The most difficult of the memory processes is. Memory

The main processes of memory are: memorization, storage, reproduction and forgetting.

imprinting (remembering) is the process of encoding incoming information, which begins already at the stage of sensory memory. This is where recognition and retention takes place. physical characteristics the incentives presented. During the translation of information into short-term memory, information is usually recoded into an acoustic form. In long-term memory, the analysis and identification of the received information takes place. Memorization of certain material is associated with the accumulation of individual experience in the process of life. Memorization is the linking of the new with the already existing in individual experience. Memorization is always selective: far from everything that affects our senses is stored in memory. Even with involuntary memorization, when we do not set ourselves a specific goal of memorization, objects and phenomena that arouse interest and affect emotions are better remembered. Arbitrary memorization is always purposeful, and if special techniques are used to better assimilation material (mnemonics), then such memorization is called memorization.

Memorization can proceed with varying degrees of meaningfulness and depth of understanding. In the case of rote memorization between parts of the new material and existing knowledge, by repeated repetition, simple single temporary connections are established that reflect mainly the external side of phenomena. Logical memorization is based on the allocation of semantic links between the elements of the memorized material, reflecting the essential aspects and relationships of phenomena.

Memorization depends on many factors: on the attitude of the individual, on the mood of the person and his mental state, on the holistic context of the events taking place. Thus, unfinished business stimulates a stronger memorization (the Zeigarnik effect).

The use in further activities of what is remembered requires reproduction. The loss of certain information from activity leads to its forgetting. The preservation of material in memory depends on its participation in human activity, since every given moment a person's behavior is determined by all his life experience.

Preservation (retention)- the process of accumulation of information in memory, its structuring and organization. Episodic memory stores information about the events of our lives (autobiography). The repository of knowledge, expressed in words, symbols, meanings and relationships between them in formulas and algorithms, Tulving called semantic memory. Information can be organized in memory different ways. One way to organize information can be spatial organization, which allows you to establish links and "reference points" in the physical space and social environment. Another way is the associative organization, i.e. grouping elements with any common features. Finally, a hierarchical organization can act as a way of organizing information, in which each element of information belongs to a certain level, depending on which category - more general or more specific - it corresponds to.

Reproduction (remembering, reproduction) - extraction from memory reserves into a conscious field required material. Information is always reproduced on the basis of the structure in which it was remembered. When unintentionally reproduced, some stimulus, according to the principle of association, revives previously perceived images in the mind, which, as it seems to us, emerge by themselves. Intentional reproduction is a process when we set ourselves the goal of restoring past thoughts, feelings, actions in our minds. Its feature is a planned character, and not an accidental association.

Reproduction can be carried out in two ways: recognition and recall. Since context plays a very important role in extracting information, it is always easier for a person to recognize any element against the background of others presented along with it (feeling of familiarity). Recall - conscious reproduction, associated with overcoming some difficulties in reproduction, requires volitional efforts, and sometimes distraction from the remembered thought.

One of the interesting effects of memory is reminiscence, improved, delayed reproduction of the material stored in memory, which usually does not occur immediately after memorization, but usually after 2-3 days. Both are due to the removal of protective inhibition from nerve cells. That is why, for example, it is recommended to finish preparing for an exam at least a day before it.

Memory is one of the types of mental functions that is designed to accumulate, reproduce and store different kind information.

The very first scientist in the world who seriously approached the study of such physical process organism, became Hermann Ebbinhausen - the main technique of which was the memorization of any unrelated phrases, words, or entire prepositions.

Memory processes

There are the following memory processes:

1. Memorization is the main process of memory. It is based on the ability to remember as much as possible different material and find some logical connection between them.

2. Storage - the ability to store information in the memory structure for a significant amount of time. This has a positive effect on general development person.

3. Recognition and reproduction - the process of updating information once perceived by memory. There are two types of reproduction - voluntary and involuntary. Involuntary is a reproduction that does not require additional efforts from a person.

4. Forgetting is the reverse process of remembering. This is the inability to reproduce previously acquired information. Scientists have proven that most often this process lends itself to information that does not have of great importance. Distinguish between temporary forgetting and long-term forgetting.

Types of memory

Memory is classified according to various criteria:

By sensory modality - visual (memorizing objects using the organs of vision), sound (memorizing sounds using the organs of hearing), motor (memorizing movements) and taste memory (memorizing objects using taste buds);

According to the characteristics of temporary memorization - long, short, ultrashort;

By the presence of a goal - involuntary, arbitrary.

There are some laws of memory:

1. The law of action - the information that is practiced personally by a person is better remembered.

2. The law of interest - what a person is really interested in is well remembered.

3. The law of comprehension - the more you think about information, the easier it is to remember.

4. The law of repetition - if you hear the information several times, then it is much better to remember.

5. The law of the edge - the information heard at the beginning and at the end is better perceived.

St. Petersburg State University Service and Economy.

abstract

by discipline:

Psychology and pedagogy.

" Memory. Basic memory processes. Types and forms

memory. The law of memory. »

Completed by a student:_____

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1. Introduction…………………………………………………………………………………………………………………………… …..3

2. Memory…………………………………………………………………………………………………………………………… ……….4

3. Basic memory processes …………………………………………………………………………………………………….5

4. Types and forms of memory……………………………………………………………………………………………………………… 8

5. Law of memory…………………………………………………………………………………………………………………….… ..eleven

6. Conclusion……………………………………………………………………………………………………………………….. …thirteen

7. References……………………………………………………………………………………………………….…….…14

Introduction.

Memory is the most enduring of our abilities. In old age, we remember the events of childhood eighty years ago, or even more ago. An accidentally dropped word can resurrect for us, it seemed, long-forgotten facial features, a name, a sea or mountain landscape. Memory defines our individuality and makes us act in one way or another, more than any other single feature of our personality. Our whole life is nothing but a path from the experienced past to the unknown future, sanctified only in that elusive moment, that moment of really experienced sensations, which we call "present". Nevertheless, the present is a continuation of the past, it grows out of the past and is shaped by it thanks to memory. It is memory that saves the past from oblivion, prevents it from becoming as incomprehensible as the future. In other words, memory gives direction to the course of time.

For each of us, memory is unique. Memory allows us to be aware of both our own individuality and the personality of other people. Having lost his memory, a person loses his own "I", ceases to exist. That is why clinical cases of memory loss are so endlessly interesting and frightening. Human memory is encoded in the ten billion nerve cells that make up our brains, and in the ten trillion connections between these cells. Memory traces are living processes that are transformed and filled with new content every time we bring them to life.

Memory.

Memory is a form of mental reflection, which consists in fixing, preserving and subsequent reproduction of past experience, making it possible. reuse in activity or return to the sphere of consciousness. Memory connects the past of the subject with his present and future and is the most important cognitive function underlying development and learning.

Memory is the basis mental activity. Without it, it is impossible to understand the foundations of the formation of behavior, thinking, consciousness, subconsciousness. Therefore, in order to better understand a person, it is necessary to know as much as possible about our memory.

In the last few decades, in connection with the development of genetics and molecular physiology, as well as cybernetics, studies of the biological foundations and physiological mechanisms memory. Some of these studies were carried out at the neuronal level, i.e. at the level of study of the work of individual nerve cells and their ensembles in the process of memorization. It has been shown that traces of memory are found in the changes that occur in the process of memorization in nerve cells individual structures of the brain. This is expressed, in particular, in an increase in the plasticity (responsiveness) of neurons in the hippocampus, reticular formation, and motor cortex to excitatory influences in the process of memorization.

There are hypotheses about the role of glial elements, RNA and DNA molecules in memory processes. Some scientists believe that glia - cells in the brain and spinal cord that fill the space between neurons and blood vessels - is related to the functioning of the LTP. It is also assumed that memory is associated with changes in the structure of RNA molecules, as well as with the content of RNA in certain brain formations.

However, there are quite unambiguous, convincing answers to questions about the role of various brain cells in the processes of memorizing and reproducing information, as well as about the significance for memory of changes occurring on molecular level not yet received. Therefore, the above assumptions can be considered only as interesting hypotheses. In this regard, more useful for understanding the laws of memory and developing ways to control it are psychological theories memory.

One of the first theories of memory, which has not lost its significance to this day, was the associative theory, which arose as early as the 17th century. This theory is based on the concept of association - the connection between individual mental phenomena, as well as between them and the phenomena (objects) of the external world.

Memory in line with this theory was understood as a complex system short-term and long-term, more or less stable associations by contiguity, similarity, contrast, temporal and spatial proximity, which underlie CP and DP. Thanks to this theory, many patterns of functioning and mechanisms of memory were discovered and described (for example, the laws of G. Ebbinghaus). But over time, this theory faced a number of insoluble problems, the main of which was the problem of explaining the selectivity of human memory.

AT late XIX in. Gestalt psychology replaced the associative theory of memory. For her, the initial concept and at the same time the main principle on the basis of which it is necessary to explain the phenomena of memory was not the association of primary elements, but their integral organization - gestalt. It is the laws of the formation of the conservation of the gestalt, according to the supporters of this theory, that determine memory. In line with this theory, particular importance was attached to the structuring of the material. The dynamics of memorization and reproduction in their numerous manifestations was seen as follows. The need state of a person creates in him a certain setting for memorization or reproduction; it revives certain structures in the mind, on the basis of which, in turn, one remembers or

a certain material is reproduced by a person.

Having found a psychological explanation for some facts of memory selectivity, this theory, however, faced the problem of the formation and development of human memory in phylo- and ontogenesis.

The question of the genesis of memory was not answered by representatives of other areas of psychological research - behaviorism and psychoanalysis.

The views of the behaviorists turned out to be close to the views of the supporters of the associative theory. The only significant difference is that behaviorists have emphasized the role of reinforcement in remembering material and paid much attention to the study of how memory works in the process of learning.

The merit of Z. Freud and his followers can be considered the elucidation of the role of emotions in the mnemonic processes of forgetting and remembering. Thanks to psychoanalysis, many interesting psychological mechanisms subconscious forgetting associated with the motivational sphere of a person.

With the beginning of the development of cybernetics, the advent of computer technology and mathematical programming in these areas of knowledge, memory processes, memorization mechanisms, methods of storing and reproducing information using a computer began to be modeled. In psychology began to develop new theory memory, which can be called information-cybernetic. This direction is very promising, because. The human brain is also a kind of complex computer. Understanding the processes occurring in memory, as well as the processes of cognition and thinking in general, helps to create new generations of computers, whose operation is based on processes similar to neural ones.

In Soviet psychology, the trend in the study of memory, which is connected with the general psychological theory of activity, has been predominantly developed. In the context of this theory, memory appears as special kind psychological activity as a system of theoretical and practical human actions aimed at memorizing, preserving and reproducing various information.

The beginning of the study of memory as an activity was laid by the works of French researchers, in particular P. Janet. He was one of the first to interpret memory as a system of actions focused on remembering, processing and storing information. The French school in psychology proved the social conditioning of all memory processes, its dependence on the practical activities of people.

In our country, this concept has received its further development in the cultural-historical theory of the origin of higher mental functions of a person, developed by L.S. Vygotsky and his closest students A.N. Leontiev and A.R. Luria.

P.I. Zinchenko and A.A. Smirnov also made a significant contribution to the study of memory. They studied in detail the dependence of involuntary and voluntary memorization on the organization of practical activity and on other conditions in which a person memorizes or reproduces information.

According to the active theory of memory, the formation of links-associations between different representations, as well as the memorization, preservation and reproduction of material, are explained by what a person does with the memorized material in the process of working with it, and also by the place that mnemonic processes occupy in the integral structure of activity.

Basic memory processes.

The main processes of memory are memorization, preservation, recognition and reproduction.

Memorization is a process aimed at storing the received impressions in memory, a prerequisite for saving.

Preservation - the process of active processing, systematization, generalization of material, mastering it Psychology.

Reproduction and recognition are the processes of restoring what was previously perceived. The difference between them lies in the fact that recognition takes place when the object is encountered again, when it is perceived again. Reproduction takes place in the absence of an object.

Memorization. Memorization can be arbitrary and involuntary, depending on the presence or absence of the purpose of memorization.

Involuntary memorization is unintentional memorization, in which a person does not set a goal to remember, does not make efforts to memorize, does not use any special techniques to ensure memorization. The material is remembered as if by itself.

Events are involuntarily remembered personal life especially those that made a strong impression. What is involuntarily remembered is what is connected with the purpose of the activity, its main content.

Arbitrary memorization is characterized by the presence of a conscious goal - to remember the material. To do this, the process of memorization is organized, strong-willed efforts are applied. In the process of memorization, special techniques are used that contribute to memorization: highlighting the main thoughts, drawing up a plan, repetition, etc.

According to another feature - according to the nature of the connections (associations) underlying memory - memorization is divided into mechanical and meaningful.

Mechanical memorization is based on fixing external connections through repeated repetition.

Meaningful memorization is based on establishing semantic connections with already known material and between parts. this material. Separate parts are analyzed and summarized.

Memorization is faster and more durable.

However, sometimes meaningful memorization alone is not enough, it is necessary to use both meaningful and mechanical memorization, that is, to repeat the material many times after it is understood when memorizing poems, foreign words, dates, etc. It is impossible to completely do without rote memorization in learning.

The strength of memory is due to many reasons.

Memorization depends on the properties of the individual, his interests and inclinations. What is kept in memory is what corresponds to the interests of a person, and what is not of significant importance to him, what is indifferent to him, is forgotten.

Memorization becomes successful also in the presence of a stock of knowledge necessary for

associating new knowledge with them. A gap in knowledge does not make it possible to assimilate the subsequent material. Not only does knowledge depend on memory, but memory also depends on existing knowledge.

The success of memorization is also affected by the goal that a person faces: is it necessary to memorize the material close to the text or “in your own words”, in the same sequence or not? Depending on the goal, memorization is also organized in different ways: with the focus of consciousness on the accuracy of reproduction, individual phrases and words will be mentally repeated, with the focus on the sequence of reproduction, semantic connections will be established, the logic of the material will be comprehended.

The focus of consciousness on the strength of memorization also matters: if there is no goal to remember for a long time, the material is memorized and immediately forgotten.

Preservation and forgetting. The retention of what has been learned depends on the depth of understanding. Well-meaning material is remembered better. Preservation also depends on the attitude of the individual. Significant material for the individual is not forgotten at all. Forgetting occurs unevenly: immediately after memorization, forgetting is the strongest, then it goes slower. That is why repetition should not be delayed, it should be repeated soon after memorization.

Sometimes, during preservation, reminiscence is observed, when reproduction delayed by 2-3 days turns out to be better than immediately after memorization. Reminiscence is especially pronounced if the initial reproduction was not enough.

From a physiological point of view, reminiscence is explained by the fact that immediately after memorization, according to the law of negative induction, inhibition occurs, and then it is removed.

Forgetting may be partial. It manifests itself in the impossibility of reproducing, but the possibility of knowing. It is easier to learn than to reproduce. When re-reading or listening, the material seems familiar, but this is not enough for independent reproduction. Assimilated can be considered only what a person can not only learn, but also reproduce.

The strength of preservation is ensured by repetition, which serves as reinforcement and prevents forgetting, i.e., from the extinction of temporary connections in the cerebral cortex. Repetition should be varied, carried out in different forms: in the process of repetition, facts must be compared, contrasted, they must be brought into a system. With the monotony of repetitions, interest in memorization decreases and there is no mental activity, and therefore no conditions are created for lasting preservation.

Even more important for conservation is the application of knowledge. When knowledge is put into practice, realized, it is remembered involuntarily.

Playback. Reproduction can be involuntary and arbitrary.

Involuntary is an unintentional reproduction, without the purpose of remembering, when images pop up by themselves, most often by association.

Arbitrary reproduction is a purposeful process of restoring past thoughts, feelings, aspirations, and actions in the mind.

Sometimes random playback is easy, sometimes it takes effort.

Conscious reproduction associated with overcoming certain difficulties that require volitional efforts is called recall.

The qualities of memory are most clearly revealed during reproduction. It is the result of both memorization and retention. We can judge about memorization and preservation only by reproduction.

Reproduction is not a simple mechanical repetition of what is imprinted. A reconstruction takes place, i.e., a mental processing of the material: the plan of presentation changes, the main thing is singled out, additional material known from other sources is inserted.

The success of reproduction depends on the ability to restore the connections that were formed during memorization, and on the ability to use the plan during reproduction.

The physiological basis of recognition and reproduction is the revival of traces, of former excitations in the cerebral cortex. Upon recognition, a trace of excitation is revived, which was beaten during memorization. When played back, the animation of the trace can occur based on the association. The revival of the trace of excitation can also occur with second-signal stimuli; explanation, the word of the teacher enliven previously formed connections.

Types and forms of memory.

Types of memory (according to the nature of the participation of the will in memorization and reproduction):

1. Involuntary memory (information is remembered by itself without special memorization, but in the course of performing activities, in the course of working on information). Strongly developed in childhood, weakens in adults.

2. Arbitrary memory (information is remembered purposefully with the help of

special tricks).

The efficiency of arbitrary memory depends on:

1. From the goals of memorization (how firmly, for a long time a person wants to remember). If the goal is to learn in order to pass the exam, then soon after the exam a lot will be forgotten, if the goal is to learn for a long time, for the future professional activity, the information is little forgotten.

2. From learning techniques. Learning methods are:

a) mechanical verbatim multiple repetition - mechanical memory works, a lot of effort, time is spent, and the results are low. Mechanical memory is a memory based on the repetition of material without comprehending it;

b) logical retelling, which includes: logical understanding of the material, systematization, highlighting the main logical components of information, retelling in your own words - logical memory (semantic) works - a type of memory based on the establishment of semantic connections in the memorized material. The efficiency of logical memory is 20 times higher, better than that of mechanical memory (see Fig. 1);

c) figurative memorization techniques (translating information into images, graphs, diagrams, pictures) - figurative memory works. Figurative memory is different types: visual, auditory, motor-motor, gustatory, tactile, olfactory, emotional;

d) mnemonic memorization techniques (special techniques to facilitate

memorization).

Motor-motor memory is the memorization and preservation, and, if necessary, the exact reproduction of various movements. It is involved in the formation of human motor skills and abilities.

Good visual memory is possessed by people with eidetic perception, i.e. those who are able for a long time to "see" a picture or object that is absent in the real visual field. Visual memory is associated with the preservation and reproduction of images. This type of memory presupposes a developed human capacity for imagination. It is based, in particular, on the process of memorizing and reproducing material: what a person can visually imagine, he, as a rule, remembers and reproduces more easily.

Auditory memory is a good memorization and accurate reproduction of various sounds, such as speech, music.

Emotional memory is the memory of past experiences. It is involved in the work of all types of memory, but it is especially manifested in human relationships. The strength of material memorization is directly based on emotional memory: what causes strong emotional experiences in a person is remembered by him stronger and for a longer period.

Rice. 1. Stages of logical memorization

There are also short-term memory, long-term memory, random access memory, intermediate memory.

Any information first falls into short-term memory, which ensures that the information presented once is remembered for a short time(5-7 minutes), after which the information can be completely forgotten or transferred to long-term memory, but subject to 1-2 repetitions of information. Short-term memory (TS) is limited in volume, with a single presentation, an average of 7 ± 2 objects is placed in the TS. This is the magic formula of human memory, i.e., on average, at one time a person can remember from 5 to 9 words, numbers, numbers, figures, pictures, pieces of information. The main thing is to ensure that these “pieces” are more informationally saturated by grouping, combining numbers, words into a single holistic “piece-image”. The volume of short-term memory for each person is individual, according to the volume of short-term memory, one can predict the success of training according to the formula:

(OKP / 2) + 1 = training score.

Long-term memory provides long-term storage of information: there are two types:

1) DP with conscious access (i.e., a person can voluntarily extract, recall the necessary information);

2) DP closed (person in vivo does not have access to it, but only with hypnosis, with irritation of parts of the brain, it can access it and actualize images, experiences, pictures of a person’s whole life in all details).

RAM - a type of memory that appears during execution; a certain activity, serving this activity due to the preservation of information coming from both the CP and the DP, which is necessary to carry out the current activity.

Intermediate memory - ensures the preservation of information for several hours, accumulates information during the day, and the time of night sleep is given by the body to cleanse the intermediate memory and categorize the information accumulated over the past day, transferring it into long-term memory. At the end of sleep, the intermediate memory is again ready to receive new information. A person who sleeps less than three hours a day