Let's take a closer look at short-term and long-term memory.

As mentioned above, in short-term memory, the retention of material is limited to a certain, short period of time. The short-term memory of a person is connected with his actual consciousness.

Long-term memory is designed for long-term storage of information; it is not connected with the actual consciousness of a person and presupposes his ability at the right moment to recall what he once remembered. In contrast to SP, where recollection is not required (because what was perceived is still in the actual consciousness), in DP it is always necessary, because. perceptual information is no longer in the realm of actual consciousness.

When using DP, remembering often requires certain volitional efforts, so its functioning is usually associated with will.

To maintain information in short-term memory, it is always necessary to maintain continuous attention to the memorized material during the entire time it is retained in memory; with long-term memorization, this is not necessary.

One of the possible mechanisms of short-term memorization is temporal coding, i.e. reflection of what is remembered in the form of certain, sequentially located symbols in the auditory and visual systems of a person. Often, in order to really remember something, they try to evoke a certain emotional reaction by association with it. Such a reaction can be considered as a special psychophysical mechanism that contributes to the activation and integration of processes that serve as a means of memorization and reproduction.

Consider the main characteristics of short-term memory. As already mentioned, its average volume is limited to 7 ± 2 units of integrated information. This volume is individual, it characterizes the natural memory of a person and tends to persist throughout life. They first determine the volume mechanical memory, which functions without the active inclusion of thinking in the process of memorization.

With the features of the CP, due to the limited scope of its volume, such a property as substitution is associated. It manifests itself in the fact that when the individual stable volume of a person's short-term memory is overflowed, the information that enters it again partially displaces the information already stored there. Subjectively, this can manifest itself, for example, in an involuntary switching of a person's attention from memorization to something else.

Short-term memory plays an important role in human life. Thanks to it, the most significant amount of information is processed, unnecessary information is eliminated, and as a result, long-term memory is not overloaded with unnecessary information. CP is of great importance for the organization of thinking; its material, as a rule, is the facts that are in the CP of a person.

This type of memory actively works in the process of human-to-human communication. It has been established that when people who meet for the first time are asked to talk about their impressions of each other, to describe those personal characteristics that they noticed during the meeting, then on average, as a rule, the number of traits that corresponds to the volume of the CP, i.e. e. 7±2.

Without CP, the normal functioning of long-term memory is impossible. Only what was once in the CP can penetrate into the latter and be deposited for a long time. In other words, the CP acts as a kind of filter that lets the necessary information into the DP, while at the same time making a strict selection in it.

One of the main properties of CP is that this type of memory, under certain conditions, also has no time limits. This condition consists in the possibility of continuously repeating a series of words, numbers, etc., just heard. To maintain information in the CP, it is necessary to maintain activity aimed at memorization, without diverting attention to another type of activity, complex mental work.

Clinical studies related to memory disorders show that the two types of memory - CP and DP - do exist as relatively independent. For example, with such a disorder, which is called retrograde amnesia, the memory of recent events suffers mainly, but the memories of those events that took place in the distant past are preserved. With another type of disease - anterograde amnesia - both CP and DP remain preserved. However, the input ability suffers. new information in DP.

However, both types of memory are interconnected and work as a single system. One of the concepts showing their joint work was developed by American scientists R. Atkinson and R. Shifrin. It is schematically presented in Fig. 2

Rice. 2.

In accordance with this theory, the DP is practically unlimited in volume, but limited in the possibility of arbitrary recall of the information stored in it. In addition, in order for information to get into the storage of the DP, it is necessary that certain work be done on it even at the time when it is in the CP.

In many life situations, the processes of CP and DP work almost in parallel. For example, when a person sets himself the task of remembering something that obviously exceeds the capabilities of his CP, he often consciously or unconsciously resorts to the method of semantic grouping of material, which makes it easier for him to memorize. Such a grouping, in turn, involves the use of DP, referring to past experience, extracting from it the knowledge and concepts necessary for generalization, ways of grouping the memorized material, reducing it to a number of semantic units that do not exceed the volume of the CP.

The transfer of information from the CP to the DP usually causes difficulties, because, in order to do this, you need to comprehend and structure in a certain way, connect in your imagination new information with those that are already stored in the DP. But there are unique cases when this is done relatively easily by a person. One such case was described by A.R. Luria in his work "A Little Book of Great Memory". The features of the memory of a certain Sh. were examined, and it was found that “it was indifferent to him whether meaningful words, meaningless syllables, numbers or sounds were presented to him, whether they were given orally or in writing; he only needed one element of the proposed row was separated from another by a pause of 2-3 seconds.

As it was found out later, Sh.'s memory mechanism was based on eidetic vision, which he had especially developed. After the presentation of the material, Sh. continued to see it in the absence of the material itself and was able to restore in detail the corresponding visual image after a long time (some experiments were repeated after 15-16 years). For the average person, it is this point of recollection that is usually the problem.

Let us now consider the features and mechanisms of operation of the DP. She usually joins the case not immediately after the material has been perceived, but after at least a few minutes. When information is transferred from the CP to the DP, it is usually recoded again and included in the semantic structures and connections that already exist in the DP. In contrast to CP, in the long term this process is neither auditory nor visual. Rather, it is based on thinking, on the conscious attribution to the memorized of a certain semantic meaning known to the memorizer. Thus, DP has a semantic organization.

Speech plays an important role in DP. What can be expressed in words is usually remembered more easily and better than what can only be perceived visually or by ear. At the same time, if words act not just as a verbal replacement for the memorized material, but are the result of its comprehension, then this is the most productive.

Preservation and recall as mnemonic processes have their own characteristics. A person's poor memory may be due to difficulty remembering, rather than remembering as such. Difficulties that arise when remembering are often associated with the fact that at the right time the necessary stimulus-means for remembering were not at hand. The richer the stimuli-means that a person has for remembering, the more they are available to him at the right time, the better is voluntary recall. At the same time, two factors increase the likelihood of successful recall: the correct organization of the memorized information and the re-creation of conditions identical to the conditions under which the material was memorized.

One of effective ways structuring memorization is giving the memorized material a structure of the "tree" type. In such a structure, at the very top is a keyword that conveys the most general meaning of the text. Below are key words that convey meaning separate parts text. Then keywords that convey the meaning of individual sentences. At the very bottom of the structure is the actual memorized text. To recall the text, it is enough to first come up with the "upper" keyword, and then moving on to more low levels structures recall the entire text.

The effectiveness of recall is sometimes reduced by interference, i.e. the mixing of some materials with others, some memory schemes with others, connected with completely different materials. Most often, interference occurs when the same memories are associated in memory with the same events and their appearance in consciousness gives rise to the simultaneous recall of competing (interfering) events.

The memory of the material is also affected by the emotions associated with it, and depending on the specifics of the emotional experiences associated with the memory, this influence can manifest itself in different ways. The brighter the emotions associated with the event, the easier the recall. Positive emotions, as a rule, contribute to recall, and negative ones hinder. It has been experimentally proven that artificial re-creation during recall emotional states accompanying the moment of memorization, improves memory.

Long-term memory with conscious access is characterized by the pattern of forgetting: everything unnecessary, secondary, as well as a certain percentage of necessary information is forgotten.

To reduce forgetting, you need to:

1) understanding, comprehension of information (mechanically learned, but not fully understood information is forgotten quickly and almost completely - curve 1 on the graph);

2) repetition of information (the first repetition is necessary 40 minutes after memorization, because after an hour only 50% of mechanically memorized information remains in memory).

It is necessary to repeat more often in the first days after memorization, because on these days the losses from forgetting are maximum, it is better like this: on the first day - 2-3 repetitions, on the second day - 1-2 repetitions, on the third - the seventh day, 1 repetition, then 1 repetition with an interval of 7-10 days. 30 repetitions in a month is more effective than 100 repetitions in a day. Therefore, systematic study, without overload, memorization in small portions during the semester with periodic repetitions after 10 days is much more effective than concentrated memorization of a large amount of information in a short session, causing mental and psychic overload and almost complete forgetting of information a week after the session.

Rice. 3. Ebbinghaus forgetting curve: a) meaningless material; b) logical processing; c) on repetition

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

This is a "reservoir" for short-term storage of thoughts and ideas that we can extract and apply at any time to make any decision.

When we need to answer a question without preparation, short-term memory allows us to simultaneously speak and mentally plan the next statements.

It is also used when we read. To understand the essence of the material, we need to remember what we have already read and relate it to what we will read next.

In addition, short-term memory helps us to ignore unnecessary information, including everything that distracts us. But the ability to focus on the task is very important, especially in our time.

We all now suffer from an overabundance of information, social networks and various alerts, day and night, require our attention. The brain has to make a lot of effort to determine what information to remember and what not. All this causes anxiety and stress and further reduces the capacity of our memory.

How to make short-term memory work at full capacity

There are two exits.

First, reduce the number of distractions and thereby lower your stress levels. This will positively affect not only memory, but also all spheres of life.

But sometimes it's just not feasible. We cannot foresee when the boss will demand an urgent report from us or when someone close to us will fall ill. And, to tell the truth, we usually even like the variety of information that is now presented online.

So, the second option remains - to develop and strengthen our short term memory.

How to train short term memory

brain training

Namely, the so-called "double task n-back". During this training, you train your short-term memory by following a series of images and determining when a particular image appeared before.

Studies have confirmed that such training helps strengthen short-term memory. Jacky Au, Ellen Sheehan, Nancy Tsai. Improving fluid intelligence with training on working memory: a meta-analysis .. But all the improvements are unstable. Short-term memory, like our muscles, requires constant training. Researchers recommend setting aside 25 minutes a day for this.

Meditation

Not only does meditation help lower blood pressure and relieve symptoms of depression, but it also strengthens our short-term memory. The researchers suggest that this is due to the fact that meditation affects the ability to focus on one thought and ignore the rest.

One study found D. Quach, K. E. Jastrowski Mano, K. Alexander. A Randomized Controlled Trial Examining the Effect of Mindfulness Meditation on Working Memory Capacity in Adolescents . that already after 8 days of regular short-term memory of students significantly improved compared to those who did not participate in the experiment. At the same time, it is not necessary to meditate for a long time, just 8 minutes a day is enough.

Power training

Physical exercise allows you to keep healthy not only the body, but also the brain. This was confirmed by a study by Teresa Liu-Ambrose from the University of British Columbia. Teresa Liu-Ambrose. Resistance Training Improves Cognitive Function in Senior Women .. She has long explored the relationship between physical strength and mental toughness, especially in the elderly. According to Liu-Ambrose, those who regularly performed strength training had better short-term memory and attention than those who preferred aerobic training.

If you still prefer the aerobic type of physical activity, do not worry: running and swimming also have a positive effect on our cognitive functions. Just add exercises such as deadlifts and squats to your regular workouts.

Dream

Researchers found that those who slept for 8 hours were 58% better at tasks involving the use of short-term memory. Kenichi Kuriyama, Kazuo Mishima, Hiroyuki Suzuki. Sleep Accelerates the Improvement in Working Memory Performance ..

Use these methods to keep your reaction time in any situation.

English short-term memory) - one of the types of memory (see Memory types), characterized by a limited storage time of information (up to 30 s) and a limited number of retained elements (see Short-term memory volume, Memory volume, Buffer memory, Sensory register). Information enters the C. p. from sensory or long-term memory. A necessary condition for the translation of information into a C. p. is the focus on this information of the subject's attention. The main function of the C. p. is the primary orientation in environment. This orientation provides material for long-term memory, on the one hand, and activates old mnemic traces, on the other.

Mechanism K. p. - reverberation of nerve impulses in the cerebral cortex (see Memory physiological mechanisms). Subjectively, this process is experienced as an “echo” of an event that has just happened: for a moment, we seem to continue to see, hear, etc. what we no longer directly perceive (“is before our eyes”, “sounds in our ears” and etc.). Closely connected with perception, being, as it were, its inertia, CP serves as the basis for more complex functional formations. At the same time, quite complex transformations of the input information can be carried out in the C.P. itself, carried out in a collapsed form.

The main mechanism of retention (preservation) in K. p. - repetition. By coding with enlargement of the units that are in the code (a word instead of individual letters, a decimal number instead of a binary number, etc.), the amount of information in it can be. increased. The elements retained in the C. p. are either displaced by newly arrived elements, or (if there is no repetition) are destroyed over time (see Forgetting). A number of models of C.P. have been proposed (D. Broadbent; N. Waugh and D. Norman; R. Atkinson and R. Shiffrin; J. Sperling). The specificity of the Sperling model (1967) lies in the microstructural approach to the problem of short-term memorization. The elements of his model are visual (iconic) memory (see Iconic memory), scanning unit, recognition buffer memory (see Buffer memory), repetition unit, and auditory memory. Visual memory is such a stage of information processing that precedes the stage of short-term memorization and is characterized by a large amount of memorization than is typical for C. p. The duration of information storage in visual memory ranges from 0.3-1 s. The speed of scanning and reading information in visual memory is 100 characters per second. The speed of information processing in the recognition buffer memory is 10-15 ms per symbol. Information scanned from visual memory is repeated in internal speech at a speed of 3-6 syllables per second and enters auditory memory, the duration of storage in which is 0.25-2 s.

Some researchers identify the mentality and consciousness (F. Craik, R. Lockhart). The approach is close to this, according to which the memory memory is considered as a set of elements of a single memory with increased activity (R. Atkinson, R. Shiffrin).

The term "K. p." is also often used to refer to an experimental situation when testing is carried out no later than 30 s after the end of the presentation of the memorized material. Some psychologists, as an analogue (form) of K. p., propose to consider the so-called. operative memory (G. V. Repkina), the basis for the allocation of which is not the duration of storage, but the function of memory in mental activity. See RAM. (T. P. Zinchenko.)

short term memory

short-term memory) In the late 1950s, on the wave of interest in information processing models. in relation to learning, memory and perception, there was a need to obtain answers to many questions regarding the characteristics of the processing sequence, from reception, storage, retrieval to information retrieval. from memory. Most approaches with t. sp. information processing. propose a learning model in which the iconic storage or sensory register corresponds to the initial stage, short-term memory (ST) to the intermediate stage, and long-term memory (LT) to the final stage. Within and between these stages (levels, stages, etc.), the learning process can be mediated by attention and linguistic factors. Access to search and extraction of information. from memory can be provided both at the CP level and at the DP level. In essence, the CP is a temporary and limited in volume (from 5 to 9 elements) storage. The duration of saving information. in KP ranges from 20 s to 1 min. Translation of inform. from CP to a more solid DP is made in the process of repetition or memorization of the material. KP is extremely vulnerable to the impact of various factors. Traces in the CP quickly fade away over time and under the influence of interference with competing acoustic (similar sounds) or semantic (similar meanings) inform. Common laboratory tasks used to study CP are presenting lists of numbers, letters or words, immediately followed by counting the number of correctly remembered elements. There are several types of these tasks: tasks with distraction, tasks without distraction, or probing tasks, and paired associations. Depending on the temporal or spatial parameters used in a particular experiment, these tasks contribute either to the extinction of the mnemonic trace or to various forms of interference. Despite the fact that the CP has a limited volume, the researchers found that this volume can be increased through the organization of blocks (chunking). That is, each of the six or seven elements that we are able to remember can serve as categories of a higher order for six or seven other elements or members of this hierarchical categorization. However, as it turned out, the blocks formed in the CP are much more unstable than the hierarchical categorization in the DP. Although the similarity and meaningfulness of the memorized elements are primarily attributed to the characteristics of the stimulus material, which can cause interference, they also include the sequential placement of elements. Proactive interference causes previously learned material to worsen the memorization of new information, while retroactive interference causes poor recall of previously learned material due to recently learned information. Element interference effects can be observed when playing lists of elements. Here, the reproduction efficiency curve depending on the position of the recalled element in the list has a U-shape. The elements in the middle of the list seem to suffer the most interference, while the elements at the beginning of the list had significantly more repetitions during learning, and the elements at the end of the list are still "fresh" in memory, and therefore the beginning and end of the list are remembered better. Along with the quantitative assessment of the CP, a qualitative assessment of the sequence of processing information appeared. The question of whether CP and DP are independent or inextricably linked processes is heavily debated in the literature. See also Memory, Memory disorders D. F. Fisher

MEMORY

short-term memory) - a memory subsystem that provides operational retention and transformation of data coming from the senses and from long-term memory. Physiologically, it is associated with the bioelectric circuits of oscillations in the nervous system. It is necessary to distinguish operational memory from it. A necessary condition for the transfer of material from sensory memory to short-term memory is paying attention to it. Synonyms for short-term memory are operational memory and (sometimes) working memory.

The central role in the short-term retention of data is played by the processes of internal naming and active repetition of the material, usually in the form of hidden pronunciation. There are two types of repetition:

1) relatively mechanical (acoustic-articulatory) nature, which does not lead to noticeable transformations of the material; this type of repetition allows you to keep information at the level of short-term memory, but is not sufficient for its translation into long-term memory;

2) accompanied by the inclusion of the retained material in the system of associative links (for example, the enlargement of information units). Long-term memorization is possible only with the second type of repetition.

Only a very limited amount of information can be stored in short-term memory - no more than 7 +/- 2 units of material. But studies show that these limitations do not prevent memorizing large amounts of meaningful perceptual material (landscapes, faces, works of art). visual arts etc.).

short term memory

Specificity. Characterized relatively short time storage of information (up to 30 s.), which is lost due to the action of the time factor or due to the receipt of new information, and a small number of reproducible elements. Information enters short-term memory from sensory or long-term memory, provided that the individual pays attention to it and uses a strategy of repetition. The individual has direct access to this information. By enlarging the units of information that fall into short-term memory, the total number of its elements can be increased. Information is stored in it in a modal-specific form.

MEMORY, SHORT TERM (SRT)

Memory for information that has received minimal processing or interpretation. According to modern theories of memory, the CMP is relatively limited in scope, capable of holding only about seven "units" (although if the interpretation of the material was sufficiently complete, these units can contain a lot of information; see 7±2). The material is believed to be retained in the CVP by repetition, and if such repetition is interrupted, the material has a half-life of perhaps no more than 10 or 15 seconds. Wed with long-term memory and sensory information storage. Also called short-term storage (TSS), primary memory, and working memory.

Short-term memory is the primary or active type of memory, in which the information that we are currently processing plays an important role. In Freudian psychology, this kind of memory is called consciousness. The information contained in short-term memory depends on sensory perception.

Length of short term memory

Most of the information contained in short-term memory is stored for about 20 to 30 seconds, but this time can be reduced to only a few seconds if there is no repetition of information or active maintenance of it in memory. Many of our short-term memories are quickly forgotten, making way for this information held in long-term memory.

Short term memory capacity

The amount of information that can be stored in short-term memory can vary depending on a person's abilities. The figure "7±2," is often given, chosen based on the results famous experiment about short-term memory. In a highly acclaimed article entitled "The Magic Number 7±2," psychologist George Miller suggested that humans can store between five and nine pieces of information in short-term memory. More recent research shows, however, that people are able to store about four items in short-term memory.

Differences between short-term and working memory

The term "short-term memory" is often used interchangeably with the term "working memory", but the two types of memory must be clearly distinguished. Working memory implies the process of temporary storage of information, its organization and management. Short-term memory, on the other hand, refers only to the temporary storage of information in memory.

According to AMI-TASS, American scientists from Rutgers University and the University of New Jersey came to the conclusion that there is a close connection between the power of intelligence and short-term memory. Mice that were given special exercises to improve working short-term memory also showed an increase in intellectual abilities on special tests.

As a rule, similar conclusions regarding mice and rats are also valid for humans. Thus, by training short-term memory, a person will simultaneously improve his intelligence.

It remains only to figure out what short-term memory is and how you can improve its functioning.

What is short term memory

A person's short-term memory is similar to the RAM of a computer - it is used in the current work, and when the computer is turned off, it is completely erased. For a computer, the issue of increasing RAM is solved quite simply. We are adding a new chip. For a person, this method is not suitable, but there are techniques that lead to its performance.

Short-term memory allows you to remember something after a fairly short period of time from a few seconds to a minute without repetition. With enough repetition, objects move from short-term memory to long-term memory.

The amount of information stored in such memory is quite limited. Studies show that it is, as a rule, from 4 to 9 objects, on average 5-7.

This allows you, for example, to compare prices in a store or dial a phone number by looking at it or hearing it once. This kind of memory is rather unstable.

Some tricks and exercises

The main exercise for the development of short-term memory is the memorization and repetition of a sequence of numbers. The same exercise is most often used to test the capabilities of short-term memory.

I won't stop at this one. I think most people are not interested in some special exercises to improve and train memory, but in those techniques that can be used in everyday life to maintain a good level of memory performance.

Grouping objects

The main way to improve memory in psychology is the grouping of objects, or it is also called the English word “chunking” (English chunking).

Using this rule, for example, for a 10-digit phone number 9258674567, means that it is easier to remember by breaking it into several parts, for example: 925 867 45 67.

With such a partition, a person will be able to remember much more characters, since he is able to group information about the semantic groups of letters. It is believed that the ideal size for chunks of letters and numbers, whether meaningful or not, is three units.

As a rule, people do just that, making sure from their own experience that they remember better this way. When someone memorizes or says a phone number, he will most likely break it down into sequences of 2-3 characters.

It is also known that acoustically similar sets of words are more difficult to remember than acoustically different ones. Based on this, we can conclude that short-term memory relies mainly on an acoustic (verbal or speech) code for storing information.

Mnemonics

Mnemonics is understood as the replacement of abstract objects with concepts that have a visual, auditory or other representation, the linking of objects with already existing information in memory to simplify memorization.

Mnemonics have proven to be effective especially for learning problems. They are best used by those who have problems with short-term memory.

To improve short-term memory, it is important to know that memory uses mnemonics to highlight a particular response. Mnemonics include images, sounds, colors, tastes, smells, contact, language, and emotions. Most of them are related to the sense organs. Associating a pleasant color or sound with specific information helps people remember faster.

Mnemonic images should be positive and pleasant for you. Otherwise, you will reject them.

Here is an example of a mnemonic. If you like some kind of melody, you can memorize a phone number or a person's name to the rhythm of this melody. Sing this a few times and you will see how much more firmly the information is stored in memory.

It is useful to apply such techniques if you have to constantly face the problem of remembering, for example, due to the nature of your activity.

Of course, this technique does not directly affect short-term memory. In essence, when we try to form mnemonic connections, we are trying to fix information on a long-term level.

Food

It is believed that to improve memory, whether short-term or long-term, it is necessary to follow a diet containing:

• B vitamins (especially B6, B12 and folic acid (vitamin B9)). These vitamins are found in green vegetables with leaves, in protein products: milk, meat, fish, legumes, etc., in wholemeal bread, yeast, liver, and are part of honey. Vitamins are destroyed during heat treatment and do not accumulate in the body. Therefore, it is necessary to consume food containing them daily.
• antioxidants such as vitamins C, E and beta carotene. Best Sources: Blueberries and other berries, fresh fruits and freshly squeezed juices. As a rule, all of them are characterized by a sour or sour-sweet taste.
• Omega-3 fatty acids. Contained in some marine and vegetable fats. Basically it is fish, flax seeds, walnuts, rapeseed oil. Studies conducted in 2005 in Italy found that daily consumption of omega-3 acids enhances a person's mental capabilities and increases his ability to pay attention.

Keep in mind that vitamins are destroyed by alcohol, refined sugars, nicotine and caffeine. With nicotine, in particular, experiments were carried out. The ability to remember after smoking a cigarette decreases significantly.

Additionally

Attentiveness. It's hard to remember anything if you don't pay enough attention to it. So when you're trying to remember something, don't get distracted by something else.

Regular use. A person's memory is like his muscles - if it is not used, it will atrophy. If you are used to not relying on your memory and not trying to use it to the fullest, most likely it will reciprocate and you will not be able to rely on it, even when you really need it.

A short film about memory.