaningless in content, but very striking in terms of ideas. For example, you need to remember a number of words: watermelon, table, elephant, comb, button, etc. To do this, we will build a conditional logical chain of the following form: “The watermelon is on the table. An elephant sits at the table. There is a comb in the pocket of his vest, and the vest itself is fastened with one button.” And so on. Using this technique, within one minute you can remember up to 30 words or more (depending on the training) with a single repetition.
If we compare these methods of memorizing material - meaningful and mechanical - then we can come to the conclusion that meaningful memorization is much more productive. With mechanical memorization, only 40% of the material remains in the memory after one hour, and after a few hours - only 20%, and in the case of meaningful memorization, 40% of the material is retained in memory even after 30 days.
The advantage of meaningful memorization over mechanical memorization is very clearly demonstrated when analyzing the costs required to increase the volume of memorized material. When learning mechanically, as the volume of material increases, a disproportionately large increase in the number of repetitions is required. For example, if memorizing six nonsense words requires only one repetition, then learning 12 words requires 14-16 repetitions, and 36 words requires 55 repetitions. Therefore, when increasing the material by six times, it is necessary to increase the number of repetitions by 55 times. At the same time, with an increase in the volume of meaningful material (a poem), in order to remember it, it is necessary to increase the number of repetitions from two to 15 times, i.e. the number of repetitions increases by 7.5 times, which convincingly indicates greater productivity of meaningful memorization. Therefore, let's take a closer look at the conditions that contribute to meaningful and lasting memorization of material.
30. Holistic, partial and combinational methods of memorization. Dynamic and static storage of information.
The productivity of memorization also depends on how memorization is carried out: in general or in parts. In psychology, there are three ways to memorize large amounts of material: whole, partial And combined. The first method (holistic) is that the material (text, poem, etc.) is read from beginning to end several times until completely mastered. In the second method (partial), the material is divided into parts and each part is learned separately. First, one part is read several times, then the second, then the third, etc. The combined method is a combination of holistic and partial. The material is first read in its entirety one or several times depending on its volume and nature, then difficult parts are highlighted and memorized separately, after which the entire text is read in its entirety again. If the material, for example, a poetic text, is large in volume, then it is divided into stanzas, logically complete parts, and memorization occurs in this way: first, the text is read once or twice from beginning to end, its general meaning is clarified, then each part is memorized, after which the material is read in its entirety again. Thus, for successful memorization it is necessary to take into account the peculiarities of the mechanisms of the memorization process and use a variety of mnemonic techniques.
Preservation, reproduction, recognition. A person not only remembers all the information that has been perceived, but also retains it for a certain time. Preservation as a memory process has its own laws. For example, it has been established that conservation can be dynamic And static. Dynamic storage occurs in working memory, while static storage occurs in long-term memory. With dynamic preservation, the material changes little; with static preservation, on the contrary, it necessarily undergoes reconstruction and certain processing. Reconstruction of material stored in long-term memory occurs primarily under the influence of new information continuously arriving from our senses. Reconstruction manifests itself in various forms, for example, in the disappearance of some less significant details and their replacement with other details, in a change in the sequence of material, in the degree of its generalization.
Introduction
Chapter 2. Memorization techniques
2.2 Modern techniques and methods of memorization
Conclusion
Bibliography
Introduction
Throughout human history, people have tried to come up with ways in which they could assimilate any knowledge as firmly as possible. Since ancient times, the topic and technique of memorization has occupied inquisitive minds, and was considered and systematized by great people of the past. A special term appeared, borrowed from Greek - mnemonics, meaning the art of memorization.
The volume of general and professional knowledge in the world has increased many times over the last century compared to previous centuries. At the same time, there is an ever-increasing increase in it, constant replenishment of more and more new information. Therefore, the development of memory, improvement of the processes of remembering, storing and reproducing information is one of the most pressing tasks of a person in modern society. The study and application of certain methods, techniques and methods of memorization significantly contributes to the qualitative and quantitative improvement of memorization and retention of necessary information in memory.
Knowledge of these techniques is especially important for students and schoolchildren, since mastering educational material, general educational or special information is the main area of their activity. And without the ability to process, analyze, assimilate, systematize and firmly retain in memory what has been learned, the learning process will lose all meaning for them.
Mastering techniques for memorizing information is among the issues of familiarization with the forms and methods of scientific organization of student education, develops their skills in working with educational and scientific literature, and contributes to the successful acquisition of knowledge necessary for educational and educational research activities.
The purpose of this essay is to consider theoretical and practical recommendations for improving the memorization mechanism through the use of certain methods and techniques.
Chapter 1. Memory and memorization: general characteristics
1.1 Memory as the basis of human mental activity
Our memory is based on associations - connections between individual events, facts, objects or phenomena, reflected and fixed in our minds.
“Memory is a reflection of a person’s past experiences, manifested in remembering, storing and subsequently recalling what he perceived, did, felt or thought.”
The forms of manifestation of memory are very diverse. Their classification was based on three criteria: the object of memorization, the degree of volitional control of memory and the duration of storing information in it.
According to the object of memorization, they distinguish figurative, which includes visual, auditory, tactile, olfactory and gustatory memory; verbal-logical, expressed in thoughts, concepts, verbal formulations; motor, also called motor or kinesthetic; emotional, memory for experienced feelings.
According to the degree of volitional regulation, goals and methods of memorization, memory is divided into involuntary(without a previously set goal to remember) and arbitrary(strained by an effort of will).
According to the duration of storing information, memory is divided into short-term, lasting only a few minutes; long-term, characterized by the relative duration and strength of preservation of the perceived material and operational, storing information only for the time necessary to perform any operation. The object of this work is verbal-logical long-term voluntary memory, which forms the basis for successful learning at a university.
Depending on how successfully a person remembers information, visual (visual), auditory (auditory), motor (kinesthetic) and mixed (visual-auditory, visual-motor, auditory-motor) types of memory are distinguished.
1.2 Memorization, its features
Memory as a mental activity is divided into the processes of memorization, storage/forgetting, reproduction and recognition. Memorization is the establishment of a connection between something new and what is already in a person’s mind, “the consolidation of those images and impressions that arise in the mind under the influence of objects and phenomena of reality in the process of sensation and perception.”
Memorization can be involuntary (random) or voluntary (purposeful). Voluntary memorization is ranked according to the degree of accuracy of future reproduction of the material. In some cases, only the general meaning, the essence of thoughts, is remembered and reproduced. In other cases, it is necessary to remember and reproduce the exact, literal verbal expression of thoughts (rules, definitions, etc.). Memorizing the meaning is remembering the general and essential aspects of educational material and distracting from unimportant details and features. Isolating what is essential depends on understanding the material itself, what is most important and significant in it, and what is secondary. It is closely connected with the processes of thinking, with the mental development of a person, with his stock of knowledge. Memorization - a variant of the highest accuracy of reproduction during voluntary memorization - is used especially often in the educational process. It implies “systematic, planned, specially organized memorization using certain techniques.”
Reproducing verbal material without understanding its meaning is not logical, but mechanical memorization, memorizing individual parts of the material without relying on the semantic connection between them. Material memorized mechanically, without sufficient understanding, is subject to faster forgetting." "Meaningful (semantic) memorization is based on understanding the meaning, awareness of relationships and internal logical connections both between parts of the memorized material and between this material and previous knowledge."
Chapter 2. Memorization techniques
2.1 The emergence and development of mnemonics
Most of human history took place before the advent of writing. In primitive societies, the memory of the lives of individuals, the history of families and tribes was transmitted orally. What was not retained in individual memory or not transmitted through oral communication was forever forgotten. In such non-literate cultures, memory was subject to constant exercise, and memories were subject to preservation and renewal. Therefore, the art of memorization was especially important in preliterate periods of human history. Thus, priests, shamans, and storytellers had to memorize enormous amounts of knowledge. Special people - elders, bards - became guardians of public culture, capable of retelling epic narratives that captured the history of any society.
Even after the advent of writing, the art of memorization did not lose its relevance. A very small number of books, the high cost of writing materials, the large mass and volume of the written book - all this encouraged memorizing the text. A system of techniques that improve the use of memory - the so-called mnemonics - apparently arose and was developed independently more than once in many cultures.
The first texts on mnemonics known to us were created by the ancient Greeks, although the first mention of it in written sources belongs to the Romans. The treatise “De oratore” (“On the Orator”) by the Roman statesman and writer Cicero contains the first mention of mnemonics. Cicero credits the discovery of the rules of memorization to the poet Simonides, who lived in the fifth century BC. This first technique suggested keeping a picture of some places in your mind and placing mental images of memorized objects in these places. As a result, the order of places will preserve the order of items. In such mnemonic systems, memories are stored by “linking” them to elements of a well-known environment - usually a house with its rooms, and the objects to be remembered are mentally placed along the chain of such elements. After this, they are easy to remember if the speaker “with his inner vision” follows the course of this chain, moving from one element to another. Another Latin text by an unknown author, entitled “Ad Herennium,” defines memory as the durable preservation, assimilation by the mind of objects, words and their relative positions. This text discusses how to select images that, among other things, can provide insight into the organization of remembered objects.
The art of memorization was also developed by medieval monks, who needed to remember a huge number of liturgical texts. In the Middle Ages, it mainly came down to techniques for memorizing numbers and letters. It was believed that it was enough to remember a sequence of drawings or inscriptions arranged in a circle, easily perceived by the eye, in order to, on occasion, remember the order of prayers or a list of vices and virtues. Since the 14th century, the place for “recording” remembered images began to be likened to a theater - a special “theater of memory” with symbolic sculptures, similar to the statues of the ancient Roman forum, at the base of which objects to be remembered could be placed.
Books on mnemonics were written by Giordano Bruno. In his testimony to the Inquisition tribunal, he talks about his book called “On the Shadows of Ideas,” which told about his mnemonic techniques. In his hands, memory theaters became a means of classifying and comprehending the essence of the Universe and nature, models of heaven and hell.
In the scientific world, memorization is carried out mainly through analogy, especially in the exact sciences. We try to understand the unknown by comparing it with what we already know. Thus, in his theory, Rutherford compared electrons moving in orbits around the atomic nucleus with planets orbiting the Sun. Here the analogy is needed only to create a clear visual image.