Memory is an integrated mental reflection of a person’s past interaction with reality, the information fund of his life.
The ability to store information and selectively update it and use it to regulate behavior is the main property of the brain that ensures the interaction of the individual with the environment. Memory integrates life experience, ensures the continuous development of human culture and individual life. Based on memory, a person navigates the present and anticipates the future.
Memory is the process of imprinting, preserving, changing, reproducing, recognizing and losing past experience, which makes it possible to use it in activity and/or restore it in the sphere of consciousness.
Memory is a mental mechanism orientation of a person both externally and internally, subjective world, a mechanism for localizing events in time and space, a mechanism for the structural self-preservation of the individual and his consciousness. Memory disorders mean personality disorders.
The importance of memory in human life is very great. Absolutely everything that we know and can do is a consequence of the brain’s ability to remember and retain in memory images, thoughts, experienced feelings, movements and their systems. A person deprived of memory, as I.M. pointed out. Sechenov would forever be in the position of a newborn, would be a creature incapable of learning anything, mastering anything, and his actions would be determined only by instincts. Memory creates, preserves and enriches our knowledge, skills and abilities, without which neither successful learning nor fruitful activity is conceivable, than more people knows and can, i.e. The more he has in his memory, the more benefit he can bring to society.
Memory underlies human abilities and is a condition for learning, acquiring knowledge, and developing skills. Without memory, normal functioning of either the individual or society is impossible. Thanks to his memory and its improvement, man stood out from the animal kingdom and reached the heights at which he is now. And further progress of humanity without constant improvement of this function is unthinkable. Memory can be defined as the ability to receive, store and reproduce life experience. Without remembering what happened to it, the body simply would not be able to improve further, since what it acquires would have nothing to compare with and it would be irretrievably lost.
17. Theories of memory in various directions and schools of psychology
One of the first psychological theories memory, which has not yet lost its scientific significance, was associationist theory. The starting point for it was the concept of association, which means connection, connection. The mechanism of association consists in establishing a connection between impressions that simultaneously arise in consciousness and its reproduction by the individual.
The basic principles of creating associations between objects are: the coincidence of their influence in space and time, similarity, contrast, as well as their repetition by the subject. V. Wundt believed that human memory consists of three types of associations: verbal (connections between words), external (connections between objects), internal (logical connections of meanings). Verbal associations were considered as the most important means of internalizing sensory impressions, thanks to which they become objects of memorization and reproduction.
According to the associationist theory, individual elements of information are remembered, stored and reproduced not in isolation, but in certain logical, structural-functional and semantic connections with others. In particular, it has been established how the number of elements that are memorized changes, depending on the repetition of a series of elements and their distribution in time, and how the elements of a series that are memorized are stored in memory, depending on the time that has passed between memorization and reproduction.
Thanks to the associationist theory, the mechanisms and laws of memory were discovered and described. For example law of forgetting by G. Ebbinghaus. It is formulated on the basis of experiments with memorizing tripeteric nonsense syllables. According to this law, after the first error-free repetition of a series of such compositions, forgetting occurs quite quickly. Within the first hour, up to 60% of all information received is forgotten, and after 6 days - over 80%.
The weak side of associationism was its mechanism associated with abstraction from the content, motivational and target activity of memory. It does not take into account, in particular, the selectivity (different individuals do not always remember interconnected elements) and determinism (some objects are retained in memory after a single perception more strongly than others - after repeated repetition) of memory.
The associationist theory of memory was subjected to strong criticism from Gestalt psychology. Original in new theory there was a concept " gestalt" - an image as a holistically organized structure that cannot be reduced to the sum of its parts. This theory especially emphasized the importance of structuring the material, bringing it to integrity, organizing it into a system during memorization and reproduction, as well as the role of human intentions and needs in memory processes (the latter explains the selectivity of mnemonic processes).
In studies that were based on Gestalt theory of memory Many interesting facts have been established. For example Zeigarnik phenomenon: If people are given a series of tasks and then interrupted after some time, it turns out that subsequently study participants are almost twice as likely to remember unfinished tasks than completed ones. This phenomenon is explained as follows. When receiving a task, the subject has a need to complete it, which increases during the process of completion (the scientific director of the experiment, B.V. Zeigarnik, K. Levin, called this need quasi-need). This need is fully realized when the task is completed, and remains unsatisfied if it is not completed. Motivation, due to its connection with memory, influences the selectivity of the latter, preserving traces of unfinished tasks in it.
Memory, according to this theory, is essentially determined by the structure of the object. It is known that poorly structured material is very difficult to remember, while well-organized material is remembered easily and with almost no repetition. When the material does not have a clear structure, the individual often divides or combines it through rhythmization, symmetrization, etc. The person himself strives to rearrange the material so that he can remember it better.
But it is not only the organization of material that determines the effectiveness of memory. Gestaltists have not explored clear relationships between the objective structure of the material, the subject's activity and memory performance. At the same time, the most important achievements of this theory - the study of memory in connection with perceptual and other mental processes - played important role in the formation of a number of psychological concepts.
Behavioral theory of memory arose from the desire to introduce objective scientific methods into psychology. Behavioral scientists have made a great contribution to the development of experimental psychology of memory, in particular, they have created many techniques that make it possible to obtain its quantitative characteristics. Using the conditioned reflex scheme developed by I. P. Pavlov (“stimulus-response”), they sought to establish the laws of memory as an independent function, abstracting from specific types of human activity and maximally regulating the activity of those being studied.
The behavioral theory of memory emphasizes the role of exercises necessary to consolidate material. During the process of consolidation, transfer of skills occurs - a positive or negative impact of the results of previous training on further training. The success of consolidation is also influenced by the interval between exercises, the degree of similarity and volume of material, the degree of learning, age and individual differences between people. For example, the connection between an action and its result is remembered the better, the more pleasure this result causes. And vice versa, memorization weakens if the result turns out to be undesirable or indifferent (the law of effect according to E. Thorndike).
The achievements of this memory theory contributed to the development of programmed learning and engineering psychology; its representatives consider behaviorism to be practically the only objective approach to the phenomena under study.
The views on the problem of memory between supporters of behaviorism and associationists turned out to be very similar. The only significant difference between them is that Behaviorists emphasize the role of exercises in memorizing material and pay a lot of attention to the study of how memory works in the learning process.
Memory is a form of mental reflection, consisting in consolidation, preservation and subsequent reproduction of past experience, making it possible to reuse it in activity or return to the sphere. Memory connects the subject’s past with his present and future and is the most important cognitive function, which underlies development and learning. Without it, it is impossible to understand the basics of the formation of behavior of thinking, consciousness, and subconscious.
Memory is very great importance in human life and activity. Thanks to memory, a person has ideas about previously perceived things or phenomena, as a result of which the content of his consciousness is not limited to present sensations and perceptions, but also includes experience and knowledge acquired in the past. We remember our thoughts, retain in our memory the concepts that arise in us about things and the laws of their existence. Memory allows us to use these concepts to organize our future actions and behavior.
If a person did not have memory, his thinking would be very limited, since it would be carried out only on material obtained in the process of direct perception.
I.M. Sechenov considered memory “the main condition mental life", "the cornerstone of mental development." Memory is a force “that underlies all mental development. If it were not for this force, every real sensation, without leaving a trace, would have to be felt the millionth time of its repetition in exactly the same way as the first - the clarification of specific sensations with their consequences and in general mental development would be impossible." Without memory, said I.M. Sechenov, our sensations and perceptions, “disappearing without a trace as they emerged, would leave a person forever in the position of a newborn.”
Our actions would be the same: we would be limited in them only to innate reactions to immediate stimuli and would be deprived of the opportunity to plan our future work on the basis of previous experience.
Memory also organically participates in the process of perception. “What we see and hear always contains elements that have already been seen and heard before. Because of this, during any new vision and hearing, similar elements reproduced from the memory store are added to the products of the latter, but not separately, but in those combinations in which they are registered in the memory store” (I. M. Sechenov).
All perception presupposes an understanding of what is perceived, and this is possible only with the participation of representations from past experience reproduced in memory.
Memory plays a particularly important role in educational work, during which students must assimilate and firmly remember a large number of, diverse educational material. Therefore, it is pedagogically important to develop in students good memory.
The memory of a person who quickly memorizes the necessary material, retains it in his memory for a long time and accurately reproduces it is considered good.
Types of memory.
Exist different ways memory classifications. There are hereditary (phylogenetic, determining the structure of each organism in accordance with the evolution of the species) and individual, which is characteristic of each individual and is formed throughout life. We will consider precisely this, lifetime memory.
Division of memory according to the time of storage of material.
IN in this case distinguish sensory or instantaneous, short-term and long term memory, and sometimes an intermediate option - operational.
Instant memory is the first stage of processing information coming from outside; it is formed passively, with its help the body is very a short time maintains a fairly accurate and complete picture of the world, perceived by the senses. The capacity of instant memory is significantly greater than that of short-term memory. Experiments show that with the help of iconic (instant visual memory), the subject receives and retains for a short time (up to 0.5 s) significantly more information than he can then produce. However, the destruction of this large volume occurs very quickly. Iconic memory is essentially a visual picture that persists for some time. Such a trace fades faster than a person can name all the stimuli presented to him.
Short-term memory is memory in which the retention of material is limited to a certain, usually short, period of time.
Information about an external object moves from instantaneous memory to short-term memory. Short-term memory is characterized by very short retention after a single, very short-lived perception and immediate recall. Many human behavior features are associated with low capacity short term memory. Psychologists, including J. Miller, have proven that the volume of human short-term memory is 7 (+ -) 2 elements and is determined by the number of units of information that we are able to accurately reproduce several tens of seconds after its single presentation. Operational memory units depend on a person’s ability to organize the perception of information, on the organization of presented information, for example, a rhythmically organized sequence allows you to remember large quantity information.
This form of memory differs in a number of properties from instantaneous: firstly, by a different storage mechanism, secondly, by other forms of information transformation, thirdly, by other volumes and, finally, by other ways of extending the storage period.
The role of short-term memory is to generalize, schematize the information received, through it this information enters long-term storage. The role of short-term memory is not limited to this. It is its properties that are revealed at the time of decision-making, since here a direct comparison of information coming from outside and from long-term memory takes place, and a decision is made on the correctness of the hypothesis put forward on the basis of information received and accumulated during training.
The limited capacity of short-term memory serves as an additional incentive to generalize information. The more generalized information comes from long-term memory, the more of it can fit in short-term memory and the more difficult decision can be accepted by a person.
The constant generalization of information in short-term memory itself and the generalization of concepts entering it from long-term memory lead to an increase in the capacity of operational units and operative field Short-term memory seems to expand as learning progresses. However most important quality the image (its generality) cannot be ensured at the level of transformation in short-term memory. It is achieved only with the decisive inclusion of long-term memory.
Long-term memory ensures long-term retention of knowledge, skills and abilities and contains a huge amount of information that a person may need throughout his life.
Experimental data show that several forms of knowledge organization are simultaneously involved in long-term memory. It is often compared to the book depository of a huge library, where access to the volumes is opened by correctly torn out the catalog code. It is believed that the capacity of long-term memory is practically unlimited. Despite these valuable qualities long-term storage, a person often does not get access to the knowledge stored there when the need arises. The availability of information is determined to a large extent by the organization of storage. Unlike short-term memory, where recall is not required, with long-term memory it is always necessary, because information related to perception is no longer in the sphere of actual consciousness. When using long-term memory, recollection often requires volitional efforts.
Information stored in memory is interconnected by invisible threads - associations, therefore information is quickly recognized and best remembered, the content of which allows you to determine greatest number various associations and information stored in the memory structure. Any concept entering long-term storage necessarily activates a whole system of other concepts close to the first one. Associative connections are determined not only by the frequency of coincidence, but also by their emotional significance and relevance.
Main feature Long-term memory is still inaccessible to arbitrary reading of the information stored in it. At the same time, there are cases, although not frequent, when individuals properties of storing and using an unusually large amount of information have been discovered. Here we are talking about cases of phenomenal memory.
Famous mathematician and cyberneticist D. Neumann calculated that human brain can hold approximately 10-20 pieces of information. That is, each of us is able to remember information contained in millions of volumes of books. History knows many people who had phenomenal memories. Thus, the great Russian commander A.V. Suvorov, according to contemporaries, remembered all his soldiers by sight. Napoleon had an exceptional memory. One day, while still a lieutenant, he was put in a guardhouse and found in the room a book on Roman law, which he read. Two decades later he could still quote passages from it.
Working memory is a memory that occupies an intermediate position between short-term and long-term. It is designed to preserve material for a predetermined time.
Types of memory by nature mental activity
Based on the nature of mental activity, they distinguish between motor, figurative, eidetic, and symbolic memory.
Motor (or motor) memory is detected very early. This is, first of all, memory for posture and body position. It underlies many professional skills that gradually become automatic, i.e. carried out without attracting consciousness and attention. People with developed motor memory better learn material not by listening or reading, but by rewriting text. This is one of the ways to develop literacy. Reaching full development earlier than other forms, motor memory in some people remains leading for life, while in others, other types of memory play a leading role.
Emotional memory is memory for feelings. Emotional memory determines the reproduction of a certain feeling state upon repeated exposure to the situation in which this emotional condition arose for the first time. A person retains strong, emotionally charged impressions the longest. It is believed that sensory memory, on the basis of which emotional memory develops, is already present in a six-month-old child and reaches its development by three to five years. It is the basis of caution, sympathy and antipathy, as well as the primary sense of recognition (familiar and foreign).
Investigating the stability of emotional memory, V.N. Myasishchev found that when schoolchildren were shown pictures, the accuracy of memorization depended on emotional attitude 0 positive, negative or indifferent to them. With a positive attitude, they remembered all 50 pictures, with a negative attitude, only 28, and with an indifferent attitude, only 7.
Figurative memory is a memory for representation, memory for pictures of nature, sounds, smells, tastes. This type of memory can be visual, olfactory, auditory, gustatory, etc. As noted by R.M. Granovskaya, distinctive feature figurative memory is that during the period of holding the image in memory it undergoes a certain transformation. The following changes are detected: some simplification (omission of details), some exaggeration of individual details, transformation of the figure into a more symmetrical one. During the process of saving, the image can also be transformed in color. The images that are visually reproduced most clearly and vividly are those that are rare, unusual, and unexpected.
Figurative memory is usually more pronounced in children and adolescents. In adults, the leading memory, as a rule, is not figurative, but logical, although there are professions where it is necessary to have a good figurative memory. Eidetic memory is considered a type of figurative memory. correct use which underlies good memorization.
Human memory includes the processes of remembering, storing, recognizing or reproducing information; it connects the past and present of a person, shapes his personality, and personal motivation factors also have a significant influence.
Eidetic memory was studied by L.S. Vygotsky and A.R. Luria. They introduced the term “eidetism” (from the Greek image) as a type of figurative memory, the ability to reproduce bright pictures objects and phenomena upon their cessation direct impact to the senses. According to scientists, such a system of perception of events, people, objects and any data (words, numbers, etc.) immeasurably expands human capabilities.
The eidetic does not remember, but, as it were, continues to see what has already disappeared from sight. The pictures that appear before his mind's eye are so clear that he can move his gaze from one detail to another. He can continue to see the series of words, signs, numbers presented to him, or turn the data dictated to him into visual images. The same applies to music, which a person seems to continue to hear.
Symbolic memory is divided into verbal and logical. Verbal memory is formed in the process of lifetime development following figurative memory and reaches highest power by 10-13 years. Distinctive feature its is the accuracy of reproduction and a significantly greater dependence on will. Play visual image is not always in our power, while repeating a phrase is much easier. However, with verbal storage, distortion is observed.
3 . A brief, standardized psychological test that evaluates a particular mental process, - This:
a) experiment;
b) testing;
c) observation;
d) self-observation.
Bibliography:
1. Granovskaya R.M. Elements practical psychology. - L.: Leningrad State University Publishing House, 1988.-565 p.
2. Matyugin I.Yu. Alchemy of memory //In the world of science. - 2004. - No. 8 .- P. 82-84.
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The fundamental role of memory in a person's life is that it creates a series of habits, associations and patterns that make him who he is today. Whether a person likes it or not, he is a product of his past.
His present is shaped by him, and the future depends on his experience, which is concentrated in the brain.
Experience Transformation Process
The process of converting experience into memory consists of three steps:
1.Purchase: acquisition occurs when the brain receives and processes external stimuli. As you read this article, your brain begins to form neural network based on the information he receives.
2.Consolidation: most of information entering the brain is lost in short-term memory, but some of it becomes long-term memory. To embed experiences into long-term memory, neurons connect through pathways that together form large neural networks.
This physical cards, which materialize as structures in the brain representing memory. The process of strengthening these pathways to build a memory network is called consolidation. How each memory (be it a happy or painful memory) is consolidated depends on various factors, including how much attention is paid to the event, what emotional impact it had an effect and how many senses it involved.
If you just skip it it will disappear from your memory. If you focus on the content and apply it, you will gain the experiential memory needed to consolidate the knowledge in your subconscious.
3. Extraction and reinterpretation: extraction is when it is extracted past experience from your brain and transferred to the present. During retrieval, the brain fires a neuron, which fires other neurons in that particular network. If a part is activated, such as the sights, sounds or tastes experienced, the rest of the neurons in that network are illuminated. For example, the song evokes feelings towards ex-girlfriend. This is the brain that draws information from various places combines these parts into a single memory to bring into consciousness.
The effectiveness of each of these steps depends on many factors, including genes, health, stress levels, and belief systems, to name a few. However, no matter where you are now, memory is plastic, so it can be filled.
Shaping the Experience
There are two types of memory that are formed:
- implicit (implicit)
- explicit (explicit) memory.
What did you do last night? To answer this question, the brain activated a neural network of yesterday's events and retrieved this map of information to tell a story about what was done yesterday. You have actively brought the past into your present awareness. This happens when you carelessly think or ruminate about the past. Consciously directing your mind into the past is known as explicit memory.
On the other hand, if you put down your reading, go outside and get into your car, assuming you know how to drive, will you have to think about it? The reason you can drive with such ease, or walk around the house, or even know how to walk, for that matter, is because of implicit memory. Implicit operates on autopilot without a human brain.
When you entered this world as a helpless baby, these memories were responsible for your transformation into adult life. In fact, researchers believe that in the first year and a half of our lives, we only encode memories implicitly and are not needed.
The three features of implicit memory are as follows:
- There is no need to use primary, conscious attention to create.
- When implicit memory emerges from storage, you don't have the feeling that something is being recalled from the past. (You don't think about the first time you learned to walk every time you walk).
- Does not require the participation of the hippocampus (part of the human brain).
Your implicit memories are responsible for your beliefs, your subconscious mental models, your sense of right or wrong, and the triggers that cause you to feel fear, stress, and anxiety.
There are types of memory in humans
Where is it formed
Neural networks that form memory operate in many various areas brain, but there are two areas that are most active in memory creation and storage: amygdala and hippocampus.
The amygdala is responsible for implicit memory, and the hippocampus is responsible for explicit memory.. This is a simplification, but it is useful for understanding the two types of memory.Scientists call the hippocampus "the master puzzle maker." 
The hippocampus collects information it receives from several areas of the brain to produce memories as well as meanings and emotions for any event. It also helps consolidate short-term information into long-term information that a person can remember in the future.
If you ask about the events of yesterday, the hippocampus literally binds together neurally distributed pieces of implicit memory. Conscious activation turns the implicit into the explicit. Different parts of the brain work together to form these implicit memories, such as basal ganglia, which are the “habit center” of the brain, but the amygdala is primarily responsible for this task.
The huge role of memory in human life is stored in the amygdala, the fear center of the brain, to help avoid future danger. The amygdala stores experiences in implicit memory. This is what makes the amygdala a central player in the creation of all fears that have been studied.
The role of the amygdala in maintaining life by learning to fear.
The amygdala doesn't have to learn what to do; it learns what to do in response to external conditions.
Human memory work
Most of us think that the role of memory in human life is when we remember a past event. We believe that it works like a video camera, accurately recording the events we see and hear so that we can review and review them later.
In reality, memory is like putty; it can be shaped by all who possess it. Every time we explicitly remember an event, we remember not the event itself, but the last action.
We learn, we store, we retrieve, and when we retrieve next time, we are not retrieving the original experience - we are retrieving our latest search. In other words, the role of memory in a person's life during retrieval shapes subsequent actions.
When you consciously go back in time to remember an event, the memory is triggered from the hippocampus, which works with the amygdala and other parts of the brain to remember your past.
The act of remembering changes the neural network of that memory, creating a completely new structure neural connections. Therefore, every time a person thinks about a past event, the “reality” of that event changes based on current state existence, current level of awareness and present conditions. Because good and bad memories are shaped by the conscious memory of them rather than the event itself, changing conditions in the brain during recall can recreate the neural map of the memories and the stories they create. plays a certain role in this. 
The brain is not interested in having a perfect set of memories about the past. Instead, the data comes with a natural updating mechanism so that the information taking up valuable space inside our heads is still useful. This may make memories less accurate, but it likely also makes them more relevant to the future.
The role of memory in human life based on the “use it or lose it” neuroplasticity principle. Self-awareness allows us to choose the kind of information we want to occupy neural real estate or erase.
Animal brains may be long overdue for an upgrade from the primitive lifestyle they are still accustomed to, but until that happens, we must activate our human brains to modify and replenish memory contents. Once we make a choice to consciously travel back in time, the brain acts quickly.
1. Characteristics of memory, its essence, meaning in human life 3
II. Make a table “Types of imagination” and a diagram “Ways of creating images of imagination” 8
III. Decide practical problems 9
IV. Determine the features of sensory development of preschool children 13
V. Make recommendations for developing the thinking of a preschooler 16
VI. Solve tests on the topic “Activities” 19
References 20
I. Describe memory, its essence, meaning in human life
Memory is the imprinting, preservation and reproduction of traces of past experience, giving a person the opportunity to accumulate information and deal with traces of previous experience after the phenomena that caused them have disappeared. It is of great importance in human life and activity. Thanks to memory, a person has ideas about previously perceived things or phenomena, as a result of which the content of his consciousness is not limited to present sensations and perceptions, but also includes experience and knowledge acquired in the past. Memory underlies human abilities and is a condition for learning, acquiring knowledge, and developing skills. It connects the past, present and future of a person, ensures the unity of his psyche, giving it individuality, permeates all aspects of his existence, manifests itself in different forms and on different levels its functioning, is included in all types of its activities, since, when acting, a person relies on his own and historical experience.
Without memory there would be no knowledge or skills. There would be no mental life, closing in the unity of personal consciousness, and the fact of continuous learning, passing through our entire life and making us what we are, would be impossible. Without memory, not only normal functioning would be impossible individual and society as a whole, but also the further progress of humanity.
Memory is the basic condition of mental life. Memory is a force that underlies all mental development. If it were not for this force, every real sensation, without leaving a trace, would have to be felt the millionth time of its repetition in exactly the same way as the first - the understanding of specific sensations with its consequences and mental development in general would be impossible " Without memory, our sensations and perceptions, disappearing without a trace as they arise, would leave a person forever in the position of a newborn.
Human memory can be defined as psychophysiological and cultural processes that perform the functions of remembering, storing and reproducing information in life. Human memory is the process of organizing and storing past experience, making it possible to reuse it in activity or return to the sphere of consciousness; this is one of mental functions and types of mental activity designed to preserve, accumulate and reproduce information; this is the ability to reproduce past experience, one of the main properties of the nervous system, expressed in the ability to store information about events for a long time outside world and reactions of the body and repeatedly introduce it into the sphere of consciousness and behavior.
The main functions of memory are remembering information, storing or forgetting it, as well as subsequent reproduction of stored information.
Memorization is the process of imprinting and subsequently storing 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 using any techniques or manifestations. volitional efforts. Voluntary memorization characterized by the fact that a person sets himself a specific goal– remember some information – and uses special memorization techniques. Voluntary memorization is a special and complex mental activity, subordinate to the task of remembering.
Preservation is a process of active processing, systematization, generalization of material, and mastery of it. Saving can be dynamic or static. Dynamic conservation manifests itself in random access memory, and static – in long-term. With dynamic preservation, the material changes little; with static preservation, on the contrary, it necessarily undergoes reconstruction and certain processing.
Reproduction is the process of restoring what was previously perceived. Reproduction is the result of both memorization and retention. Reproduction is not a simple mechanical repetition of what is captured, but reconstruction, i.e. mental processing of the material: the presentation plan changes, the main thing is highlighted, inserted additional material, known from other sources. Reproduction can be involuntary or voluntary. Involuntary is an unintentional reproduction, without the goal of remembering, when images emerge by themselves, most often by association. Voluntary reproduction is a purposeful process of restoring past thoughts, feelings, aspirations, and actions in consciousness. Conscious reproduction associated with overcoming certain difficulties, requiring volitional efforts, is called recollection.
Forgetting – natural process. Much of what is fixed in memory is forgotten to one degree or another over time. What is forgotten first of all is what is not used, what is not repeated, what ceases to be significant for a person. Forgetting can be complete or partial, long-term or temporary. In case of complete forgetting, the fixed material is not only not reproduced, but also not recognized. Partial forgetting of material occurs when a person does not reproduce it all or with errors, and also when he only learns it, but cannot reproduce it. Long-term forgetting is characterized by the fact that a person fails to reproduce or remember something for a long time. Often forgetting is temporary, when a person cannot reproduce required material V this moment, but after some time it still reproduces it.
For success in work, education and other forms individual activities For a person, various memory parameters are important: a) memory capacity; b) speed of memorization; c) the strength of retention of the learned material; d) accuracy and speed of reproduction; e) readiness of memory for rapid reproduction of material in right moment.
The problem of human memory still, even at its core, remains unsolved. She wears complex nature. It is no coincidence that sciences such as genetics and physiology are involved in solving the problem of memory. higher activity human, psychology.
For more than 2 thousand years, the Aristotelian concept of understanding the essence of memory dominated. In such long period the existence of this concept is explained not only by the enormous authority of Aristotle, but by the fact that it was not poorly consistent with everyday knowledge, with everyday practice many generations of people.
The essence of Aristotle's concept is that various factors and processes of the situation influence the human soul, leaving imprints. Imprinted in it (in the soul).
But with the passage of time they disappear, just as the records on wax tablets used by the ancient Greeks disappear. Long time psychologists stuck to human memory, but discovered such people who had infinite memory. For them there was no limit to memorization complex tasks. For a person with such a memory, it was enough to read a book, several hundred pages and, several years later, completely retell it.
At first, psychologists believed that this was a deviation of physiological processes.
Subsequently, it was proven that potentially every person has an infinite memory. The experiment proved that when a person is in deep hypnosis, he transmits information that happened to him many decades ago.
Medical practice confirms that all information that enters the human brain is stored in his brain.
Thus, forgetting has nothing to do with the disappearance of the records on all the tablets. It turns out that everything that a person saw is stored in the human brain and works. Information theory suggests that when transmitting information. through communication channels it is destroyed, information noise arises, and information entropy grows.
Information circulates and is not simply stored, ensuring the normal functioning of not only the brain, but also the senses. stores not only the chemical composition.
But it doesn't collapse. ?Human consciousness is an entropy-free process. However, the question remains as to what forgetting is. Forgetting means the loss of ways to search for existing information, and cannot be more precise, means an increase in the difficulty of finding information. It is well known that children have good memory. And this is due to the relatively small amount of information that they received during their lives. Meanwhile, an adult has many orders of magnitude more information than a child.
It is necessary to organize the incoming information. And what in to a greater extent it is organized, the better the memory.
By the age of 30, such a volume of information exceeds the entire volume by several orders of magnitude scientific information, then the question arises, what are the mechanisms that ensure storage of the volume of information. It would be natural to assume that such a repository of this information is synapses and nerve cells.
According to the latest data, the human brain has 70 billion neurons, i.e. nerve cell. In addition, there are 3 orders of magnitude more synapses. Moreover, this is not just a collection of elements, but complete system. Science knows no more complex system than our brain. Calculations show that, despite all its complexity, it is not enough to store incoming information. In this regard, scientists have proposed considering DNA and RNA as systems that store not only genetic information, but also that which enters the human brain. In particular, RNA began to be considered as such a system. However, these attempts met resistance from many scientists. The fact is that in this situation we switch to molecular level, where the law of increasing entropy operates. This is realized in the form of a stream of mutations that lead to changes in properties. Volume genetic information in comparison with that which exists in the human brain, it is very insignificant. But if we consider molecular RNA and DNA, then mutation flows accordingly increase by several orders of magnitude. Consequently, all kinds of metamorphoses must occur in the human psyche. Thus, scientists refused to consider DNA and RNA as a carrier of information that ...... we accumulate.
Psychologists' research has revealed autumn important aspect the role of memory from the point of view of personality certainty. It turned out that a person’s personality is preserved thanks to the unity of memory. However, this does not exclude other aspects of discreteness, which are considered in the role concept. During life, a person enters into different relationships With environment and people, he may be a father.
Accordingly, its behavior changes as the systems in which it is included change. The unity of the individual is also preserved. In other words, a change in role (i.e., human behavior) is a normal phenomenon.
But science also encounters non-standard situations that were described in fiction. It's about about split personality. Research psychologists this non-standard situation makes it possible to understand the qualitative diversity of personality. Many cases of multiple personality disorder have been studied. Moreover, every time one thing or another similar phenomenon had a reason. So the reason may be the person’s inability to change his role. His nervous system experiences heavy loads. And then the person declares that he is not who they take him for. He forgets his first and last name and did not take a new name, last name, or say what he does. A sharp transition from one personality to another indicates that at the subconscious level a person is forming an opposite personality.