Mnemonic processes (memory: remembering, storing, forgetting, recognizing, reproducing). Memory processes: remembering, storing, reproducing, forgetting Which process does recognition synthesis not depend on?

Definition of memory

A peculiarity of our psyche is that images of the external world that arise in the cerebral cortex do not disappear from our consciousness without a trace. They leave a certain trace, are stored, consolidated, and, if necessary and possible, reproduced. These processes are called memory. Memory- a necessary condition for mental activity. So, for example, a person speaks using words that are well known to him, without thinking that these words are being reproduced by him from past experience. But, if a person speaks a foreign language that he has poorly mastered or recalls new terms for him, the process of reproducing traces of previously acquired words is recognized by him precisely as recollection or recollection.

Memory– renewing reflection of reality, reflection or reproduction of experience, reproduction of both sensory and generalized semantic content. Memory is a form of mental reflection, consisting in the imprinting, preservation and subsequent reproduction by a person of his individual experience.

Memory is the most important characteristic of a person’s mental life; it ensures the unity and integrity of the human personality. No actual action is conceivable outside the processes of memory, since the course of any act, even the most elementary one, necessarily presupposes the retention of each given element for “coupling” with the next one. Without the ability for such “coupling,” human development would be impossible, and he would forever remain in the state of a newborn. Without memory, a person would be a creature of the moment, devoid of any knowledge, skills, abilities, unable to accumulate life experience and use it in new and complex situations. Such a being, devoid of memory, could not be called a person.

Memory processes not only provide the necessary knowledge and skills for a person, but also allow the formation of individual life experience, which is a condition and component of the mental adaptation of the individual.

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. Here the recognition and retention of the physical characteristics of the presented stimuli occurs. During the transfer of information into short-term memory, the information is usually recoded into acoustic form. In long-term memory, the received information is analyzed and identified. Memorizing certain material is associated with the accumulation of individual experience in the process of life. Memorization is the connection of something new with what is already available in individual experience. Memorization is always selective: not everything that affects our senses is retained in memory. Even with involuntary memorization, when we do not set ourselves a specific memorization goal, objects and phenomena that arouse interest and affect emotions are better remembered. Voluntary memorization is always purposeful, and if special techniques are used for better assimilation of the material (mnemonics), then such memorization is called memorization.

Memorization can occur with varying degrees of meaningfulness and depth of understanding. In the case of mechanical memorization, simple single temporary connections are established between parts of new material and existing knowledge through repeated repetition, which reflect primarily the external side of the phenomena. Logical memorization is based on identifying semantic connections between the elements of the memorized material, reflecting the essential aspects and relationships of phenomena.

Memorization depends on many factors: on the personality’s attitude, on the person’s mood and mental state, on the holistic context of the events taking place. Thus, unfinished tasks stimulate stronger memorization (Zeigarnik effect).

Using what is remembered in future activities requires reproduction. The loss of certain information from the activity leads to its forgetting. The retention of material in memory depends on its participation in human activity, since at any given moment a person’s behavior is determined by his entire life experience.

Preservation (retention)– the process of accumulating information in memory, its structuring and organization. Episodic memory stores information about events in our lives (autobiography). Tulving called the repository of knowledge expressed in words, symbols, meanings and relationships between them in formulas and algorithms semantic memory. Information can be organized in memory in various ways. One way to organize information can be spatial organization, which allows you to establish connections and “reference points” in the physical space and social environment. Another way is an associative organization, i.e. grouping of elements with any common characteristics. Finally, a hierarchical organization can be used as a way to organize 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 of necessary material from memory reserves into the conscious field. Information is always reproduced based on the structure in which it was remembered. When unintentionally reproduced, any stimulus, by 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, and actions in our consciousness. Its peculiarity is its systematic nature, and not a random 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 an element against the background of others presented along with it (feeling of familiarity). Remembering is a conscious reproduction associated with overcoming some difficulties during reproduction, requiring volitional efforts, and sometimes distraction from the recalled thought.

One of the interesting effects of memory is reminiscence, an improved, delayed reproduction of material stored in memory, which usually does not occur immediately after memorization, but usually after 2-3 days. This is 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.

Forgetting- a process necessary for the effective functioning of memory, which is also selective in nature: countless specific details are forgotten more quickly, and usually general provisions and conclusions are retained longer. The process of forgetting proceeds unevenly: at the beginning quickly, and then slowly (“Ebbinghaus’s forgetting curve”). The process of forgetting is difficult to manage.

In old age, the ability to remember is limited. It is clearly expressed in children, but their ability to retain information is weaker.

MINISTRY OF EDUCATION AND SCIENCE OF UKRAINE

KHARKOV NATIONAL UNIVERSITY

named after V.N. KarazIna

Department of Sociology

In the discipline "General Psychology"

MEMORY, TYPES AND PROCESSES OF MEMORY

Performed:

1st year student

STs-12 groups

Melnik Maria Petrovna

Checked:

Associate Professor of the Department of Applied Psychology,

candidate of psychology Sc., Associate Professor

Soroka Anatoly Vladimirovich

INTRODUCTION……………………………………………………………...1

SECTION I. BASIC TYPES OF MEMORY………………………..….2

1.1.According to the duration of storage of the material……………………….…..2

1.2.By the nature of mental activity…….……………………………...3

1.3.By the nature of the goals of the activity…………….………………………...…..4

SECTION II. MEMORY PROCESSES…………………………………...5

2.1.Memorization…………………………………………………………………………………5

2.2.Save…………………………………………………………………..6

2.3.Playback………………………………………………………7

2.4.Recognition………………………………………………………………………………8

2.5.Forgetting………………………………………………………………………………8

CONCLUSION………….………………………………………………………10

REFERENCES………………………………………………………11

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

Images of objects or processes of real reality that we perceived earlier, and now mentally reproduce, are called representations .

Memory representations are divided into single and general.

Memory representations are a reproduction, more or less accurate, of objects or phenomena that once influenced our senses.

Representation of imagination- this is an idea of objects and phenomena that have never been perceived by us in such combinations or in this form. Such ideas are a product of our imagination. Representations of the imagination are also based on past perceptions, but these latter serve only as material from which we create new ideas and images with the help of the imagination.

Memory is based on associations or connections. . Objects or phenomena that are connected in reality are also connected in human memory. Having encountered one of these objects, we can, by association, remember another one associated with it. To remember something means to connect the memorization with what is already known, to form an association. From a physiological point of view, an association is a temporary neural connection. There are two types of associations: simple and complex .

Simple ones include:

1. Adjacency associations combine two phenomena related in time or space.

2. Associations by similarity connect two phenomena that have similar features: when one is mentioned, the other is remembered. Associations rely on the similarity of neural connections that are evoked in our brain by two objects.

3. Associations by contrast connect two opposite phenomena. This is facilitated by the fact that in practical activity these opposite objects (organization and laxity,

responsibility and irresponsibility, health and illness, sociability and isolation, etc.) are usually compared and contrasted, which leads to the formation of corresponding neural connections.

In addition to these types, there are complex associations – semantic. They connect two phenomena that in reality are constantly connected: part and whole, genus and species, cause and effect. These associations are the basis of our knowledge.

It is generally accepted that the formation of connections between different ideas is determined not by what the memorized material itself is, but primarily by what the subject does with it. That is, the activity of the individual is the main factor determining (determining) the formation of all mental processes, including memory processes.

BASIC TYPES OF MEMORY

Memory can be divided into according to the duration of material storage(instant, short-term, operational, long-term and genetic), by the nature of mental activity(motor memory, visual, auditory, olfactory, tactile, emotional, etc.) and by the nature of the goals of the activity(voluntary, involuntary).

BY DURATION OF STORING THE MATERIAL:

· Instant , or iconic , memory is associated with retaining an accurate and complete picture of what has just been perceived by the senses, without any processing of the information received. This memory is a direct reflection of information by the senses. Its duration is from 0.1 to 0.5 s. Instantaneous memory is the complete residual impression that arises from the immediate perception of stimuli. This is a memory-image.

· Short term memory is a way of storing information for a short period of time. The duration of retention of mnemonic traces here does not exceed several tens of seconds, on average about 20 (without repetition). In short-term memory, not a complete, but only a generalized image of what is perceived, its most essential elements, is stored. This memory works without a prior conscious intention to remember,

but with the intention of subsequent reproduction of the material. Short-term memory is characterized by such an indicator as volume.

· It is on average equal to 5 to 9 units of information and is determined by the number of units of information that a person is able to accurately reproduce several tens of seconds after this information has been presented to him once. From instant memory, only information that is recognized, correlates with the current interests and needs of a person, and attracts his increased attention gets into short-term memory.

· Operational called memory designed to store information for a certain, predetermined period, ranging from several seconds to several days. The storage period of information in this memory is determined by the task faced by a person, and is designed only for solving this problem. After this, information may disappear from RAM. This type of memory, in terms of the duration of information storage and its properties, occupies an intermediate position between short-term and long-term.

· Long-term is a memory capable of storing information for an almost unlimited period. Information that has entered the storage of long-term memory can be reproduced by a person as many times as necessary without loss. Moreover, repeated and systematic reproduction of this information only strengthens its traces in long-term memory. The latter presupposes the ability of a person, at any necessary moment, to recall what was once remembered by him. When using long-term memory, remembering often requires thinking and willpower, so its functioning in practice is usually associated with these two processes.

· Genetic memory can be defined as one in which information is stored in the genotype, transmitted and reproduced by inheritance. The main biological mechanism for storing information in such memory is, apparently, mutations and associated changes in gene structures. Human genetic memory is the only one that we cannot influence through training and education.

BY THE NATURE OF MENTAL ACTIVITY:

· Visual memory associated with the preservation and reproduction of visual images. It is extremely important for people of any profession, especially for engineers and artists. Good visual memory is often possessed by people with eidetic perception, who are able to “see” the perceived picture in their imagination for quite a long time after

4 how it stopped affecting the senses. In this regard, this type of memory presupposes a person’s developed ability to imagine. In particular, the process of memorizing and reproducing material is based on it: what a person can visually imagine, he, as a rule, remembers and reproduces more easily.

· Auditory memory - This is good memorization and accurate reproduction of various sounds, such as music and speech. It is necessary for philologists, people studying foreign languages, acousticians, and musicians. A special type of speech memory is verbal-logical, which is closely related to word, thought and logic. This type of memory is characterized by the fact that a person who has it can quickly and accurately remember the meaning of events, the logic of reasoning or any evidence, the meaning of a text being read, etc. He can convey this meaning in his own words, and quite accurately. This type of memory is possessed by scientists, experienced lecturers, university teachers and school teachers.

· Motor memory represents the memorization and preservation, and, if necessary, reproduction with sufficient accuracy of a variety of complex movements. It participates in the formation of motor, in particular labor and sports, skills and abilities. Improving human manual movements is directly related to this type of memory.

· Emotional memory - it is a memory of experiences. It is involved in all types of memory, but is especially evident in human relationships. The strength of memorizing material is directly based on emotional memory: what causes emotional experiences in a person is remembered by him without much difficulty and for a longer period.

· Tactile, olfactory, gustatory and other types of memory do not play a special role in human life, and their capabilities are limited compared to visual, auditory, motor and emotional memory. Their role mainly comes down to satisfying biological needs or needs related to the safety and self-preservation of the body.

BY THE NATURE OF OBJECTIVES:

· Involuntary memory- this is memorization and reproduction that occurs automatically and without much effort on the part of a person, without setting a special mnemonic task for himself (for memorization, recognition, preservation or reproduction). Involuntary memorization is not necessarily weaker than voluntary; in many cases in life it is superior to it.

Involuntarily, the material with which it is associated is remembered better

interesting and complex mental work and which is of great importance for a person

· Arbitrary memory- there is always a task of memorization, recognition, preservation or reproduction, and the process of memorization or reproduction itself requires volitional efforts.

MEMORY PROCESSES

Memorization - a memory process through which traces are imprinted, new elements of sensations, perceptions, thoughts or experiences are introduced into the system of associative connections. The basis of memorization is the connection of the material with the meaning into one whole. The establishment of semantic connections is the result of the work of thinking on the content of the memorized material.

The original form of memorization is involuntary memorization that occurs without a predetermined goal, without the use of any techniques. One involuntarily remembers what a person encounters in everyday life, which is connected with his interests and needs, with the goals and objectives of his activity (surrounding objects, events of everyday life, the content of films and books, people’s actions, etc.)

In contrast to involuntary memorization, there is arbitrary (intentional) memorization, when a person sets a goal - to remember what is intended, and uses special memorization techniques. Voluntary memorization is a complex mental activity subordinate to the task of remembering and includes a variety of actions performed in order to better achieve this goal. In the learning process, deliberate memorization often takes the form of memorization, i.e. repeating educational material many times until it is completely and accurately memorized.

Much of what is perceived in life a large number of times is not remembered by us if the task is not to remember. And at the same time, if you set this task before yourself and perform all the actions necessary to implement it, memorization proceeds with relatively great success and turns out to be quite durable. Of great importance in this

has the formulation of not only a general task (to remember what is perceived), but also more specific, special tasks. In some cases,

for example, the task is to remember only the main thing, the main thoughts, the most significant facts, in others - to remember verbatim, thirdly - to accurately remember the sequence of facts, etc. Setting special tasks has a significant impact on memorization; under its influence, the process itself changes.

Memorization included in any activity turns out to be much more effective than deliberate memorization and memorization, since it turns out to depend on the activity during which it is performed.

An important characteristic of the memorization process is the degree of comprehension of the memorized material. There is meaningful and rote memorization.

Rote- memorization without awareness of the logical connection between different parts of the perceived material. The basis of such memorization is associations by contiguity (one part of the material is connected with another only because it follows it in time; to establish such a connection, repeated repetition of the material is required)

Meaningful Memorization– is always associated with thinking processes and is based on generalized connections between parts of the material. It is based on an understanding of the logical connections between individual parts of the material (for example, two provisions, one of which is a conclusion from the other). Meaningful memorization is much more productive than mechanical memorization and requires less effort and time to memorize. Techniques for comprehending the material: highlighting the main ideas of the text and grouping them in the form of a plan; highlighting semantic reference points; comparison; specification, explanation of general rules with examples; repetition.

· Preservation - the process of active processing, systematization, generalization of material, mastery of it. Retention of what has been learned depends on the depth of understanding. Well-understood material is remembered better. Conservation also depends on the attitude of the individual. Personally significant material is not forgotten. Forgetting occurs unevenly: immediately after memorization, forgetting is stronger, then it occurs more slowly. That is why repetition cannot be postponed; it must be repeated soon after memorization, until the material is forgotten. 7 Sometimes, when preserved, a phenomenon is observed reminiscences. Its essence is that reproduction delayed by 2-3 days turns out to be better than immediately after memorization. Reminiscence manifests itself especially clearly if the initial reproduction was not meaningful 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. It has been established that storage can be dynamic and static. Dynamic storage manifests itself in RAM, and static storage manifests itself in long-term memory. With dynamic preservation, the material changes little; with static preservation, on the contrary, it necessarily undergoes reconstruction and certain processing. The strength of preservation is ensured by repetition, which serves as reinforcement and protects against forgetting, that is, from the extinction of temporary connections in the core of the brain. Repetition must 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 monotonous repetition, there is no mental activity, interest in memorization decreases, and therefore conditions for lasting retention are not created. Even more important for conservation is the application of knowledge. When knowledge is applied, it is remembered involuntarily.

· Playback – This is the process of recreating the image of an object that we previously perceived, but is not perceived at the moment.

It can be unintentional (involuntary) and intentional (voluntary).

In the first case, reproduction occurs unexpectedly for us. A special case of unintentional reproduction is the appearance of images that are characterized by exceptional stability.

With voluntary recall, as opposed to involuntary recall, we remember with a consciously set goal. This goal is the desire to remember something from our past experience. There are cases when reproduction occurs in the form of more or less long-term recall. In these cases, the achievement of the set goal - to remember something - is carried out through the achievement of intermediate goals that allow solving the main task. For example, in order to remember an event, we try to remember all the facts that are in one way or another connected with it. Moreover, the use of intermediate links is usually of a conscious nature. We consciously outline what can help us remember, or think about how something relates to it.

what we are looking for, or evaluating everything we remember, or judging why it does not fit, etc. Therefore, the processes of remembering are closely related to the processes of thinking.

At the same time, when remembering, we often encounter difficulties. We first remember the wrong thing, reject it and set ourselves the task of remembering something again. Obviously, all this requires certain volitional efforts from us. Therefore, remembering is at the same time a volitional process.

· Recognition - a manifestation of memory that occurs when an object is re-perceived.

Its elementary primary form is more or less automatic recognition in action - involuntary recognition. Occurs when there is a significant coincidence of new impressions with previous impressions and sufficient strength in maintaining these previous impressions. Involuntary recognition manifests itself in the form of an adequate reaction to a familiar stimulus.

Recognition becomes arbitrary and turns into a process recollection with insufficient coincidence of new impressions with previous impressions, as well as with insufficient strength of preservation of these previous impressions. In recollection, at first there is a feeling of familiarity of the object, which, however, does not yet allow it to be identified with anything known. And only later, finding common features with previous impressions, do we recognize the subject. It has been shown that the volume of recall is less than the volume of recognition. Based on the feeling of familiarity arises false recognition .

The opposite of false recognition is the phenomenon of losing something familiar. If there is a persistent pattern of loss of familiarity, this is agnosia(impaired recognition of objects, phenomena in clear consciousness due to damage to the cerebral cortex).

· Forgetting – a natural process of gradual reduction in the ability to recall and reproduce memorized material.

Like retention and memorization, it is selective. the physiological basis of forgetting is the inhibition of temporary connections. What is forgotten first of all is what is not of vital importance to a person, does not arouse his interest, and does not correspond to his needs.

Forgetting can be complete or partial, long-term or temporary. When completely forgotten The assigned material is not only not reproduced, but also not recognized. Partial forgetting material occurs when a person does not reproduce it all or with errors, as well as when he recognizes it, but cannot reproduce it. Physiologists explain temporary forgetting by inhibition of temporary nerve connections, complete forgetting by their extinction.

The process of forgetting proceeds unevenly: at first quickly, then more slowly. During the first five days after memorization, forgetting occurs faster than in the next five days. The most complete and accurate reproduction of complex and extensive material usually occurs not immediately after memorization, but after 2-3 days. This enhanced delayed playback is called reminiscence (vague memory) .

Forgetting largely depends on the nature of the activity immediately preceding and occurring after memorization. The negative influence of activities preceding memorization is called projective inhibition. The negative influence of the activity following memorization is called retroactive inhibition, it is especially pronounced in cases where, following memorization, an activity similar to it is performed or if this activity requires significant effort.

To reduce forgetting you need to:

1. understanding, comprehension of information (mechanically learned, but not fully understood information is forgotten quickly and almost completely);

2. repetition of information (the first repetition is necessary 40 minutes after memorization, since after an hour only 50% of the mechanically memorized information remains in the memory). It is necessary to repeat more often in the first days after memorization, since on these days the losses from forgetting are maximum.

CONCLUSION

Our mental world is very diverse. Thanks to the high level of development of our psyche, we can and do a lot. In turn, mental development is possible because we retain the acquired experience and knowledge. Everything that we learn, our every experience, impression or movement leaves a certain trace in our memory, which can persist for quite a long time and, under appropriate conditions, appear again and become an object of consciousness. That's why memory – is the imprinting, preservation, subsequent recognition and reproduction of traces of past experience. It is thanks to memory that a person is able to accumulate information without losing previous knowledge and skills. Memory occupies a special place among mental cognitive processes, uniting all cognitive processes into a single whole. The awareness that an object or phenomenon perceived at the moment was perceived in the past is called recognition . However, we can do more than just recognize objects. We can evoke in our knowledge the image of an object that we do not perceive at the moment, but which we perceived before. This process - the process of recreating the image of an object that we perceived earlier, but not perceived at the moment, is called playback . Not only objects perceived in the past are reproduced, but also our thoughts, experiences, desires, fantasies, etc. A necessary prerequisite for recognition and reproduction is imprinting , or remembering, of what has been perceived, as well as its subsequent preservation . Thus, memory is a complex mental process consisting of several private processes associated with each other. Memory is necessary for a person - it allows him to accumulate, save and subsequently use personal life experience; it stores knowledge and skills.

BIBLIOGRAPHY

Maklakov A. G.
M15 General psychology. - St. Petersburg: Peter, 2005. - 583 p.: ill. - (Series “Textbook of the New Century”)
Nemov R.S. H50 Psychology: Textbook. for students higher ped. textbook establishments: In 3 books. - 4th ed. - M.: Humanite. ed. VLADOS center, 2003. - Book. 1: General fundamentals of psychology. - 688 p.

3. Rubinshtein S. L. Fundamentals of general psychology - St. Petersburg: Peter Publishing House, 2000 - 712 pp.: ill. – (Series “Masters of Psychology”)

Memory is a mental cognitive process consisting of memorizing, storing, subsequent recognition and reproduction of various information by a person.
Thus, memory is a complex mental process consisting of several private processes associated with each other.

Within the memory, individual processes can be distinguished. The main ones are remembering, saving, reproduction, recognition And forgetting.

The activity of memory begins with memorization.

Memorization - this is the process of imprinting and subsequent preservation of perceived information, i.e., from consolidating those images and impressions that arise in consciousness under the influence of objects and phenomena of reality in the process of sensation and perception. Based on the degree of activity of this process, it is customary to distinguish two types of memorization: unintentional (or involuntary) And intentional (or arbitrary).

Unintentional memorization is memorization without a predetermined goal, without the use of any techniques and the manifestation of volitional efforts. This is a simple imprint of what affected us and retained some trace of excitation in the cerebral cortex. For example, after a walk in the forest or after visiting the theater, we can remember much of what we saw, although we did not specifically set ourselves the task of remembering.

In principle, every process that occurs in the cerebral cortex as a result of the influence of an external stimulus leaves behind traces, although the degree of their strength varies. What is remembered best is what is of vital importance to a person: everything that is connected with his interests and needs, with the goals and objectives of his activities. Therefore, even involuntary memorization, in a certain sense, is selective in nature and is determined by our attitude to the environment.

Unlike involuntary memorization arbitrary(or intentional) memorization is characterized by the fact that a person sets a specific goal - to remember some information - and uses special memorization techniques. Voluntary memorization is a special and complex mental activity subordinate to the task of remembering. In addition, voluntary memorization includes a variety of actions performed in order to better achieve a goal.

It is customary to highlight meaningful And mechanical memorization.

Rote memorization - This is memorization without awareness of the logical connection between different parts of the perceived material. An example of such memorization is memorization, memorization of statistical data, historical dates, etc. The basis of rote memorization is repeated repetition of material.

In contrast to this meaningful memorization based on understanding the internal logical connections between individual parts of the material. Two provisions of which one is a conclusion from the other are remembered not because they follow each other in time, but because they are logically connected. Therefore, meaningful memorization is always associated with thinking processes and relies mainly on generalized connections between parts of the material at the level of the second signaling system.

Comprehension of the material is achieved by the following techniques:

o highlighting the main thoughts in the material being studied and grouping them in the form of a plan;

o highlighting semantic reference points;

o comparison;

o repetition method: concentrated and distributed;

o method of reproduction during memorization;

The advantages of voluntary memorization are obvious only at first glance. Research by the famous Russian psychologist P.I. Zinchenko has convincingly proven that the orientation towards memorization, which makes it the direct goal of the subject’s action, is not in itself decisive for the effectiveness of the memorization process. In certain cases, involuntary memorization may be more effective than voluntary memorization. In Zinchenko's experiments, unintentional memorization of pictures during an activity whose purpose was to classify them (without the task of remembering) turned out to be definitely higher than in the case when the subject was given the task of specifically remembering the pictures.

Preservation - this is the retention of what has been learned in memory, i.e. the preservation of traces and connections in the brain. In the brain, nerve connections are established between cells, resulting in the formation of a nerve pathway.

Forgetting - disappearance, loss from memory, i.e. the process of extinction, elimination, “erasing” of traces, inhibition of connections. These two processes, opposite in nature, essentially represent different characteristics of one process: we talk about storing material in memory when there is no forgetting, and forgetting is poor preservation of memory material. Therefore, preservation is nothing more than a fight against forgetting.

Forgetting is a very expedient, natural and necessary process and should not always be assessed negatively. If we did not have the ability to forget, our memory would be filled with a mass of small and unnecessary information, facts, details, details. Our brain would be overloaded with information. And forgetting allows the brain to free itself from excess information. Many people with phenomenal (outstanding) memory complain that their brain is literally “clogged” with many unnecessary facts and this often prevents them from remembering the necessary and necessary information.

Everything that we learn, our every experience, impression or movement leaves a certain trace in our memory, which can persist for quite a long time and, under appropriate conditions, appear again and become an object of consciousness. Therefore, by memory we mean imprinting (recording), preservation, subsequent recognition and reproduction of traces of past experience, which allows us to accumulate information without losing previous knowledge, information, and skills.

Memory is a complex mental process consisting of several private processes associated with each other. Memory is necessary for a person - it allows him to accumulate, save and subsequently use personal life experience; it stores knowledge and skills.

Memory processes: remembering, storing, recognizing, reproducing and forgetting.

The initial stage of memorization is the so-called. unintentional or involuntary remembering, i.e. memorization without a predetermined goal, without using any techniques. Recently, close attention of researchers has been attracted to the processes occurring at the very initial stage of memorization. In order for this or that material to be fixed in memory, it must be appropriately processed by the subject. Subjectively, this process is experienced as an echo of an event that has just occurred: for a moment we seem to continue to see, hear, etc. something that we no longer directly perceive (stands before our eyes, sounds in our ears, etc.). These processes are called short-term memory. Unlike long-term memory, which is characterized by long-term retention of material after repeated repetition and reproduction, short-term memory is characterized by very short-term retention.

Much of what a person encounters in life is involuntarily remembered: surrounding objects, phenomena, events of everyday life, people’s actions, the contents of books read without any educational purpose.

It is necessary to distinguish from involuntary memorization voluntary (intentional) memorization, characterized by the fact that a person sets a specific goal - to remember what is intended, and uses special memorization techniques. In the learning process, deliberate memorization often takes the form of memorization, i.e. repeated repetition of educational material until it is completely and error-freely memorized. So, for example, poems, definitions, formulas, laws, etc. are memorized. The success of memorization also depends on the extent to which the material is comprehended by a person. With mechanical memorization, words, objects, events, movements are remembered exactly in the order in which they were perceived, without any transformations. Rote memorization relies on the spatial and temporal domain of memorization objects. Meaningful memorization is based on understanding the internal logical connections between parts of the material. Meaningful memorization is many times more productive than mechanical memorization. Comprehension of the material is achieved by various techniques and, first of all, by highlighting the main thoughts in the material being studied and grouping them in the form of a plan. A useful memorization technique is also comparison, i.e. finding similarities and differences between objects, phenomena, events, etc. The strength of memorization largely depends on repetition.

What a person remembers is stored by the brain for a more or less long time. Preservation as a memory process has its own patterns. It has been established that conservation can be dynamic and static. Dynamic storage manifests itself in RAM, and static storage in long-term memory. With dynamic conservation, the material changes little; with static conservation, on the contrary, it undergoes reconstruction and processing.

Retrieving material from memory is carried out using two processes - reproduction and recognition. Reproduction is the process of recreating the image of an object that we previously perceived, but is not perceived at the moment. Reproduction differs from perception in that it occurs after it and outside of it. Thus, the physiological basis of reproduction is the renewal of neural connections formed earlier during the perception of objects and phenomena. Like memorization, recall can be unintentional (involuntary) or intentional (voluntary).

Recognition of an object occurs at the moment of its perception and means that there is a perception of an object, the idea of which was formed in a person either on the basis of personal impressions (memory representation) or on the basis of verbal descriptions (imagination representation). For example, we recognize the house in which a friend lives, but which we have never been to, and recognition occurs due to the fact that this house was previously described to us, they were explained by what signs to find it, which was reflected in our ideas about it.

Recognition processes differ from each other in their degree of certainty. Recognition is least certain in those cases when we only experience a feeling of familiarity of an object, but cannot identify it with anything from past experience. For example, we see a person whose face seems familiar to us, but we cannot remember who he is and under what circumstances we could have met him. Such cases are characterized by uncertainty of recognition. In other cases, recognition, on the contrary, is characterized by complete certainty: we immediately recognize the person as a certain person. Therefore, these cases are characterized by complete recognition. Both of these variants of recognition unfold gradually, and therefore they are often close to recollection, and therefore are a complex mental and volitional process.

The processes of recognition and reproduction are not always carried out with equal success. Sometimes it happens that we can recognize an object, but we are unable to reproduce it when it is absent. There are cases of the opposite kind: we have some ideas, but we cannot say what they are connected with. Most often we experience difficulties in reproducing something, and much less often such difficulties arise in recognition. As a rule, we are able to find out when it is impossible to reproduce. Thus, recognition is easier than reproduction.

Forgetting is expressed in the inability to restore previously perceived information. The physiological basis of forgetting is certain types of cortical inhibition, which interferes with the actualization of temporary neural connections. Most often this is the so-called extinctive inhibition, which develops in the absence of reinforcement.

Forgetting comes in two main forms:

inability to remember or recognize;
incorrect recall or recognition.

Between complete recall and complete forgetting, there are varying degrees of recall and recognition.

It is customary to distinguish three such levels:

reproducing memory;
recognition memory;
facilitating memory.

Forgetting occurs unevenly over time. The greatest loss of material occurs immediately after its perception, and later forgetting occurs more slowly.

Dzerzhinsk, 2015 Memory. Memory processes and their characteristics.

Checked by: Smakovskaya N.I.

Group TMO-13zs

Completed by: Burlakov D.S.

Memory is a complex mental process consisting of several private processes connected with each other. Memory is necessary for a person - it allows him to accumulate, save and subsequently use personal life experience; it stores knowledge and skills.

Initial stage memorization – unintentional or involuntary memorization, i.e. memorization without a predetermined goal, without using any techniques. Recently, close attention of researchers has been attracted to the processes occurring at the very initial stage of memorization. In order for this or that material to be fixed in memory, it must be appropriately processed by the subject. Subjectively, this process is experienced as an echo of an event that has just occurred: for a moment we seem to continue to see, hear, etc. something that we no longer directly perceive (stands before our eyes, sounds in our ears, etc.).

These processes are called short term memory. Unlike long-term memory, which is characterized by long-term retention of material after its repeated repetition and reproduction, short-term memory is characterized by very short retention.

It is necessary to distinguish from involuntary memorization arbitrary (intentional) memorization, characterized by the fact that a person sets a specific goal - to remember what is intended, and uses special memorization techniques. In the learning process, deliberate memorization often takes the form of memorization, i.e. repeated repetition of educational material until it is completely and error-freely memorized. So, for example, poems, definitions, formulas, laws, etc. are memorized. The success of memorization also depends on the extent to which the material is comprehended by a person. With mechanical memorization, words, objects, events, movements are remembered exactly in the order in which they were perceived, without any transformations. Rote memorization relies on the spatial and temporal domain of memorization objects. Meaningful memorization is based on understanding the internal logical connections between parts of the material. Meaningful memorization is many times more productive than mechanical memorization.

Comprehension of the material is achieved by various techniques and, first of all, by highlighting the main thoughts in the material being studied and grouping them in the form of a plan. A useful memorization technique is also comparison, i.e. finding similarities and differences between objects, phenomena, events, etc. The strength of memorization largely depends on repetition.

What a person remembers is stored by the brain for a more or less long time. Preservation as a memory process has its own patterns. It has been established that conservation can be dynamic and static. Dynamic saving appears in working memory, and static in the long term. With dynamic conservation, the material changes little; with static conservation, on the contrary, it undergoes reconstruction and processing.

Retrieving material from memory is carried out using two processes - reproduction and recognition . Playback - this is the process of recreating the image of an object that we previously perceived, but is not perceived at the moment. Reproduction differs from perception in that it occurs after it and outside of it. Thus, the physiological basis of reproduction is the renewal of neural connections formed earlier during the perception of objects and phenomena. Like memorization, recall can be unintentional (involuntary) and intentional (voluntary).

Recognition of any object occurs at the moment of its perception and means that there is a perception of an object, the idea of which was formed in a person either on the basis of personal impressions (memory representation) or on the basis of verbal descriptions (imagination representation). For example, we recognize the house in which a friend lives, but which we have never been to, and recognition occurs due to the fact that this house was previously described to us, they were explained by what signs to find it, which was reflected in our ideas about it.

Recognition processes differ from each other in their degree of certainty. Recognition is least certain in those cases when we only experience a feeling of familiarity of an object, but cannot identify it with anything from past experience. For example, we see a person whose face seems familiar to us, but we cannot remember who he is and under what circumstances we could have met him. Such cases are characterized uncertainty of recognition. In other cases, recognition, on the contrary, is different with complete certainty: We immediately recognize a person as a certain person. Therefore, these cases are characterized by complete recognition. Both of these variants of recognition unfold gradually, and therefore they are often close to recollection, and therefore are a complex mental and volitional process.

Forgetting is expressed in the inability to restore previously perceived information. The physiological basis of forgetting is certain types of cortical inhibition, which interferes with the actualization of temporary neural connections. Most often this is the so-called extinctive inhibition, which develops in the absence of reinforcement.

Forgetting comes in two main forms:

1. inability to remember or recognize;

2. incorrect recall or recognition.

Between complete recall and complete forgetting, there are varying degrees of recall and recognition.

It is customary to distinguish three such levels:

1. reproducing memory;

2. recognition memory;

3. facilitating memory.

Forgetting occurs unevenly over time. The greatest loss of material occurs immediately after its perception, and later forgetting occurs more slowly.

Bibliography

1. Adam D. Perception, consciousness, memory. Reflections of a biologist / Ed. E.N. Sokolova. - M.: Mir, 1983.

2. Atkinson R., Shifrin R. Human memory: memory system and control processes // Psychology of memory: Reader / Ed. Yu.B. Gippenreiter, V.Ya. Romanov. - M.: CheRo, 2000.

3. Cheremoshkina L.V. Psychology of memory: Textbook. manual for universities. - M.: Academy, 2002.