Psychology of memory. Types of memory in psychology

All living beings have memory, but it has reached the highest level of development in humans. Memory connects the past with the present. It is memory that allows a person to be aware of his “I”, to act in the world around him, to be who he is. Human memory is a form of mental reflection, consisting in the accumulation, consolidation, preservation and subsequent reproduction by an individual of his experience. Ours is a functional formation that does its work through the interaction of three main processes: memorization, storage and reproduction of information. These processes not only interact, there is a mutual conditionality between them. After all, you can only save what you remember, and reproduce what you save.

Memorization. Human memory begins with memorizing information: words, images, impressions. The main task of the memorization process is to remember accurately, quickly and a lot. There is a distinction between involuntary and voluntary memorization. Voluntary memorization is activated when the goal is to remember not only what is imprinted in his memory, but also what is necessary. Voluntary memorization is active, purposeful, and has a volitional beginning.

What is personally significant, connected with a person’s activities and his interests, has the nature of involuntary memorization. When remembering involuntarily, a person is passive. Involuntary memorization clearly demonstrates such a property of memory as selectivity. If you ask different people what they remember most about the same wedding, some will easily tell you who gave what gifts to the newlyweds, others - what they ate and drank, others - what music they danced to, etc. However, neither the first, nor the second, nor the third set themselves a clear goal of remembering something specifically. Selectivity of memory worked.

It is worth mentioning the “Zeigarnik effect” (it was first described in 1927 by the Soviet psychologist Bluma Vulfovna Zeigarnik (1900-1988): a person involuntarily remembers incomplete actions, situations that have not received a natural resolution, much better.

If we were unable to finish drinking something, eating something, or getting what we wanted, while being close to the goal, then this is remembered thoroughly and for a long time, and what was successfully completed is forgotten quickly and easily. The reason is that an unfinished action is a source of strong negative ones, which are much more powerful than positive ones in terms of impact.

Many scientists have studied memory techniques. In particular, the German psychologist G. Ebbinghaus formulated a number of principles of memorization. He believed that repetition (indirect or direct) is the only relative guarantee of the reliability of memorization. Moreover, the result of memorization depends to a certain extent on the number of repetitions. Ebbinghaus's law states: the number of repeated presentations required to learn the entire series grows much faster than the object of the presented series. If a subject remembers 8 digits from one presentation (display), then to memorize 9 digits he will need 3-4 presentations. The scientist also emphasizes the importance of the volitional factor. The higher the concentration of attention on any information, the faster the memorization will occur.

However, it has been found that rote repetition is less effective than meaningful memorization. The direction of modern psychology - mnemonics - is engaged in the development of numerous memorization techniques based on the principle of associative communication: translating information into images, graphs, pictures, diagrams.

Highlight four types of human memory in accordance with the type of material being remembered.
1. Motor memory, i.e. the ability to remember and reproduce a system of motor operations (drive a car, braid a braid, tie a tie, etc.).
2. Figurative memory - the ability to save and further use the data of our perception. It can be (depending on the receiving analyzer) auditory, visual, tactile, olfactory and gustatory.
3. Emotional memory captures the feelings we have experienced, the characteristics of emotional states and affects. A child who is frightened by a large dog, most likely, even as an adult, will experience hostility towards these animals for a long time (memory of fear).
4. Verbal memory (verbal-logical, semantic) is the highest type of memory, inherent only to humans. With its help, most mental actions and operations are carried out (counting, reading, etc.), and the information base of the human is formed.

Different people have more developed one or another type of memory: athletes have motor memory, artists have imaginative memory, etc.

Saving information. The main requirement for human memory is to store information reliably, for a long time and without loss. There are several levels of memory, differing in how long information can be stored on each of them.

1. Sensory (immediate) type of memory. These memory systems hold accurate and complete data about how the world is perceived by our senses at the receptor level. Data is stored for 0.1-0.5 seconds. The way sensory memory works is easy to spot: close your eyes, then open them for a second and close them again. The clear picture you see remains for some time, and then slowly disappears.
2. Short-term memory allows you to process a colossal amount of information without overloading the brain, due to the fact that it weeds out everything unnecessary and leaves the useful, necessary for solving current (momentary) problems.
3. Long-term memory ensures long-term storage and application of information. The capacity and duration of storing information in long-term memory can be unlimited. There are two types of long-term memory. The first is at the level of consciousness. A person can remember in his own way and extract the necessary information. The second type is closed long-term memory, in which information is stored at the subconscious level. Under normal conditions, a person does not have access to this information; only with the help of psychoanalytic procedures, in particular hypnosis, as well as stimulation of various parts of the brain, can one gain access to it and update images, thoughts, and experiences in all details.
4. Intermediate memory is between short-term and long-term memory. It ensures that information is stored for several hours. While awake, a person accumulates information throughout the day. To prevent the brain from being overloaded, it is necessary to free it from unnecessary information. Information accumulated over the past day is cleared, categorized and stored in long-term memory during night sleep. Scientists have found that this requires at least three hours of sleep a night.
5. Working memory is a type of human memory that manifests itself during the performance of a certain activity and serves this activity.

Playback. The requirements for the process of memory reproduction are accuracy and timeliness. In psychology, there are four forms of reproduction:
1) recognition - occurs when repeating the perception of objects and phenomena;
2) memory - carried out in the real absence of perceived objects. Typically, memories are carried out through associations that provide automatic, involuntary reproduction;
3) remembering - is carried out in the absence of a perceived object and is associated with active volitional activity to update information;
4) reminiscence - delayed reproduction of something previously perceived and seemingly forgotten. With this form of memory retrieval, events that are more recent are recalled more easily and accurately than those that happened in the recent past.

Forgetting is the flip side of memory retention. This is a process that leads to a loss of clarity and a reduction in the amount of data that can be updated in . Mostly forgetting is not an anomaly of memory, it is a natural process that is caused by a number of factors.
1. Time - in less than an hour a person mechanically forgets half of the information he has just received.
2. Active use of available information - what is forgotten first of all is what is not constantly needed. However, childhood impressions and motor skills, such as skating, playing a musical instrument, and swimming, remain quite stable for many years without any exercise. It remains on a subconscious level, as if something that disturbs the psychological balance and causes negative tension (traumatic impressions) is forgotten.

Information in our memory is not stored unchanged, like documents in an archive. In memory, the material is subject to change and qualitative reconstruction.

Human memory disorders. Various memory disorders are very common, although most people do not notice them or notice them too late. The very concept of “normal memory” is quite vague. Hyperfunction of memory is usually associated with strong excitement, feverish excitement, taking certain medications or hypnotic effects. A form of intrusive memories is a violation of emotional balance, feelings of uncertainty and anxiety, creating a thematic focus of memory hyperfunction. For example, we constantly remember our extremely unpleasant, unseemly actions. It is almost impossible to expel such memories: they haunt us, cause a feeling of shame and torment of conscience.

In practice, weakening of memory function and partial loss of storing or reproducing existing information are more common. Weakening of selective reduction, difficulties in reproducing material needed at the moment (titles, dates, names, terms, etc.) are considered to be the earliest manifestations of memory deterioration. Then, the weakening of memory can take the form of progressive amnesia, the causes of which are alcoholism, trauma, age-related and negative personality changes, sclerosis, and diseases.

In modern psychology, there are known facts of memory deceptions, which take the form of extremely one-sided selectivity of memories, false memories and memory distortions. They are usually caused by strong desires, passions, and unmet needs. For example, when a child is given sweets, he quickly eats it, and then “forgets” about it and sincerely proves that he did not receive anything.

Memory distortion is often associated with a weakening of the ability to distinguish between one’s own and someone else’s, between what a person experienced in reality and what he heard about, saw in movies or read. In the case of repeated repetitions of such memories, their complete personification occurs, i.e. a person begins to consider other people's thoughts as his own. The presence of facts of memory deception indicates how closely it is connected with human fantasy.

34. Definition of memory. Types of memory; their possible classifications. Remembering meaningful and meaningless material. Classic forgetting curves.

Memory is a universal cognitive process.

Memory is a combination of three processes: 1) memorization, 2) storage, 3) recall.

Memorization is the process of acquiring knowledge or the process of forming a skill. In two types it is designated: 1) imprinting (does not involve any effort on the part of the subject, everything happens simultaneously, the extreme option is imprinting); 2) memorization (a person makes some effort, the process unfolds over time).

Recall is the process of updating knowledge or skill (sometimes called the process of retrieving knowledge). In what form can this occur: 1) the process of implicit remembering - a remembering process in which the task of remembering something is not set at all (the process of generating associations); 2) explicit recall - the task of recall is set. Possible options: 1. recognition (test); 2. reproduction (without answer options, retrieval from memory).

Modern psychology is more interested in conservation processes. They have not been studied very well. Retention – retention of knowledge or retention of skills over a period of time (gradual development, changes).

Types of memory.

Subject classification. Blonsky. 4 types of memory: 1) motor (motor); 2) affective; 3) figurative; 4) verbal-logical.

Motor memory – motor skills. It was first studied in behaviorism (Watson, Thorndike, Skinner).

Affective memory is memory for emotions, they tend to accumulate. First pointed out by Ribot. Freud studied in detail.

Figurative memory. G. Ebbinghaus. Memory is the connection of two ideas, one gives rise to the other. Representation is an image.

Verbal-logical memory. It was first described in the works of Janet, who denied all other types of memory. Memory is a story.

Functional classification.

By process (memorization, preservation, recall). Forgetting is a type of remembering.

By connections (subject connections of memory (Ebbinghaus) and semantic connections (memory as restoration)).

According to the presence of conscious intention (whether there is a goal to remember or not): involuntary and voluntary memory. Relevant for classical psychology. We were investigated by Zinchenko and Smirnov. They concluded that what is remembered (involuntarily) is material that corresponds to the main stream of activity.

According to the presence of a means of memorization (Vygotsky: memory knots, write down, keep a diary): direct and indirect memory. This brings to mind the parallelogram of development

According to the duration of information storage (Atkinson and Shifrin): ultra-short-term or instantaneous memory (sensory register; 1 second, maybe 3), short-term (up to a minute) and long-term (indefinitely long time).

Types of long-term memory: autobiographical (memory associated with a person’s personality, for events in one’s own life); semantic memory (general knowledge; for example, knowing the meaning of words). This division was first introduced by Henri Bergson. The terms were proposed by Endell Tulving (1972). Bergson used his own terms: memory of the body (semantic) and memory of the spirit (autobiographical). Memory of the spirit is immediate and permanent, memory of the body is training, gradually.

Genetic classification(according to antiquity). Blonsky puts forward arguments in favor of considering the 4 types of memory that he identified as stages of its development. Ontogenetic and phylogenetic arguments: 1. The most ancient type of memory is motor memory. In the ontogenetic argument, this memory occurs earlier than others (in the first few days, the child demonstrates sucking movements in the feeding position). Phylogeny – protozoans have the simplest forms of motor memory. 2. Affective memory appears after motor memory (in the first few months). Ontogenesis: Watson showed the children a rabbit and pulled out the rug - fears arise. In phylogeny - experiments with worms in labyrinths. 3. Figurative memory (develops until late childhood). In ontogenesis, researchers disagree about when images appear in a child: at 6 months or at 2 years. In phylogeny, one animal psychologist claimed that his dog dreams. The people we call savages have images. Perhaps even more developed than those of Europeans. 4. Verbal-logical memory. Does not exist in phylogeny. In ontogenesis, it appears at 6-7 years of age and develops until adolescence and beyond. The destruction of memory goes from higher to lower (from verbal-logical and further).

Special types (cases) of memory. Classification, 3 types:

Hypomnesia is a case of decreased memory. An extreme option is amnesia (lack of memory).

Hypermnesia – especially good memory.

Paramnesia – memory errors (pseudo-memory).

The conventional date for the emergence of the scientific psychology of memory is 1885, the German psychologist Hermann Ebbinghaus published the book “On Memory”.

Classically associationism. The first theory of memory - G. Ebbinghaus. Memory as an association of representations (one representation causes another). Memory is different from thinking. Memory processes are not semantic processes. To investigate the patterns of memory, Ebbinghaus examined artificial material. Because If a person is given meaningful material, it can be confused with thinking. Ebbinghaus developed nonsense syllables (consonant, vowel, consonant). Approximately 4000 combinations, excluded meaningful words, then excluded those combinations that resemble words. All experiments were carried out on myself. Developed 3 memorization methods. 1) Memorization method. It consists of repeating a series of nonsense syllables until you can repeat it without errors at least once. The measure of memorization is the number of repetitions. The disadvantage of this method is that learning occurs unevenly; some elements receive an excessive number of repetitions. 2) Method of anticipation (to avoid excessive repetition), method of anticipation. We read the list of nonsense syllables once, then try to reproduce the first element of this series. If we can’t remember, we open it and read it. After this we try to remember the second element, etc. Repeat until we can reproduce it from beginning to end. 3) Method of preservation (re-learning). Used to evaluate the level of conservation. We compare the number of repetitions that were needed the first and second time. As a rule, when re-learning, the number of repetitions is less. This difference determines the level of savings. 4). Paired association method. We can use not only syllables, but also words. Arbitrarily associate words (for example, table - pear). Then, one element at a time, recall the second.

Patterns relating to meaningless material.

Forgetting curve (constructed using the saving method). How quickly does forgetting occur?

Most of the associations are destroyed in the first hours, after a day about 30% remains, after a few days - about 20%. Under certain circumstances, after two days, in some cases, a rise in the forgetting curve is observed without the efforts of the subject (most likely the emotional state is affected). This phenomenon is called reminiscence (involuntary remembering).

How evenly is the list memorized, are there any positional memorization effects, and does the success of memorization depend on the position in the list?

Average effect

Primacy effect

Recency effect

There is a U-shaped relationship. Positional memory curve. 3 memorization effects: 1. primacy effect (the first elements of the list are remembered better); 2. recency effect (the last elements of the list are remembered better); 3. middle effect (in the middle the elements are most difficult to remember). All these are edge effects (the first and last elements are remembered better).

3) Discovered by Ebbinghaus's student Jost. How should the exercise be distributed over time to increase retention? Should I break the material into portions or all at once? Formulated 2 laws. 1. Of two associations of equal strength, but different ages, the one that is younger will disintegrate first. 2. Of two associations of equal strength, but different ages, it is easier to strengthen the one that is older.

Conclusion: the more the repetitions are spread out over time, the better; the material should be crushed into pieces and repeated in parts.

Remembering meaningful material - Bartlett. Book “Remembering” (1932, England). A new stage in memory research. Emphasis on meaning processes. The process of recreating some content. Bartlett began to study the semantic connections of memory. Bartlett believes that the type of memory Ebbinghaus studied is extremely rare in its natural form. Usually memory is an attempt to restore content. When we try to reconstruct the content, we begin to comprehend it. Patterns of memory: reduction and rationalization. There is a simplification, reduction to a scheme, highlighting the plot - reduction. Rationalization is a rethinking, clarification, change of content. The most typical rationalization is the smoothing out of some unclear definition. A large amount of information is simplified and details are removed.

Serial experiment?

Experiment - all subjects, except one, left the room. They hung up a large picture and let a second person into the room. The first person could see the picture, the second person could not see it. The first person, all the time looking at the picture, described its contents to the second. Then a third person entered the room. And the second one, still not seeing the picture, gave him his version of its description. In this way, successive descriptions were transmitted from one subject to another, and each report was recorded on a tape recorder. So Bartlett looked at what kinds of things were forgotten and how they were left out of the report. The most characteristic features: a tendency to omit incidental details; a large number of inaccuracies regarding the location of objects; a strong tendency to place one or two objects in the middle and leave out the rest; confusion and forgetting the qualities of objects (colors, sizes, shapes); there is a high probability that names will be forgotten, phrases will be changed, etc. The same thing happens when an individual recalls material repeatedly.

Memorization in everyday life is very rarely an exact repetition of the original. Otherwise it would be useless, because... we remember what happened in one environment so that it can help us solve problems that arise in another environment. Typically, memorization is more a matter of reconstruction than of exact repetition.

Cognitive (cm 20) Levin: the connection between solving a mnemonic problem and an activity - motivation. Zeigarnik: activities - satisfaction of quasi-needs study of involuntary memorization interruption when approaching the goal Birenbaum: memory depends on the presentation of the signature task (forgetting is associated with the destruction of the target environment of the action) meaningful internal replacement (draw a monogram = sign - internal similarity ) indirect substitution (remember the intention) Activity approach: Zinchenko - the dependence of involuntary memorization on the place in the page of the activity. Experiment: cards with pictures and numbers. Children and adults - arithmetic problems: children remember numbers better, because for them this is a level of action. Smirnov: remembering on the way to work (obstacles - actions).

Memory development. Natural memory (proto-memory): This is a memory-perception (eidetic) Associated with movement: a clear sequence of operations Connection with affect - not semantic Transition to language - from a complex to a concept - sign (VPF): transition to a scheme (identification of common features and their correlation), cause-and-effect relationships, sign and object do not depend on others. Social development of memory: Vygotsky: social development of memory along the line of mediation: development of techniques. In r-ka and primitive memory there is a central function (think = remember, i.e. rely on previous experience). Transition to social - 3 processes: change in internal structures, memory mechanisms - the functional composition of memory operations changes through a change in interfunctional relationships - memory from a superfunction becomes only one of the conditions for mental development. The transition from complexes to abstract concepts: for a teenager to remember = think.

Leontyev: attempts to master the natural - creating a memorization system (knotted writing - still requires decoding). Improving the medium in memory: development of external forms of memorization - writing, reduction of external form and creation of sign systems (development of logical memory) Leontiev’s experience with indirect memorization (parallelogram of memorization development).

Initially, the main object of socialization is not preservation, but timely reproduction: gradual progression from reproduction to memorization, from exclusively joint activity to the function of self-regulation, situational release of memory from random events, irradiation of memorization processes into forgetting processes. Division of memory: direct (involuntary) motivation significance extremeness novelty indirect (voluntary) conscious intention mnemonic orientation

Smirnov: involuntary memory is associated with unconsciousness of instructions for memorization (inclusion in the mainstream of activity - coming to work). Thoughts are remembered worse, actions are remembered better. Especially - what was in the way + strange, unusual. 5 mnemonic settings (voluntary memorization): for completeness of memorization accuracy of reproduction strength (in time) consistency timeliness Sources of focus: goals focus on quality conditions individual personality quality (abilities, habits, interest, age) characteristics of the material (volume, density , complexity, originality)

Istomina: children - store (better in the game) Zinchenko: a series of words - come up with a pair according to the meaning or the initial letter. Various motives: game or test of abilities. Doshk-v is better in the game, shk-v is second. In the beginning there are no differences (motivation does not play a role here). Experience with cards: picture and number, 3 groups - preschool, school and adults. The object associated with the main task is remembered. Conclusions: numbers are memorized worse than pictures, better basic material for adults - decreased motivation, decreased memorization of a background stimulus with age (difficulty switching)

Memory- this is a process occurring in the human psyche, thanks to which the accumulation, saving and display of material is carried out. Memory in psychology is the definition of the brain’s ability to perform the functions of remembering, storing and recreating experience. Also, this mental process allows a person to remember experiences and events of the past, consciously thinking about its value in his own history and comprehend the feelings and emotions that are associated with it. This process allows a person to expand his cognitive abilities. This property also has a complex structure, consisting of several functions and processes that ensure the perception of information from the surrounding reality and its recording in past experience. Internal memory is a complex process in which the perception, accumulation, storage, systematization and very rapid reproduction of information is carried out.

Memory in psychology

Memory in psychology is the definition of a person’s ability to remember, retain, reproduce and forget information from his own experience. This property helps a person move in space and time. There are different psychological theories that have their own view of this concept.

In associative theory, the key concept is association. In memory, it connects parts of the perceived material. When a person remembers something, he begins to look for a connection between these materials and those that need to be reproduced. The formation of associations has patterns: similarity, contiguity and contrast. Similarity is manifested in the fact that the material that is memorized is then reproduced through connection with similar material. Contiguity occurs when incoming material is remembered in relation to previous material. The contrast is expressed in the fact that the material that should be remembered is different from that which is retained.

According to behavioral theory, special exercises help memorize material. Such exercises help to better and faster fix attention on objects and episodes. Several factors influence quality memorization: age, individual characteristics, interval between exercises, volume of material and others.

In cognitive theory, this process is characterized as a certain set of blocks and processes of transformation of information material. Some blocks ensure recognition of the expressive features of the material, others create a cognitive orienting map of information, with the help of others, information is retained, and the fourth block transforms the material into a specific form.

Activity theory considers this process as an active component of the connection between a person and the world. This occurs through the processes of analysis, synthesis, grouping, repetition and identification of features; with their help, a mnemonic image is also created, a unique form of material in which a person’s personal attitude lies. Memorization is also influenced by external stimulus signs, which later become internal and the person, guided by them, controls this process.

Types of memory

This process is multi-level and multifunctional; such complexity requires the distinction of several of its types.

Inner memory reflects the biological processes of human memorization of information.

External memory is recorded on external means (paper, voice recorder). The distinction between other types is based on the nature of mental activity, the characteristics of ideas, the nature of the connection with the target activity, the duration of storage of images and the purposes of the study. The simplest division of this process into internal and external. Division into types based on the nature of mental activity: figurative, motor, verbal-logical and emotional.

Figurative memory is the process of memorizing images that were formed on the basis of material from sensory systems. As a result, in the imaginative process there are also types of memory, depending on the main analytical system: visual (fixing images of objects or people with whom contact often occurred); auditory (image of sounds that a person once heard); gustatory (tastes that a person once felt); olfactory (the image of smells with which a person can associate some memory); tactile (images of tangential sensations that are reminiscent of objects or people).

Motor memory- this is a type thanks to which people learn to ride a bicycle, memorize a dance, play games, swim, and also perform any work activity and various appropriate movements.

Emotional memory- this is the ability to remember feelings, experiences or, to remember emotions and their relativity to a specific situation at that moment. If a person did not have this mental process, then he would be “emotionally stupid” - this is the definition of a person’s state in which he looks unattractive, uninteresting to others, a kind of robot-like object. The ability to express your emotions is the key to mental health.

Verbal-logical memory divided into words, judgments and thoughts. It is also divided into mechanistic and logical. Mechanistic involves memorizing material through its constant repetition, when there is no awareness of the meaning of the information. Logical – makes semantic connections in memorized objects. Beyond the level of awareness of the material being memorized, memory is of two types: implicit and explicit.

Implicit – memory for information that a person is not aware of. Memorization occurs in a closed manner, independent of consciousness and inaccessible to direct observation. Such a process is carried out with the need to find a solution in some situation, but even then the knowledge that a person has cannot be realized. An example of such a process is that a person, in the process of his socialization, perceives the norms of society and is guided by them in his behavior, without realizing the basic theoretical principles.

Explicit memory occurs when the acquired knowledge is used absolutely consciously. They are retrieved and recalled when there is a need to solve some problem using this knowledge. This process can be: involuntary and voluntary. In an involuntary process, traces of images remain that arose unconsciously, automatically. This type of memorization is more developed in childhood; it weakens with age.

Arbitrary memory– this is purposeful memorization of an image.

Depending on the duration of time, memory is divided into instantaneous, short-term, operational, and long-term.

Instant Memory, also called sensory, is reflected in the retention of information perceived by sensory analyzers. It, in turn, is divided into iconic and echoic.

Iconic is a kind of sensory recorder of visual stimuli. With its help, information is recorded in a holistic form. A person never distinguishes between iconic memory and environmental objects. When iconic information is displaced by other information, the visual sense becomes more receptive. If visual material arrives too quickly, then there is a layering of one information over another, which is still retained in memory and has passed into long-term memory. This is called the reverse masking effect.

Echoic memory– after-image, images are stored in it for no more than 2-3 seconds, when there was an influence of the auditory stimulus.

Short-term memory promotes a person’s memorization of images after a single, short-term perception of them and instant reproduction. In such a process, what matters is the number of stimuli that are perceived, their physical nature, and their information load is not taken into account.

Short-term memory has a certain formula that determines the number of remembered objects. It sounds like “seven plus or minus two.” When a person is presented with stimulus material depicting a certain number of objects, he can remember 5 or 9 objects from them for up to 30 seconds.

RAM– saves a trace of the image that is necessary to perform the current action.

Long-term memory can store traces of images for a very long time and allows them to be used in future activities. Thanks to such memorization, a person is able to accumulate knowledge, which he can later retrieve either at his own request or through external intervention in the brain (with the help of).

Depending on the target research activity, there are special types of this mental process: biological, episodic, associative, reproductive, reconstructive, autobiographical.

Biological or also called genetic, is determined by the mechanism of heredity. It presupposes a person’s possession of such patterns of behavior that were characteristic of people in earlier periods of evolution, this is expressed in reflexes and instincts.

Episodic is a repository of fragments of material that are tied to a specific situation.

Reproductive involves repeating the reproduction of information, recalling the original appearance of the stored object.

Reconstructive helps restore the disrupted sequence of stimuli to their original form.

Associative memory forms functional connections, that is, associations, between objects that are remembered.

Autobiographical memory helps a person remember the events of his own life.

Memory training

Training happens when people don't even notice it. Memorizing the list of products needed in the store, the names of new acquaintances, dates of birth - all this is training for a person. But there are more specific exercises for development; they promote much better memorization and concentration on the specific development of these abilities. If memory develops, then other mental processes (thinking, attention) also develop simultaneously.

There are exercises for developing this process, the most common ones will be briefly described below.

Memory development in adults exercises are very different. A very popular exercise is Schulte tables. They contribute to the development of peripheral vision, attention, observation, speed reading and visual memory. When looking for sequential numbers, vision fixes only a few cells, so the location of the desired cell and the cells of other numbers is remembered.

Exercise to develop photographic memory using the Aivazovsky method. Its essence is to look at an object for five minutes. Afterwards, close your eyes and restore the image of this object in your head as clearly as possible. You can also draw these images, this will help improve the effectiveness of the exercise. It must be performed periodically so that visual memory develops well.

Exercise playing matches helps train visual memory. To do this, you need to put five matches on the table and look at their location, then turn away, take five more matches and try on another surface to recreate the location of the matches that were memorized.

Exercise roman room helps develop the ability to structure stored information, but with its help it also trains visual memory. It is necessary to remember the sequence of objects, their details, color, shape. As a result, more information is remembered and visual memory is trained.

There are also exercises to train auditory memory.

Development of memory in adults, exercises must obey certain rules. The first exercise is reading aloud. When a person voices memorized material, he develops his vocabulary, improves diction, intonation, and improves the ability to attach emotional coloring and brightness to his speech. The auditory components of what is read are also better remembered. You need to read easily, take your time, read as you speak. There are some rules: pronounce words clearly, with appropriate placement, pronounce each word expressively, do not “eat up” the ending, pronounce the text as if it were the speech of a diplomat or speaker expressing his own thoughts on some serious issue. If you read for at least ten or fifteen minutes every day, adhering to all the rules, you can notice results in speaking abilities and auditory memory within a month.

Regular study of poems is a good and easy way to practice memorization. When studying a verse, it is necessary to understand its meaning and highlight the techniques that the author used. Divide it into semantic components, highlight the main idea. When learning a poem, it is important to repeat it all the time, saying it out loud, using intonation, conveying the mood of the author, thus further developing diction. You need to repeat it many times, and over time the number of repetitions will decrease. When pronouncing a verse in your head or out loud, the articulatory apparatus is activated. Studying a poem is used for long-term memorization of abstract information. Such memorization occurs, for example, in studying the multiplication table, or memorizing the number Pi.

Auditory memory develops through eavesdropping. When you are among people, in transport or on the street, on a bench, you need to focus on the conversation of other people among themselves, comprehend the information, try to remember it. Then, when you come home, speak out the conversations you heard with the appropriate intonation and remember the expressions on people’s faces at the time of the conversation. By practicing this very often, a person will be able to learn to perceive text fluently by ear and will become much more attentive and sensitive to intonation and tone.

An effective method is the development of memory using the methods of special services. This is a training program that is based on techniques used in intelligence agencies. The effectiveness of such a program has been verified by intelligence officers and counterintelligence officers. This method is presented in the book by the author Denis Bukin, which is called “Development of memory according to the methods of the special services.”

In the modern world, almost everyone is accustomed to the fact that they always have a phone, tablet, or organizer at hand, which stores the necessary information and can always be seen there. Routine work, overloading the memorization process with unnecessary information, and the inability to systematize this information leads to a weakening of mnemonic processes. The book describes a profession in which a well-developed memory is the key to success, or rather, it is vital - this is an intelligence officer. He cannot save the operation plan or map on his phone, he does not have time to leaf through a notepad. All important information should be stored only in the head, all the details, so that they can be clearly reproduced at the right time. Each chapter of the book describes each stage of an intelligence officer's career. Each stage contains techniques, exercises and instructions for them.

Memory development

Developed memory is a very big plus for a person’s personality, both in everyday life and at work. In most professions, developed memory is highly valued; it is a great advantage, helping to achieve great achievements at work and take on greater responsibility. There are certain ways to develop this process. To remember something, you need to focus on the process, on the material itself. You need to comprehend the information, look for parallels in it in relation to your experience. The more chances there are to establish such a connection, the better the memory will be.

If you need to remember some element, for example, a name, phone number, number, you don’t need to immediately rush to a notepad or the Internet for the answer. Within a couple of minutes, you need to abstract yourself from everything external, look into the depths of your brain and try to remember yourself.

If you need to remember something very important, you need to create some kind of image, a very vivid association in your head regarding it. The brain remembers something original much easier, which makes it easier to remember the right thing. To easily remember numbers, you need to divide them into groups, or, as in the previous method, create associations.

A very effective method for developing memory is a simulator for developing cognitive abilities, called the Vikium project.

In order to remember something well, you need to immediately after perceiving the information, speak it, then retell it to someone else, this will make it easier to remember and better understand the meaning of the material.

A very simple method that can be used everywhere is to solve the simplest arithmetic problems in your head.

Also, the simplest way to develop memory is to replay the events of the day in your head. It is better to do this at the end of each day before going to bed, recreating all the details and episodes, feelings, experiences, emotions that filled this day. You also need to evaluate your actions and actions performed on this day.

Reading books contributes to the development of memorization, the brain concentrates, the text is perceived, and details are stored in memory.

Effective memorization involves understanding the meaning of the text. It is very unprofitable to memorize material mechanically without retelling it in your own words. Such a process will stop at the level of RAM and will not move into long-term memory.

To develop memory, you need to accustom yourself to repeat information, at first it will require multiple repetitions to memorize, after such frequent repetition the brain will be developed enough to remember information faster.

Mechanical movements of the hands help in the development of memory. When a person does some long-term action with his hands, brain structures are activated.

Learning foreign languages is also a good way to improve memory.

A person’s emotional state will play a significant role. When a person is calm and happy, he will be able to quickly and easily remember information and reproduce it than a person in a state of anger or anxiety.

To develop memory you need to work on it, focused and purposeful. Laziness will contribute to the degradation of the human psyche, and a good memory will clearly not be a characteristic feature of such a person. Developed memory opens up great prospects for a person; thanks to memory, one can achieve high results, both at work and in communication.

With the help of neurobics, you can also develop and support this mental process. There is relevant literature that describes a lot of methods for developing this process.

Using the methods described above, you need to load your memory; without regular training, it will weaken, fail and accelerate the aging of thinking.

There are a few more rules that must be followed to effectively develop this process. In order for the memory to be good, it is necessary for the brain to be functional; for this it must be saturated with oxygen, which enters the blood. To do this, you need to often be in the air, take breaks from mental work for a few minutes, do exercises and exercises that promote a rush of blood to the brain.

If a person smokes and does not train his memory, he prescribes for himself a rapid deterioration of mental processes. If a person smokes and trains his memory, such processes begin a little later, but still faster than in people who do not smoke at all.

Adequate sleep promotes the development of this process and ensures brain activity. If a person does not get enough sleep, his memory at the biological level is not able to work as needed. Because the brain depends on the biological rhythms of day and night, so only at night are brain cells restored and the next morning, after sleeping for seven or eight hours, a person will be ready for a productive working day.

To maintain mental flexibility, you need to give up alcohol. The more a person uses, the more damage he causes to his brain. Some people have the experience of not remembering half of the events that happened after drinking alcohol. Especially when you need to learn some material, you should avoid drinking even wine and beer, not to mention stronger drinks. For a well-developed memory, you need to eat right, especially foods that contain phosphoric acid and calcium salts.

All of the above methods and rules, if applied in combination, guarantee the development and preservation of memory for many years.

Memory development in children

From early childhood, memory development occurs in several directions. The first path assumes that mechanical memory gradually begins to change, is supplemented, and then is completely replaced by logical memory. The second direction involves direct memorization of information, gradually turning into indirect, which is used in memorizing and reflecting various mnemonic means. The third way is involuntary memorization, which dominates in childhood, but becomes voluntary with age.

The creation of internal ways of remembering depends on the development of speech. Memorization that switches from externally mediated to internal, associated with the metamorphoses of speech from external to internal.

Memory development in preschool children, in particular, the process of direct memorization proceeds a little faster than the formation of indirect memorization. And at the same time, the gap in the performance of these types of memorization in favor of the first becomes larger.

Development of memory in children of primary school age is expressed by the simultaneous development of direct memorization and indirect, but the rapid development of indirect memory. Developing at a rapid pace, indirect memorization is catching up with direct memorization in terms of productivity.

The development of this process in preschool children is expressed by a gradual transition from unintentional to voluntary memorization. In children of the middle preschool period, by about the age of four, memorization and reproduction, which have not yet been amenable to learning mnemonic functions in natural developmental conditions, are involuntary.

Under the same conditions, older preschoolers are characterized by a gradual transition from involuntary to voluntary memorization of material. At the same time, in the corresponding processes, an almost independent process of development of special perceptual actions begins, the development of mediating mnemonic processes aimed at improving the memorization and display of materials.

Not all of these processes develop equally in all children with age; some tend to outstrip others. Thus, voluntary reproduction develops faster than voluntary memorization and surpasses it in development. Memory development depends on the child’s interest and motivation in the activity he performs.

The development of memory in preschool children is characterized by the predominance of involuntary, visual-emotional memory. In the primary – middle preschool period, mechanical and immediate memory are well developed.

The development of memory in children of primary school age proceeds quite well, especially with regard to mechanical memorization and its progression over a period of three to four years of study, which occurs very quickly. Logical and indirect memory is slightly behind in development, but this is a normal process. Children are fully equipped with rote memory in their learning, work, play and communication. But special training in mnemonic techniques for children from their first years of education significantly improves the productivity of logical memory. Failure to use these techniques, or inept use of them in practice, may be the reason for the poor development of voluntary memory in young children. The good development of this process in children is facilitated by the use of special mnemonic tasks; they are given to children according to their activities.

To study short-term visual memory, a table is needed. You can make it yourself. A sheet of paper is divided into 12 cells (3 rows, 4 cells each). A two-digit number is recorded in each compartment.
The person is asked to look at the table for 10 seconds and then write down the numbers that he remembers. The average result is 6-7 numbers. Insufficient volume – less than 5.

Methodology “Study of involuntary and voluntary memory”

For the study you need 2 sets of pictures, 10 pieces each.

Study of involuntary memory And. The person is asked to look at the pictures. each is shown for 2 seconds. after viewing, they are asked to remember the pictures that he saw.

Random Memory Research. Before the test, the person is asked to remember the pictures. The memorization method is not specified. They show the second set of pictures for 3 seconds each, then ask them to remember them in any order.

After the study, the effectiveness of the two types of memory is compared.

Memory is the property of the nervous system to remember, retain and reproduce information, skills and abilities at the right time. The essence of memory is the ability to receive, store and reproduce life experiences. Thus, memory is the basis of learning, therefore it is classified as a cognitive process.

When they talk about poor memory, they mean that difficulties arise at one or more stages: it is difficult for a person to remember data, information is not stored in memory for a long enough time or is replaced by new facts.
Most often, memory impairment is associated with decreased attention, overwork and haste. This can be easily corrected with training. A more serious problem is sudden memory loss associated with illness or injury. In this case, the help of a neurologist is required.

Types of memory by sense organs

verbal-logical– remembering the meaning of speech;
emotional– memory for experienced emotions and events associated with them;
motor– memorization and reproduction of complex ones;
figurative– memory for images that were formed on the basis of data received from various senses;

visual – preservation of visual images, illustrations, table diagrams;
auditory – helps to preserve and accurately reproduce sounds and speech;
olfactory – remembering smells;
tactile - memory for information obtained through touch.

By storage time

instant(iconic) – up to 0.5 seconds. stores in memory what has just been perceived by the senses;
short-term– up to 20 seconds. the volume is very limited (7 items), information is quickly replaced by new data. At this stage, useless information is eliminated, which allows you to avoid overloading long-term memory. Short-term memory is considered a filter and transit point for long-term memory, therefore, the greater the capacity of short-term memory, the better long-term memory.
operational– storage for a certain period of time, up to several days (keep in memory until I write it down, until I pass the exam)
long-term– stores information for an unlimited period. It is believed that the volume of this memory is unlimited; difficulties arise not with storage, but with recalling the necessary information.
genetic– is preserved at the gene level and is inherited.
on the participation of the will in the process of memorization:
involuntary– information is remembered automatically, without human effort. This is often interesting material that is of great importance to a person, evokes positive emotions, or is necessary in work. It often happens that involuntary memory works better than voluntary memory - memorization is faster and information is retained longer.
free- Memorization necessarily requires volitional efforts. In order to learn a poem, new material or foreign words, you need to force yourself, which causes additional difficulties.

What does memory depend on? (anatomy and physiology of the central nervous system)

Various brain structures are responsible for memory:

for working and short-term memory- mediobasal system (hippocampus and adjacent temporal lobe cortex);
for procedural memory– amygdala, cerebellum and cortex;
for long-term memory- cortex.

In addition, cholinergic, noradrenergic, serotonergic, and dopaminergic systems of the brain play an important role in the functioning of memory. They are a collection of interconnected nerve cells that secrete one of the neurotransmitters (hormones) - acetylcholine, norepinephrine, serotonin or dopamine.

There are many types of memory that work harmoniously, making up a single system.

Let us figuratively explain how memory works. Imagine a car sprinkling sand on the street - this is information that needs to be remembered. She travels, leaving a trace, from object to object (these are neurons - brain cells). This trace remains for some time - the information is stored in memory. But if the car does not take the same route again, then soon there will be no trace left on the road. It’s the same with memory, if information is not repeated or used, then it is gradually replaced by other stimuli.

Information (impressions, skills) passes from the first nerve cell to the other, forming a nerve cell. New information travels a different route, leaving a new trail.

Memory includes 4 processes:

imprint;
preservation;
reproduction;
forgetting.

they are provided by 4 memory mechanisms:

formation of nerve connections;
strengthening nerve connections;
stimulation of nerve connections;
inhibition of nerve connections.

Each memory process has its own mechanism. For example: information is imprinted through the formation of neural connections between a group of neurons. The imprinting process goes through two stages. The first is that nerve cells retain excitation, which provides short-term memory.

Second phase memorization– consolidation of excitation due to biochemical changes in brain cells and synapses (intercellular formations that ensure the transmission of nerve impulses between neurons). Biochemical changes are not formed instantly, so it takes some time to remember information. Optimal memorization occurs if information is repeated several times. Then the nervous excitement goes through the same path again and again. This provides significant biochemical changes, as a result of which such information is well remembered, stored in memory for a long time and is easier to reproduce. Another important factor is how interconnected the new material is with existing knowledge. Simply put, it is easier to remember what the brain has already had to deal with.

saving information in memory is possible due to the strengthening of neural connections. According to recent research, information related to working memory is encoded in the form of changes in RNA (ribonucleic acid) molecules. Each nerve cell has more than 1000 altered RNAs. Long-term memory is ensured by changes in DNA (deoxyribonucleic acid) molecules located in the corresponding nerve cells that took part in memorization.

reproduction of information when it is necessary to remember what is needed, it is carried out by excitation of those neurons that memorized the information. At the same time, connections are established in the brain with other semantic components. In other words, the more related material there is in the brain regarding a given piece of information, the easier it will be to recall.

Forgetting information corresponds to inhibition of neural connections. this happens when traces are replaced by new impressions. Old data is replaced with more current information. Forgetting is considered a protective mechanism that protects the brain from overload.

All information contained in memory is stored in various areas of the cerebral cortex. For example, verbal-logical information is predominantly localized in the frontal lobes. One neuron or a whole network of nerve cells can take part in remembering one event. Good memory is possible with coordinated work of the cortex of both hemispheres.

Actions that have become automatic (washing your face, brushing your teeth, closing the door) are not stored in the cerebral cortex.

Good memory is possible with high tone of the cerebral cortex. It, in turn, depends on the work of subcortical structures and the general condition of the body. and the reticular formation and limbic part of the brain increase the tone of the cortex and orient a person’s attention, creating the prerequisites for memorization.

How can you tell if your memory is bad?

tests are used to determine memory capacity

short term memory

To study short-term visual memory, a table is needed. You can make it yourself. a sheet of paper is divided into 12 cells (3 rows, 4 cells each). A two-digit number is written into each compartment.
the person is asked to look at the table for 10 seconds and then write down the numbers that he remembers. The average result is 6-7 numbers. insufficient volume – less than 5.

1. memory problems
difficulties with memorization;
difficulties with mastering new information;
2. problems with storing information

3. problems with reproducing (remembering) information

The word "rolls on the tongue"
memory losses

The main causes of memory impairment (the cause is the mechanism of development of the pathology)

Chronic fatigue. Long-term exhausting mental stress leads to disruption of the higher nervous system, including memory impairment. Memory is especially impaired by the abundance of information, the need to make decisions quickly, a high degree of responsibility for them, and multitasking.

Stress. Frequently repeated and prolonged stressful situations have an extremely negative impact on the state of memory and higher nervous activity in general. Information retention is particularly affected

Lack of sleep. Scientists have proven that constant lack of sleep reduces the efficiency of thought processes and memory by 30%. Memorization and reproduction of information suffer the most.

Abuse of energy and stimulant drinks - constant stimulation causes the brain to eventually become exhausted.

Smoking and alcohol abuse. Nicotine causes a sharp constriction of blood vessels in the brain and this effect can persist for several hours. alcohol consumption (more than 40 g per day) causes intoxication of the nervous system. Interestingly, complete abstinence from alcohol (less than 20g per day) also negatively affects memory.

Intoxication of the body with harmful substances. The most negative effects on memory are exerted by aluminum, lead, copper, manganese, and mercury. these substances can accumulate in the body. this often happens to people working in hazardous industries.

Malnutrition. Deficiency of protein, essential fatty acids and chemical elements worsens the processes in the brain and impairs its functioning.

Deficiency of vitamins E and group B. These substances are involved in oxygen exchange and the synthesis of neurotransmitters, which ensure the passage of impulses between nerve cells.

Age-related changes associated with a decrease in brain activity and deterioration of blood circulation in the brain. If preventive measures are not taken, then even in healthy people, age-related memory deterioration occurs after 55 years.

Pregnancy and breastfeeding. The hormone oxytocin has been found to negatively affect memory. Testosterone and estrogen help remember new information.

Taking certain medications– antidepressants, neuroleptics, painkillers, anticholinergics, barbiturates, antihistamines. In addition, when taking different groups of medications, their effects can accumulate.

Brain hypoxia. oxygen starvation of nerve cells is associated with carbon monoxide poisoning, circulatory disorders, suffocation,

Diseases of internal organs:

pulmonary tuberculosis
pathologies of the nervous system
cerebrovascular accidents, stroke
traumatic brain injuries
neurosyphilis
infectious diseases meningitis, encephalitis
benign and malignant brain tumors

How to improve memory?

In recent years, the theory that the brain, like a muscle, can be trained has gained popularity. The more often you train your memory, the better it will be. Moreover, this rule works at any age. This method of improving memory works, whether it is a child’s poor memory or age-related changes.

Repetition. repetition for 20 seconds after receiving information allows you to retain it longer in short-term memory and
memory training

1. Write down the numbers from 1 to 20 in a column. associate each number with an object, person or phenomenon. For example: 1-apple, 5-store. The next day, try to remember which item corresponded to which number. Repeat daily, changing items. Record the number of correct answers.
2. Write down 20 two-digit numbers and assign serial numbers to them. It's better if someone else does it. For example: 1.89; 2. 66... look at the table 40 seconds. reproduce everything you remember.
3. read a passage of text consisting of 10 sentences. The text should not be artistic, but scientifically journalistic. after 1 minute you need to reproduce everything that you managed to remember.
4. remembering faces and surnames. For the exercise you need 10 photographs of strangers. you need to remember 10 persons, as well as first, patronymic and last names. 30 seconds are allocated for memorization. Then the photos are submitted in a different order; you need to remember the people's full names.
5.

Medicines to improve memory

Over-the-counter medications
Group of drugs	representatives	Action	Mode of application
Ginkgo biloba preparations	Bilobil, memoplant, gingogink, bilobil forte, ginkgo biloba	They improve blood flow and affect the vascular system of the brain. drugs improve the nutrition of nerve cells and their oxygen.	Adults – 1 capsule 3 times a day. course of treatment is 3 months. The drugs are contraindicated for children under 18 years of age.
Amino acids	Glycine, glycised, glycyram	Improves metabolic processes in neurons. Improves memorization during periods of intellectual stress (Exam session).	Tablets for lozenges under the tongue. adults: 2 tablets 3 times a day. children: 1 tablet 3 times a day. Duration of treatment is from 2 weeks to 2 months.
Nootropic drugs. gamma-aminobutyric acid preparations	Aminalon, noofen	The drugs improve cerebral circulation and nerve cell metabolism , increase glucose absorption. Improves memory, weak antidepressant and psychostimulating effect.

Medicines used as prescribed by a doctor
Group of drugs	representatives	Action	Mode of application
Nootropics	Piracetam, Lucetam, Memotropil, Nootropil, Cerebril	Enhances dopamine synthesis. improves the transmission of nerve impulses between nerve cells. Improves blood circulation and metabolic processes in the brain. Increases glucose uptake by neurons.	Orally 150-250 mg 3 times a day. In hospitals, drugs are administered intravenously. Duration of treatment from 2 weeks to 3 months.
Nootropic and gamkergic drugs	Encephabol, pyritinol	Improves the uptake and absorption of glucose by nerve cells. Increases the exchange of nucleic acids and the release of neurotransmitters at synapses.	Tablets or suspension are taken 3 times a day after meals. The average single dose for adults is 2 tablets or 10 ml of suspension. last dose no later than 3 hours before bedtime to avoid insomnia.
Psychostimulants and nootropics	Phenopropyl,	Activate brain activity, improving attention and memory. Regulate the processes of excitation and inhibition. Improves metabolic processes and blood circulation.	Take 100-200 mg 2 times a day after meals. The doctor determines the duration of the appointment individually (on average 30 days).

These drugs are prescribed only after consultation with a doctor! they have contraindications and side effects.

Memory Improvement Products

B vitamins – meat and soup products (liver, heart)
Vitamin E – Seeds, nuts, avocado, vegetable oil
polyphenols – red and black berries (currants, cherries, blackberries, grapes), green tea
Choline – egg yolk
Iodine – seaweed, feijoa, persimmon, sea fish
glucose – Honey, chocolate, sugar

Memory training

associations. read or ask someone to tell you 10 pairs of words with associative connections. home - comfort; blonde - hair dye. after 20-30 minutes, read the first words in
memorizing poetry. learn poems from memory. By memorizing 2 quatrains a day, your memory will noticeably improve within 1-2 months.
remembering the sequence of playing cards. Pull 6 cards from the deck and try to remember the sequence in which they lie.
image creation

Treatment of causes of poor memory

If signs of memory deterioration appear, you should contact a neurologist and therapist to establish the causes of the disorders. Next, based on the examination results, treatment is prescribed. Note that in people with weakened memory (except for memory loss), neurological disorders are rare.

active lifestyle. sufficient physical activity is a condition for normal blood circulation in the muscles and brain. Outdoor recreation, hiking, and sports help restore full brain function.
new impressions. Bright, emotionally charged events activate a large number of neurons in the cerebral cortex. which then take part in memorization.
do not allow automaticity. perform actions consciously. To do this, perform actions (closing the door, turning off electrical appliances) with your left hand if you are right-handed. This technique will force additional parts of the brain to tense up and the action will be remembered.
problems, crosswords, puzzles, mental arithmetic.
focus attention on the object of action. Concentration allows you to use a whole network of neurons to remember. this will facilitate the memorization process, improve the safety of information and its recall at the right time.
involve associations. The brain remembers better information that is related to existing data. Therefore, it is easier to remember a person who is similar to someone you know.
maintain a positive attitude. What causes laughter and joy is remembered well. And when a person experiences depression, memory fails. therefore, it is necessary to consciously maintain a positive attitude - communicate with positive people, watch humorous programs.
to study a foreign language. activates the brain.
develop fine motor skills. It is recommended to master a new type of needlework, distinguish between coins of different denominations, and sculpt from kaolin clay and plasticine.
matches throw 7-10 matches. watch for 1-5 seconds, then sketch how the matches fell.
master the 10-finger typing method. this helps to engage new associative connections and additional parts of the cortex.

Why does a child have a bad memory? (main reasons)

Fetal asphyxia during pregnancy, associated with toxicosis, early aging of the placenta.
neurosis. may develop against the background of overwork at school, frequent quarrels in the family.
lack of composure
selective memory. only what's interesting
regular exercise
game training on the Internet Vikium
herdetics

How to improve a child's memory?

Better remembered

meaningful material – the child understands that it is important and why;
material that evokes emotions;
regularly used, included in ongoing activities;
material related to what the child knows well;
imaginative thinking - imagine.
facts that received close attention
material that was reproduced, repeated in the mind
meaningful, structured material
grouped material
memorizing pictures for preschoolers up to 10. each image is sequentially linked into.
poem. pictograms. retold. repeat after 2 hours. repeat 3 times before bed, repeat in the morning.
auditory memory. say 15 phrases - history. specific and absurd.
numbers are images. Dictate 3-digit numbers - short stories.
dates of birth, dates of events Pushkin

what to do

determine which type of memory is dominant (visual, auditory, motor, tactile). It is necessary to use this type of memory when memorizing new material. Children with auditory memory will be better able to remember what is read out loud. a child with motor memory will remember what he wrote down. those who have visual memory remember more easily what they see. In this case, it is advisable to use a text highlighter, diagrams, and tables. Children of preschool and primary school age remember illustrated material well. determine what type it is.
To determine the leading type of memory, offer the child several passages of text of the same size. The first must be read “to yourself”, the second out loud, the third rewritten, the fourth you read to the child. then the child must retell the passages. the one that is remembered better, the child’s type of perception is more developed.
train your memory. learn by heart proverbs, riddles, quatrains, gradually moving on to longer poems. The result of training is the activation of a large number of neurons for memorization.
expand your horizons. Read to your child from early childhood. Educational cartoons, games, and television programs also help. The more information a child accumulates during the first years of life, the easier it will be to remember during school years.
rest from mental stress. Although children perceive information much easier than adults, they also suffer from overwork. Especially if it is accompanied by stress. This condition significantly reduces memory and affects other cognitive processes. It must be taken into account that memory deteriorates in lessons 4-6, on Thursday and Friday. This is especially noticeable in the last weeks of the quarter. During such periods, it is important to provide the child with adequate rest. The best option would be active games in the fresh air.
improve the coherence of the hemispheres of the brain. finger gymnastics. Finger-fist exercise
more material on this topic. The more a child knows about animals, the easier it will be for him to remember new facts about them.
"fist-finger" game
tactile memory. feeling toys with closed eyes.
place the toys on the table, watch for 10 seconds, then pick up one item. preschoolers 5-7.
verbal counting
develop motor memory.
association method
connecting emotions –
creation of images. Helps you remember phrases and numbers.

Easy Memorization Techniques

memorizing foreign words in the form of absurd images
remember a list or phone number - arrange items in order on a well-known route remember,
It’s easier to remember a person’s last name if you associate it with external features. Repeating to yourself several times also helps memorize. Then address your new acquaintance by name under any pretext: “Ivan Petrovich, if I understand you correctly.” associate with a familiar person with the same name.
text. records, pictograms – the main thing in the sentence
Memory is like a muscle - it needs training. as long as you train it, it improves. If there is no need to use memory, then it is weakened.