There is, however, such a division of memory for species, which is directly related to the peculiarities of the most relevant performance. So, depending on the purpose of activity, the memory is divided into involuntary and arbitrary. Memory and reproduction in which there is no special purpose to remember or recall, is called involuntary memory, in cases where this is a targeted process, talk about arbitrary memory. In the latter case, memorization and reproduction processes act as special mnemonic actions.

Involuntary and arbitrary memory at the same time are 2 consecutive stages of memory development. Each of the experience knows what a huge place in our life occupies an involuntary memory, on the basis of which, without special interconnections and efforts, the main and volume is formed, and according to the life sense, part of our experience. However, the human activity often arises the need to lead their memory. Under these conditions, an important role is played by arbitrary memory, which gives the opportunity to deliberately memorize or recall what is needed.

10 thinking,

reflecting objects and phenomena of reality is the highest step of human knowledge. At the same time, having its only source of sensation, it spreads the boundaries of direct reflection, which makes it possible to obtain knowledge of such properties and phenomena that cannot be directly perceived by the person.

Generalization of sensory experiencewhich happens when a person knows the world, reflects the general properties of things. For the knowledge of the surrounding world, it is not enough only to notice the connection between the phenomena, it is necessary to establish that this connection is a common property of things. On this generalized basis, a person solves specific cognitive tasks.

This indirect reflection is possible only on the basis of generalization, based on knowledge. Thanks to thinking, a person is correctly focused in the surrounding world using the previously obtained generalizations in a new, specific setting.

Human activity is reasonable Thanks to the knowledge of laws, the relationships of objective reality. Thinking is indirect and generalized reflection of essential, natural relationships of reality. This is a generalized orientation in specific situations of reality.

Psychology thinking It is considered in a broad sense of this is clear, since thinking is studied not only in psychology and neurophysiology, but also in the theory of knowledge and logic, in cybernetics due to the tasks of technical modeling of mental processes.

Thinking processes How would the information processing chain, but, at the same time, perception, attention to the closer to the nervous activity and are fundamental processes. Thinking is an active process in which the interaction of stored and extracted mental representatives is interacted to play new representatives.

The human thinking occurs through representations, each of which is expressed in a word or several words, including the essential properties of the class of objects or representations that can be defined as concepts. Actually, these representations (concepts) are elements of thinking, their various combinations make it possible to move from some thoughts to others, i.e. Processing the process of thinking in various forms.

Any concept is characterized by the content (a set of essential signs of this concept) and the amount (the number of objects with common signs). Logging and syllogism, logical thinking

More complex types of thinking require other designs. The objectively developed in the history of the language funds reflect not only external spatial or temporary relations, but also logical relationships, more complex relationships of cause and effect, and the like.

Seductive thinking (deduction), this is a logical output process, i.e. Transitions for one or another rules of logic from some of these offers-parcels to their consequences (conclusions), and implies the establishment of truth or falsity of conclusions based on logical connections.

Making logical conclusions, a person uses complex systems that form connections on which his thought flows. An example of such a connection can serve as Sillogism (judgment), i.e. Reflection of ties between objects and phenomena of reality or between their properties and features. These are sets of statements (facts) of which is concluded.

In Silogism, a person expresses his opinion on this fact or subject, determines the relationship between facts or subjects or / and its attitude to some phenomenon. In syllogisms are also expressed and feelings of a person, his intentions: "I love the sea", "I want to go to St. Petersburg."

In the history of the language and logic, such funds have been formed that automatically transmit the person's experience of generations, eliminating it from the need to obtain the appropriate information with its own logical way.

Logical connectionsThe resulting person as a result of development becomes the basis of its productive thinking, but a person is not born with a logical feeling. A person must learn to use logical connections using not only his personal experience, and this is not a light process at all. A thinking person can argue and solve logical tasks, not including the decision-making process into practical activities.

Logical connections make thinking evidential, objective and convincing. However, formal logic (concept, syllogism) leaves for "board" such forms as the proceduralness of thinking, stages of identifying and producing data, the conditions for the occurrence and development of thought, the relationship with sensual cognition.

In order to follow logical judgments, a large amount of RAM is needed, so errors may happen when it lacks this volume.

Memory in human life plays a very important role, both in work, in school and in personal life. Let's look at what the memory is and what is arbitrary memory in psychology.

Memory is a kind of mental activity that is intended to maintain, accumulate and use information for organizing human activity. Without her, a person will not be able to think and learn.

Memory types are classified by several criteria:

• by character activity;
• for the purpose of activity: arbitrary and non-surprise memory;
• for duration of memorization and maintaining material.

Arbitrary memory is a concept that means the process of human psychology, which is carried out due to the control of consciousness, by setting a specific purpose and use of special techniques, as well as if there are volitional efforts. That is, if a person puts himself a task to remember something, then this type of memory is included in the work. Arbitrary memory implies a clear goal to remember that a person puts and makes his own efforts. The presence of arbitrary memory helps a person in further activities, mental development and the formation of a person. Communication memory is a target and task to capture, save in the head, as well as to reproduce some knowledge, skills or facts purchased in the past. This is the most productive type of memory of all who have a person.

Development of arbitrary memory

It is easier for this process since childhood and is it as follows:

All the same you can do in adulthood. It is only important to pay for this process a little longer. Develop your memory and you can succeed in all spheres of life.

Memory and reproduction in which there is no special purpose to remember or recall, is called involuntary memory.

Incoming memorization is a memorization that occurs without the intentional use of special means for better storage of material in memory. Due to the fact that various memory processes are serviced by actual activities, completeness, accuracy and strength of involuntary memorization depend on its goals and motives.

"The involuntary memorization can be considered immediately only in the sense that it is not associated with the use of funds specifically aimed at memorization. But it is also always mediated, albeit otherwise than an arbitrary memorization, if we proceed from the fact that any activity in which involuntary memorization is carried out is always associated with the presence of its respective goals and the content of funds. " Inspection memory, as involuntary attention, in principle may and "the highest level" of the development of the relevant mental function. From this it follows that involuntary is not synonymous. Vygotsky writes: "It is hardly possible to bring more good evidence in favor of the origin of the secondary (arbitrary. - G.S.) attention from primary than the fact of everyday experience, that secondary attention will certainly turn into primary" in other words, the secondary arbitrary again becomes involuntary, but, being "derived" primary, i.e. In its genesis mediated, it is no longer becoming the "lower".

Such a look at involuntary memory characterizes first of all the "first in the Soviet psychology of the memory study", which were conducted from the position of the "cultural and historical directions" (Leontyev, 1928, 1931; Zankov, 1927; Vygotsky, Luria, 1930). Allocation in the memory of higher and lower forms and in connection with this, the depleted characteristics of the involuntary memorization characterizes and the work of P.P. Blonsky (1935)

Involuntary memorization and activity

unproval memorization

One of the most significant researchers in the field of memory psychology is, of course, P.I. Zinchenko. Many of its publications and experiments are widely known. The most familiar and famous is an experiment with pictures and numbers.

"To disclose the natural links and the dependencies of involuntary memorization of activities, it is necessary not to insulate a certain material from it, but, on the contrary, the inclusion of it into any activity, in addition to the mnemic, which is an arbitrary memorization.

The first task of this study was to experimentally prove the fact of the dependence of involuntary memorization from human activity. To do this, it was necessary to organize the activities of the subjects so that the same material was in one case the object to which their activities are directed or which is closely related to this orientation, and in another - an object directly not included in the activity, but located in the field Perception of subjects acting on their senses.

For this purpose, the following research method was developed.

The material of the experiments were 15 cards depicting the subject on each of them. Twelve from these items could be classified for the following four groups: 1) Primus, kettle, pan; 2) drum, ball, teddy bear; 3) apple, pear, raspberry; 4) Horse, dog, rooster. The last 3 cards were different contents: shoes, rifle, beetle. The classification of objects by their specific features gave the opportunity to conduct experiments with this material not only with students and adults, but also with children of preschool age.

In addition to the image on each card, in its upper right corner, a black car was written; The numbers indicated such numbers: 1, 7, 10, 11, 16, 19, 23, 28, 34, 35, 39, 40, 42, 47, 50.

The following 2 experience was carried out with the described material.

In the first experience, the subjects acted with the subjects shown on cards. This action was organized and experienced differently with the tests of different ages. With preschoolers, experience was carried out in the form of the game: the experimenter conventionally indicated the space on the table for the kitchen, children's room, garden and yard. Children were asked to decompose the cards on such bridges, on the table to which they, in their opinion, were most suitable. Not suitable for these places of the card, they had to put about themselves as "extra". It was meant that in the "kitchen", children will put primus, a kettle, a saucepan; In the "Children's Room" - a drum, a ball, a bear, etc.

Pupils and adults in this experience raised a cognitive task: to decompose the cards on the groups on the content of the objects depicted on them, and the "extra" postpone separately.

After folding the card, the card was removed, and the subjects were proposed to remember the objects and numbers depicted on them. Preschoolers reproduced only the names of items.

Thus, in this experience, the subjects carried out cognitive activity or gaming activity of a cognitive nature, and not the statement of memorization. In both cases, they acted with objects depicted on cards: perceived, comprehended their content, declined by groups. The numbers on the cards in this experience were not included in the content of the task, so the subjects had no need to exercise any special activity in relation to them. However, the numbers throughout the experience were in the field of perception of the subjects, they acted on their senses.

In accordance with our assumptions in this experience, items were to remember, and no.

In the second experience, the same 15 cards were given the same tests as in the first experience. In addition, they were given a cardboard shield on which 15 white squares were pasted, in size for equal cards; 12 squares were formed on a shield square frame, and 3 were located in a column.

Before the start of experience, the card laid out the cards in such a way that the numbers passed on them did not create a certain order in their location. At the time when the test was set out the instructions of the experience, the cards were closed. The task was put in front of the subject: overlapping a card on each white square in a certain order of each other, lay out the frame and the column on the shield. Cards must be placed so that the numbers passed on them are at an increasing value.

The compilation of an increasing numeric series, the specified order of laying out the frames of the frame and the column forced the subject to seek the cards with certain numbers, to comprehend the numbers, relate them to each other.

In order to ensure a serious attitude of the subjects for the task, it said that in this experience their ability to work carefully. The subjects were warned that errors in the location of the numbers will be recorded and serve as an indicator of their care. For the same purpose, the subject was suggested to check the correctness of the execution of the tasks to them: folded in the dream of the last 3 numbers located in the column, and compare their sum with the experimenter called the sum of these three numbers.

For testable preschoolers, the following changes were made to the method of this experience. Instead of a number on each card, a special icon was pasted. Fifteen icons were composed of a combination of three forms (cross, circle, wand) and five different colors (red, blue, black, green and yellow). The same badges were pasted on each square frame and column. The cards were placed in front of the subject so that the location of the icons did not create that order, in which these icons are located on the squares and columns. The subject was supposed to impose on each square of the frame and the column of that card, on which there was the same icon as on the square. The layout of the frame and column cards was carried out in the same manner as in the first method of the technique, therefore, and here the subject created the need for a certain card for each square with the corresponding icon. After completing the task, the subject was proposed to name items depicted on cards.

Thus, in the second experience, the subjects carried out cognitive, not mnemonic activities. However, pictures and numbers performed here as it were in just opposite roles. In the first experience, the subject of the tests were pictures, and the numbers were only a passive perception. In the second experience, on the contrary: the task to decompose the numbers as early as the magnitude made them the subject of activity, but pictures - only the object of passive perception. Therefore, we have the right to expect directly opposite results: in the first experiment, pictures were to remember, and in the second - numbers.

This technique was also adapted for a group experiment.

Both individually and in group experiments, we dealt with involuntary memorization. The content of the tasks in the first and second experiments was cognitive, not annemic character. In order to create the impression that our experiments are not related to memory, and prevent the emergence of the establishment of them to memorize, we issued the first experience for the experience of thinking, aimed at checking the skills to classify, and the second - for experience in testing attention.

Proof of what we managed to achieve this goal, it was that in both experiments the proposal of the experimenter to reproduce the picture and the number of tests perceived as completely unexpected for them. This also applied to objects of their activities, and especially to objects of their passive perception (numbers - in the first experiment and images of items in the second).

How to explain the differences received in memorizing pictures and numbers?

The main difference in the conditions of our experiments was that in the first experience there were pictures, and in the second - numbers. This has led to the high productivity of their memorization, although the subject of activity in these experiments and the activity itself was different. The lack of targeted activities in relation to the same objects where they performed in experiments in the role of only background stimuli, led to a sharp decline in their memorization.

This difference led to a sharp difference in memorization results. It means that the cause of high productivity to memorize images in the first experiment and numbers in the second is the activities of our subjects with respect to them.

So, activities with objects is the main cause of involuntary memorization of them. This provision is confirmed not only by the fact of the high productivity of memorizing images and numbers where they were the subject of the tests of the subjects, but also their poor memorization where they were only background stimuli. The latter suggests that the memorization cannot be reduced to direct imprint, i.e. To the result of the unilateral impact of items on the senses outside the human activity aimed at these items ...

At the same time, we did not receive the complete, absolute unmemblance of numbers in the first experience and pictures in the second, although these objects in these experiments were not subject to the activities of the subjects, but performed as background stimuli.

It seems to us that the provision on the incorceptment of memorization to direct imprinvention, dependence and conditionality of its human activity is important not only for understanding the memory processes. It has a more general, fundamentally theoretical value for understanding the essence of the psyche, consciousness.

The facts obtained in our experiments, and the situation, of which aroused, are not consistent with all kinds of epiphenomenalistic concepts of consciousness. Any mental education is a feeling, idea, etc. - It is not the result of passive, mirror reflection, objects and their properties, and the result of the reflection included in the effective, the active attitude of the subject to these subjects and their properties. The subject reflects reality and assigns any reflection of reality as a subject of action, and not the subject of passive contemplation.

The facts obtained detect the complete failure of the old associative psychology with its mechanical and idealistic understanding of the Education Process of Associations. In both cases, the memorization was interpreted as directly capturing simultaneously. Inactive objects, beaten by the actual work of the brain, implementing certain human activities in relation to these subjects ...

In the experiments described, we received facts characterizing two forms of involuntary memorization. The first of them is a product of targeted activity. This includes the facts of memorizing pictures in the process of their classification (first experience) and numbers in the preparation of the test numerical series (second experience). The second form is a product of a variety of approximate reactions caused by these same objects as background stimuli. These reactions are not directly related to the subject of targeted activities. This includes single facts to memorize pictures in the second experience and numbers in the first, where they performed as background stimuli.

The last form of involuntary memorization and was the subject of many studies in foreign psychology. Such a memorization was called "random" memorization. In fact, this memorization is not accidental in nature,

Purposeful activities occupies the main place in the life of not only a person, but also an animal. Therefore, an involuntary memorization, which is a product of such activities, is the main, most vital forms. "

Thus, P.I. Zinchenko concludes that "the subject matter of the activity and the nature of its flow determination and the definite dynamics of nerve processes in the brain. Due to this, more or less favorable conditions are created for the formation and consolidation of temporary connections, associations in accordance with the internal laws of higher nervous activity. "

The necessary condition for such memorization-interaction of a subject with objects. Interaction can be carried out at different levels, act in various forms: from involuntary, unconscious approximate reactions to objects to conscious, targeted and arbitrarily managed actions with them.

The involuntary memorization is naturally dependent on various aspects of the subject matter content and nature of its flow. The main pattern, which characterizes this dependence, according to P. and, Zinchenko, is that the material that constitutes the main purpose of activity is best remembered: Material relating to methods and other conditions for achieving the goal is stored much worse.

Also, the author notes, the positive impact of the motives and methods of activity on the productivity of involuntary memorization turned out to be directly dependent on how much they contribute to the creation of such a structure of activity in which orientation in stimuli and their reinforcement appear with the greatest completeness.

In conditions when involuntary memorization is carried out with the help of more active and meaningful ways of activity than arbitrary, it turns out to be more productive than arbitrary memorization.

Mower installation only then detects its advantage over cognitive when it is implemented using rational memorization techniques. The main unit in the analysis of the structure - processes

memory, their functioning and development is the effect of the subject. Therefore, the division of memorization processes (as well as other memory processes) into involuntary and arbitrary is the main one in terms of the functioning of the memory processes of their development. It makes it possible to overcome the false concept of mechanical and logical memory; It removes as opposition to the highest forms of lower memory,

so the first to the first to the last; It provides genetic continuity in the development of their physiological foundations, methods and forms of reflection of reality.

Involuntary memory - Memory that is not regulated by a certain program and purpose. The memorization occurs without volitional effort from the subject, and the subject does not apply any mediated mechanisms and memorization techniques. A person involuntarily remembers, and, even more so, can reproduce far from everything that happens to him, but only some separate parts. There are reasons for memorizing one information and not to memorize another. Forgetting certain information stored as a result of the manifestation of involuntary memory, is also a selective character.

Causes of involuntary memorization

Involuntary memorization and quasi-standard

We can observe the patterns of involuntary memorization, when our activities are unexpectedly interrupted for us. If a person is absorbed by the solution of some kind of task, then when interrupting his activity, there is a high probability that this activity will be involuntarily stored, and better than that activity that was completed. Any action should be caused by a certain human need. The action of a person is caused by some tension, and a person tends to bring this action to the end. Such voltage corresponds to the actualization of some need (quasipotability). When a person completes the action, the tension is discharged, and the person ceases to strive to perform the action. However, if the action is not fulfilled and the voltage is not discharged, then the trend is maintained. And if the trend is preserved, it means that the action should remain in the memory of a person. Obviously, the tendency in a sense and is one of the memory mechanisms. It is she who prevents the forgetting action. Thus, the waste voltage affects the memory of the memory. This phenomenon was investigated by B. V. Zeigarnik and G. V. Birenbaum as part of the theoretical direction of the school K. Levin.

Involuntary memorization and activity

The involuntary memorization is not determined only by only incentives affecting the senses. Incultuous memorization is not a simple capture of reality. Incultuous memorization is associated with motivation, with activities. The content of memory reflects the activity that a person performed. This is confirmed by experimental studies of P. I. Zinchenko and A. A. Smirnova. P. I. Zinchenko carried out the following experiments. The subjects were offered 15 cards with the image of the subject. 12 cards could be combined into 4 groups. 3 cards were different content. In addition, at each of the cards it was written some number. All numbers differed. Two experiences were held. In the first experience, the subjects performed certain activities on the classification of items depicted in the pictures. After performing activities, they were asked to name items and numbers. In the second experience, the subjects, on the contrary, performed activities on the arrangement in the correct order with numbers. When called objects and numbers it was seen that those objects were previously remembered involuntarily to be sent. Another study was conducted by A. A. Smirnov. He asked for subjects to tell about how they traveled to work. The subjects had to tell this more accurately with the indication of the smallest details. It turned out that the subjects indicated mainly the information related to the activities related to the arrival on time to the workplace. The subjects indicated in their reports most often their actions to achieve the goal and what prevented them to achieve it. In this experiment, it was shown that "the most important condition that determined the memorization ... was the main channel of the tests of the tests, ... and the motives they guided in their activities.

Forgetting impressions and intentions

Some information can be extended from involuntary memory. The displacement provokes the inability to actualize this information into consciousness. The displacement is connected with the motivation of an unpleasant avoidance. The unpleasant information itself can be ousted, but maybe the one that is associated with it. And the displacement does not mean full loss of information. With such forgetting, the unconscious is participating, so to recall the information, it is necessary to realize unconscious motives that stimulate its displacement.
As Z. Freud writes, the content of the memory of two people who followed the journey that exchange after memories differ significantly. The conditions for each of the travelers are equal, however the travelers themselves are different people, therefore, some patterns of involuntary memory can be discovered when studying it with a person's personality and his motivation. Another case when the patterns of involuntary memory are manifested - forgetting impressions and intentions. Regarding the forgetting of Freud's intentions, Freud wrote that "If there is a well-known choice of cash impressions, and individual elements of each impression or experience". According to Freud, this choice is determined by the presence of a certain motivation, in particular, the basis of cases, they described, is the motive of reluctance. Reluctance to do something causes forgetting intentions. Reluctance appears due to reluctance to experience unpleasant sensations. This applies not only to forgetting intentions. Freud writes about forgetting impressions and knowledge: "... much is forgotten by the reasons lying in himself, where it is impossible, the tendency to repulse moves its goal and eliminates from our memory at least something else, not so important, but are in associative communications With what actually caused reversal. "
Memory content is closely related to motivation. Some information can be extremely unpleasant for us, unpleasant or even traumatic experiences can be connected with it. An interesting fact is that the unpleasant information may not be forgotten, but the information that is with it in associative communications may be forgotten. Freud gives an example of how he promised to buy a casket for one woman, but could not remember where the store is. It turned out that the store was not far from the place where people lived with whom Freud had bad relationships. In this example, we see that forgetting was not touched by the unpleasant information, but the one that is associated with it. The association in this case was caused by spatial proximity. Forgetting intention can occur due to the fact that there are two motifs. When a person intends to do something, he comes to the realization that he should do something after a while. A person may not approve the fact that he was removed to do, even without realizing himself. There is a clash of the feeling that a person must do something and the internal assessment of this activity. Then the intention may be forgotten and it will happen, most likely, exactly when there is time to implement it. It should be noted that intentions may be forgotten not only in the case of a direct clash of the feeling of a sense of duty and a negative assessment of the upcoming activities, but also as a result of the availability of associative communications between the intention and anything significant and unpleasant, not related to this intention.

Notes

Literature

• Zinchenko P. I. involuntary memorization and activities // Memory psychology / Ed. Yu. B. Hippenreiter and V. Ya. Romanova. - M.: Chero, 2000.
• Smirnov A. A. Arbitrary and involuntary memorization // Memory Psychology / Ed. Yu. B. Hippenreiter and V. Ya. Romanova. - M.: Chero, 2000.
• Freud Z. Forgetting impressions and intentions // Memory psychology / Ed. Yu. B. Hippenreiter and V. Ya. Romanova. - M.: Chero, 2000.

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Watch what is "involuntary memory" in other dictionaries:

Involuntary memory - A memory type characterized by the fact that a person remembers and reproduces without setting a special purpose to either remember or recall. The opposite concept of N. p. Is arbitrary memory. They speak about it in cases where ... ...

MEMORY - Psychophysiol. The process performing functions, conservation and subsequent reproduction of past experience (in the form of images, thoughts, actions, feelings). Provides accumulation of impressions about the world around, serves as the basis for the acquisition of knowledge ... Russian pedagogical encyclopedia

Memory - This term has other values, see Memory (Values). This article or section needs recycling. Please improve ... Wikipedia

Memory (values) - content 1 in psychology 2 in computer technology ... Wikipedia

Non-memory implicit - (eng. Implicit - unpredictable, implied) - involuntary memory, memory for information that or changes of which an individual is not aware of or during the reception of which he does not try to memorize it or it remains unnoticed for him. ... ... ... ... Encyclopedic Dictionary of Psychology and Pedagogy

memory - Processes of organizing and maintaining past experiences that make it possible to reuse his reuse or return to the scope of consciousness. P. binds the past of the subject with its present and future and is an essential cognitive function ... Big psychological encyclopedia

Memory - The ability of the organization and preservation of past life experience, allowing its reuse in activities or return to the scope of consciousness. P. Communicates the time - past, present and future and is an important mental ... ... Explanatory Dictionary of Psychiatric Terms

Memory - Psychophysiological process that performs functions, saving and reproducing experiences. Provides accumulation of impressions of the world around the world, serves as the basis for the acquisition of knowledge, skills and skills and their subsequent use. ... ... Pedagogical Terminology Dictionary

unprompected memory - P., at which attention is not recorded on the memorization process. P. Figure (Sin. P. Iconic) P. on certain images (visual, auditory, tactile, etc.) ... Big Medical Dictionary

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Memory and reproduction in which there is no special purpose to remember or recall, is called involuntary memory. In cases where we put such a goal, talk about arbitrary memory. In the latter case, memorization and reproduction processes act as special, mesmerous actions.

Involuntary and arbitrary memory at the same time are two consecutive stages of memory development. Each of his experience knows what a huge place in our life occupies an involuntary memory, on the basis of which, without special interchange and efforts, the main and in terms of volume is formed, and on the life sense is part of our experience. However, the human activity often arises the need to lead their memory. Under these conditions, an important role is played by arbitrary memory, which gives the opportunity to deliberately memorize or recall what is needed.

Short-term and long-term memory. RAM. Recently, the close attention of researchers are attracted to the processes occurring at the very initial stage of memorization, even before fixing the traces of external influences, as well as at the very moment of their education. In order for one or another material to be fixed in memory, it must be appropriately reworked by a subject. Such recycling requires a certain time, which is called the time consolidation time. Subjectively, this process is experiencing as a szvuk that has just passed the event: for some moment we seem to see, hear, etc. What is already directly perceived (standing before our eyes, sounds in the ears, etc.). These processes are unstable and reversible, but they are so specific and their role in the functioning of the mechanisms of accumulation of experience is so significant that they are considered as a special type of memorization, saving and reproducing information that is called short-term memory.

In contrast to long-term memory, which is characterized by a long-term preservation of the material after repeating it and reproduction, short-term memory is characterized by very brief preservation after a single short perception and immediate playback (in the first seconds after the material perception).

Instead of the term "short-term memory" in the literature, various synonyms are often used: "Instant", "primary", "immediate", "short-term memory", etc.

Relationship of various types of memory. The criteria adopted here for the basis of the division of memory for species are associated with the various parties of human activity, which are not spoken in it, but in organic unity. The same unity is the corresponding types of memory. Thus, the memory of thoughts and concepts, being verbally logical, is also in each particular case or involuntary or arbitrary; At the same time, it will definitely be either short-term or long-term.

On the other hand, various types of memory allocated in the same criterion are also interrelated. So, a motor, figurative, verbal-logical memory cannot exist isolated from each other because among themselves are primarily related to the relevant parties and phenomena of the outside world, and therefore, their forms of reflection. Complex continuity bonds also exist between involuntary and arbitrary memory (their essence will be disclosed when the memorization process is characteristic). As for short-term and long-term memory, they are two stages of a single process. Short-term memory is the bender, by passing which nothing can penetrate long-term memory. With short-term memory, all its processes always begin.

In addition to the types of memory, its processes are allocated.. At the same time, as a base, it is precisely different functions performed by memory in life and activity. Memory processes include memorization (fixation), reproduction (actualization, renewal), as well as preservation and forgetting material. The specified processes are particularly brightly detected by the connection of memory with activities, as well as the flow of its acts as special independent actions.

Although when comparing memory processes, it would seem opposite to their functional orientation, these processes should be considered in unity. Unity affects not only the obvious of their external communication and mutual conditionality (the characteristics of the reproduction of the material, for example, are largely determined by the peculiarities of his memorization, as well as preservation, forgetting), but also in the closer relations of mutual penetration and dialectical transitions of one process to another.

It can be said that the whole memory is a multi-block, but a single and continuous process. It is impossible to imagine such a state of consciousness so that it costs without memory.

The flow of memory processes is determined by the activities of the personality, its focus on achieving the upcoming purposes.

. Memory. Memorization can be defined as a memory process, as a result of which occurs, consolidation of a new one by binding it to purchased earlier. This is a necessary condition for enriching the experience of the individual with new knowledge and forms of behavior. The memorization is always selective: not everything is persisted in memory, which affects our senses. What determines the choice?

Memory and action. It has been experimentally proven that any memorization, including involuntary, there is a natural product of the subject with the subject.

Thus, it is remembered with what a person is valid. This pattern is also detected in experiments with practical, labor actions.

Characteristics of memorization of one or another material are determined by the motives, goals and methods of personality. From these positions, it is necessary to consider the characteristics of the memorization process in all its forms and at all stages of formation, including at the most important level, i.e. At the short-term memorization level.

Short-term and long-term memorization. What is short-term memorization? If we were dictated by several random numbers, letters or words and offered to immediately repeat them, we would easily do it. Even the reproduction of a number of senseless syllables would not cause much difficulties with us (provided that in a number of no more than five-seven elements). Studies of short-term memorization caused by the needs of primarily engineering psychology today have acquired a large general-relevant value. It can be said that all the modern issues of memory psychology is somehow related to the study of the patterns of its short-term processes. There should be a solution to a nodal problem in the study of memory - the problems of its mechanisms - based on the synthesis of all levels of the study: psychological, neurophysiological, biochemical.

Information comes into long-term memory, acquiring not tactical, but strategic importance to achieve vital objectives of the personality. Long-term memorization, being a natural product of human activity, is not just a concomitant "trace" effect of actions, but is formed primarily as an internally necessary condition for its flow. In other words, the memorization of any material is the product of the preceding action and, at the same time, a means of implementing the subsequent.

Involuntary and arbitrary memorization. In accordance with the objectives of the activity, which includes memorization processes, distinguish between two main types of memorization: involuntary and arbitrary.

Incoming memorization- This is a product and condition for the implementation of cognitive and practical actions. Since, at the same time, the memorization itself is not our goal, then everything that is remembered involuntarily, we usually say: "I remember itself." In fact, this is a strictly natural process determined by the peculiarities of our activities. As research shows, it is important for the productivity of involuntary memorization that this material occupies in the activity. If the material is included in the main purpose of the activity, it is remembered better than when it is included in the conditions, ways to achieve this goal.

Consequently, the material that causes active mental work on it is involuntarily remembered.

It is known that we involuntarily remember, sometimes for the whole life, what has especially important vitality for us, which causes interest and emotions. The involuntary memorization will be all the more productive, the more interested we will react to the content of the task being performed. Arbitrary memorization is a product of special mesmerous actions, i.e. Such actions whose main purpose will be memorizing. The productivity of such actions is also associated with the peculiarities of its goals, motives and methods of implementation. At the same time, as special studies have shown, one of the main conditions of arbitrary memorization is a clear setting of the problem to remember the material exactly, fully and consistently. Different mpmer objectives affect the nature of the memorization process itself, the choice of different methods, and in this regard, and its result.

Among the conditions productivity of arbitrary memorization The central place takes the use of rational memorization techniques. Knowledge are composed of a certain system of facts, concepts, judgments. To memorize them, it is necessary to identify certain semantic units, establish links between them, apply logical techniques associated with more or less deployed thinking processes. Understanding is a necessary condition for logical, meaningful memorization. The understood is remembered faster and stronger because it is meaningfully associated with previously educated knowledge, with past human experience. On the contrary, the incomprehensible or poorly understood always acts in the consciousness of a person as something separate, not meaningfully related to the past experience. The incomprehensible material usually does not cause interest in themselves.

One of the most important techniques of logical memorization - drawing up a planned material plan. It includes three points: 1) the breakdown of the material into components; 2) inventing the title for them or the allocation of some reference point, with which the entire content of this part of the material is easily associated; 3) binding of parts according to their title or dedicated reference points into a single chain of associations. Combining individual thoughts, proposals in semantic parts reduces the number of units that need to be remembered without reducing the volume of the stored material. The memorization is also facilitated because, as a result of the preparation of the plan, the material acquires a clear, dissected and ordered form. Thanks to this, it is easier to capture mentally in the process of reading.

Of great importance is the comparison as a reception of logical memorization. Especially important is the underscore differences in objects. This ensures specialization of links when memorizing and directs reproduction of objects of objects on a specific path.

One of the important memorization tools is playback. refrigerationsthe most memorable content. However, it is useful to contact this method only after preliminary understanding, awareness of the material, especially in cases where the material is complex, difficult to understand. Reproduction, especially in your own words, improves the understanding of the material. The poorly understood material is usually associated with the "alien" language form, well understood easily "translated" to "its language".

Playback accelerates, rationalizes memorization, especially when memorizing, because when we reproduce weak points, we carry out self-control. However, the repetition is productively only when it is conscious, meaningfully and actively. Otherwise, it leads to mechanical memorization. Therefore, the best kind of repetition is the inclusion of the learned material in subsequent activities.

ReproductionPlayback can be defined as the memory process, as a result of which the preserved psyche content fixed is actualized by extracting it from long-term memory and translation into operational.

The actualization process (the restoration of before the learned material) can be characterized by varying degrees of difficulty or ease of flow: from "automatic" recognition of the objects around us until a painful difficult questioning forgotten. In accordance with this, highlighting its various types within the reproduction process, you can position them in the following order: recognition, actually playback (which may be involuntary and arbitrary) and

mining. A special place is occupied by memories - the historical memory of the person.

Recognition. Learning is to reproduce any object in the conditions of repeated perception. Learning has a great vital value. Without it, we would perceive objects every time as new, and not as already familiar to us. Learning always connects our experience with the perception of surrounding objects and thereby gives us the opportunity to correctly navigate in the surrounding reality.

The recognition is different in the degree of its certainty, clarity and completeness. It can be carried out as an involuntary or as an arbitrary process. Usually, when the recognition is complete, clear, defined, it is carried out as a simultaneous involuntary act. We involuntarily, without any effort, imperceptibly for ourselves, in the process of perception, learn the subject that was previously perceived. Incoming recognition is included in the daily activities of a person.

Memory. The memory is reproducing the images of our past, localized in time and space. With memories, we not only reproduce the objects of the past, but also refer them to a certain time and place, i.e. We remember where, when, under what circumstances they were perceived by us, we associate them with certain periods of our life, we realize their temporal sequence.

The history of the life of every person is connected with public life. Events of public life and serve as a person with supporting points for localization in the time of his memories. Remembering anything, we say: it was the day before the Chernobyl events, it was after the Great Patriotic War, etc. Memories are also associated with complex mental activity necessary to realize the content of reproducible events, their sequences caused by the connection between them. Therefore, the content of our memories does not remain unchanged. It is dynamic. It is reconstructed and rethought in connection with the evolution of the identity.

Since memories, one way or another concern the person's personal life, they are always accompanied by a number of emotions.

Forgetting. The forgetting process may be more or less deep. In accordance with this, the actualization of forgotten images or thoughts is more or less difficult or becomes at all impossible. Forgetting it turns out to be the more deep The less often a certain material is included in the activities of the personality, The less significant it becomes to achieve relevant life goals. At the same time, the inability to remember any material does not mean that it is completely lost, completely fell out of the personality experience. A specific, "actual" form of material is forgotten, while its significant, sustainably significant content is included in the appropriate knowledge and forms of behavior and is reproduced in these forms of behavior in integrated form. As proven by the experiments of I.P. Pavlova, fascinated reflexes require for their resumption of a smaller number of repetitions than for their primary education. In addition, the fastened reflexes can be dislaried under certain conditions. This explains the individual facts of unexpected reproduction of what seemed to be forgotten. So, one person in a painful state spoke in German, to whom he learned many years ago, but then, without using it for a long time, it seemed to have forgotten him at all.

Basically forgetting - the phenomenon is appropriate. The fact that, including the personality, remains significant for her, is not forgotten. The inclusion in the activity is a reliable means of communication with the needs of a person and, therefore, combating forgetting. One of the techniques of such an inclusion is a systematic repetition of what should be saved.

From here, important pedagogical conclusions flow. First, when moving from one material to another, it is necessary to make a small break, relax from mental work. Secondly, preparing homework, it is necessary to teach objects less similar in content: for example, after literature - algebra, and not history. This rule should be guided by this rule and when drawing up the schedule of lessons.

For long-term preservation of temporary nervous bonds, it is primarily the degree of their strength. The smaller they are fixed, the faster we fill, and vice versa. Consequently, it is necessary to memorize the material firmly from the very beginning. What is firmly fixed for a long time is still forgotten.

The main means of combating the forgetting of knowledge is to use them in future activities, application in practice. This leads not only to the preservation of past knowledge, but also to their deeper assimilation.

Individual differences in memory processes, memory differences Individual differences in people's memory are manifested in the features of its processes, i.e. In how memorizing and reproduction of people, and in the features of memory content, i.e. In what is remembered. These dual changes from different sides characterize the productivity of the memory of each person.

Individual differences in memory processes are expressed in speed, accuracy, memory of memorization and readiness for playback. The memorization rate is determined by the number of repetitions necessary for a particular person to memorize a certain amount of material. The strength is expressed in the preservation of the exploded material and in the speed of its forgetting. Finally, the readiness of the memory is expressed in how easy it is to quickly, the person can recall at the right moment what he needs. These differences are some extent associated with the features of the types of higher nervous activity, with the strength and mobility of the processes of excitation and braking. Features of the highest nervous activity and related individual differences in memory processes are changed under the influence of living and education conditions. Therefore, the specified features of the memory are determined by the conditions for its education and depend primarily on how much memorizing rational methods are formed. They are associated with the habit of accuracy and accuracy in the work, the presence of a responsible attitude to their duties, perseverance in their implementation, etc. The readiness of the memory, in addition, depends on the systematic in the acquisition and consolidation of knowledge.

Types of memory. Individual differences in memory are also manifested in the fact that some people are more productively fixed with a figurative material (objects, images, sounds, colors, etc.), others - verbal material (concepts, thoughts, numbers, etc.) Thirdly has no explicit advantage in memorizing a certain material. In this regard, psychology distinguishes visual-shaped, verbal-abstract and intermediate types of memory.. These types are dependent on a certain extent from the ratio of the first and second signal systems in the highest nervous activity of people. Life facts prove that the predominance of images or thoughts is determined primarily in the living conditions and activities of people. Life requirements, professional activities determine more or less pronounced features of a particular type of memory. So, a clear-shaped type of memory is more often found by artists, a verbal-abstract type - in theoretical scientists. But usually people do not have the prevalence of one or another type of memory.

A clear-shaped memory type is differentiated depending on which the analyzer turns out to be the most productive when memorizing various impressions. Accordingly, the motor, visual and auditory memory types are distinguished. But in its pure form, these types are rare. Mixed type is more common: visual-motor, visual-hearing, listening. The person uses the relevant features of their memory as a technique for increasing its productivity.