Being one of the most complex mental functions of a person, memory has different types and forms. First of all, we can distinguish such types of memory as genetic(hereditary), and lifetime. The first includes mainly instincts and almost does not depend on the conditions of human life. Genetic memory is stored in the genotype, transmitted and reproduced by inheritance. This is the only kind of memory that we cannot influence through training and education. Genetically, from generation to generation, the necessary biological, psychological and behavioral properties are transmitted. As for lifetime memory, it is a repository of information received from birth to death.

Lifetime memory can be classified in various ways.

By the presence of a target setting and the efforts expended on memorization memory can be divided into involuntary and arbitrary. Involuntary memory - this is an automatic memorization and reproduction of information that occurs without effort on the part of a person and installation for memorization. Arbitrary memory- memorization with a special setting to remember and requiring certain volitional efforts.

According to the degree of meaningfulness, memory is divided into mechanical and semantic. mechanical memory based on the repetition of material without its comprehension. With such memorization, words, objects, events, movements are remembered exactly in the order in which they were perceived. Mechanical memory appears in the form of the ability to learn and acquire life experience. semantic memory involves the comprehension of the memorized material, which is based on an understanding of the internal logical connections between its parts. Meaningful memorization is more effective because it requires less effort and time from a person.

Depending on installation For the period of information storage, short-term, short-term and long-term memory can be distinguished. short term memory stores information on average for about 20 seconds. This memory retains not a complete, but only a generalized image of the perceived, its most essential elements. It works without a preliminary conscious mindset for memorization, but instead with a mindset for the subsequent reproduction of the material. Operational called memory, designed to store information for a certain, predetermined period, in the range from several seconds to several days. The period of storage of information in this memory is determined by the task facing the person, and is designed only for solving this task. 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 memory. long term memory capable of storing information for an almost unlimited period of time. Repeated and systematic reproduction of this information strengthens its traces in long-term memory. Long-term memory receives information that is of strategic importance to a person.

According to the materialstored memory, it can be divided into cognitive, emotional and personal. cognitive memory- the process of preserving knowledge. The knowledge gained in the process of learning first acts as something external in relation to the individual, then gradually turns into the experience and beliefs of a person. Emotional memory - retention in the mind of experiences and feelings. Emotional memory for the experience is an indispensable condition for the development of the ability to empathize. Memory for feelings is the basis of skill in a number of professions (especially those related to art). Personal memory ensures the unity of self-consciousness of the individual at all stages of her life path. A person cannot become a person if his memory does not keep the continuity of goals, actions, attitudes and beliefs.

By modalitystored images distinguish verbal-logical and figurative types of personality memory. Verbal-logical memory closely connected with the word, thought and logic. A person with such a memory can quickly and accurately remember the meaning of events, readable text, the logic of reasoning. This type of memory is possessed by scientists, experienced lecturers, teachers.

figurative memorysubdivided into visual, auditory, motor, tactile, olfactory and gustatory. The level of their development in each person is not the same, which allows us to talk about verbal-logical or figurative types of memory. Visual memory associated with the preservation and reproduction of visual images. It is extremely important for people of all professions, especially for engineers and artists. This type of memory involves a person's ability to imagine, which contributes to a good memorization of visual images. Auditory memory - this is the memorization and accurate reproduction of various sounds (musical, speech). It is necessary for philologists, people studying foreign languages, acousticians and musicians. motor memory is the memorization and preservation, and, if necessary, reproduction with sufficient accuracy of diverse complex movements. It participates in the formation of labor and sports skills and abilities. Tactile, olfactory and taste memory play a smaller role in human life, which mainly boils down to meeting biological needs, as well as ensuring the safety and self-preservation of the body.

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The most general basis for the allocation of various types of memory is the dependence of its characteristics on the characteristics of the activity of memorization and reproduction.

Classification of types of memory

Separate types of memory are singled out in accordance with three main criteria (Fig. 1.4):

According to the nature of the mental activity that prevails in the activity, memory is divided into motor, emotional, figurative and verbal-logical.

By the nature of the objectives of the activity - on involuntary and voluntary.

By the duration of fixing and preserving materials (in connection with its role and place in activities) - by short-term, long-term and operational. .

The classification of types of memory according to the nature of mental activity was first proposed by P. P. Blonsky. Although all four types of memory he singled out (motor, emotional, figurative and verbal-logical) do not exist independently of each other, and moreover, they are in close interaction, Blonsky managed to determine the differences between individual types of memory. Consider the characteristics of these four types of memory.

Rice. 1.4. Classification of types of memory (according to A. G. Maklakov)

motor memory- this is the memorization, preservation and reproduction of various movements and their systems. There are people with a pronounced predominance of this type of memory over its other types. The great importance of this type of memory lies in the fact that it serves as the basis for the formation of various practical and labor skills, as well as the skills of walking, writing, etc. Without memory for movement, we would have to learn to carry out the appropriate action every time. Usually a sign of a good motor memory is the physical dexterity of a person, dexterity in work.

Motor memory in a child develops very early. Its first manifestations refer to the first month of life. Initially, it is expressed only in motor conditioned reflexes that are developed in children already at this time. In the future, the memorization and reproduction of movements begin to take on a conscious character, being closely associated with the processes of thinking, will, etc. It should be especially noted that by the end of the first year of life, the child’s motor memory reaches such a level of development that is necessary for the assimilation of speech.

The development of memory occurs at a later time. So, motor memory in children preschool age reaches a level of development that allows you to already perform finely coordinated actions related to the mastery of written speech. Therefore, at different stages of development, the manifestations of motor memory are qualitatively heterogeneous. .

emotional memory- memory for feelings. Emotions always signal how our needs and interests are satisfied, how our relations with the outside world are carried out. Emotional memory is therefore very important in the life and work of every person. Feelings experienced and stored in memory act as signals, either inciting to action, or holding back from actions that caused negative experiences in the past.

The first manifestations of memory in a child are observed by the end of the first six months of life. At this time, the child may rejoice or cry at the mere sight of what previously gave him pleasure or pain. However, the initial manifestations of emotional memory are significantly different from later ones. This difference is that if early stages In the development of a child, emotional memory is conditioned reflex in nature, then at higher stages of development, emotional memory is conscious.

figurative memory- memory for ideas, pictures of nature and life, as well as for sounds, smells, tastes. It can be visual, auditory, tactile, olfactory, gustatory. If visual and auditory memory are usually well developed and play a leading role in the life orientation of all normal people, then tactile, olfactory and gustatory memory can in a certain sense be called professional species. Like the corresponding sensations, these types of memory develop especially intensively in connection with the specific conditions of activity, reaching an amazingly high level under conditions of compensation or replacement of the missing types of memory, for example, in the blind, deaf, etc.

Figurative memory begins to manifest itself in children at about the same time as ideas, that is, at one and a half to two years.

Verbal-logical memory expressed in the memorization and reproduction of our thoughts. We remember and reproduce the thoughts that have arisen in us in the process of thinking, thinking, we remember the content of the book we read, talking with friends.

A feature of this type of memory is that thoughts do not exist without language, therefore memory for them is called not just logical, but verbal-logical. At the same time, verbal-logical memory manifests itself in two cases: a) only the meaning of the given material is remembered and reproduced, and the exact preservation of genuine expressions is not required; b) not only the meaning is remembered, but also the literal verbal expression of thoughts (memorization of thoughts). If in last case the material is not subjected to semantic processing at all, then its literal memorization turns out to be no longer logical, but mechanical memorization.

Both of these types of memory may not coincide with each other. For example, there are people who remember the meaning of what they read well, but they cannot always accurately and firmly memorize the material, and people who easily memorize by heart cannot reproduce the text “in their own words”.

The development of both types of verbal-logical memory also does not occur parallel to each other. Learning by heart in children sometimes proceeds with greater ease than in adults. At the same time, in memorizing meaning, adults, on the contrary, have significant advantages over children. This is explained by the fact that when memorizing meaning, first of all, what is most significant, most significant, is remembered. In this case, it is obvious that highlighting the essential in the material depends on the understanding of the material, so adults are easier than children to remember the meaning. Conversely, children can easily remember the details, but they are much worse at remembering the meaning.

Thoughts do not exist without language, therefore memory for them is called not just logical, but verbal-logical. Since thoughts can be embodied in various linguistic forms, their reproduction can be oriented towards the transmission of either only the main meaning of the material, or its literal verbal formulation. If in the latter case the material is not subjected to semantic processing at all, then its literal memorization turns out to be no longer logical, but mechanical memorization.

In verbal-logical memory, the main role belongs to the second signal system. Verbal-logical memory is a specifically human memory, in contrast to motor, emotional and figurative memory, which in the simplest forms are also characteristic of animals. Based on the development of other types of memory, verbal-logical memory becomes leading in relation to them, and the development of all other types of memory depends on its development. Verbal-logical memory plays the main role in the assimilation of knowledge by children in the learning process.

There is, however, such a division of memory into types, which is directly related to the features of the most currently performed activity. So, depending on the goals of the activity, memory is divided into involuntary and voluntary. Memorization and reproduction, in which there is no special purpose to remember or recall something, is called involuntary memory, in cases where this is a purposeful process, they speak of arbitrary memory.

At the same time, involuntary and voluntary memory represent two successive stages in the development of memory. Everyone knows from experience what a huge place in our life is occupied by involuntary memory, on the basis of which, without special mnemonic intentions and efforts, the main part of our experience, both in volume and in vital significance, is formed.

However, in human activity, it often becomes necessary to manage one's memory. Under these conditions, an important role is played by arbitrary memory, which makes it possible to intentionally memorize or recall what is necessary.

In order for this or that material to be fixed in the memory, it must be processed by the subject in an appropriate way. Such processing requires a certain time, which is called the time of consolidation of traces. 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., which we no longer directly perceive (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, preservation and reproduction of information, which is 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 a very short retention.

concept RAM designate mnemonic processes that serve actual actions and operations directly carried out by a person. When we perform any complex operation, for example, arithmetic, we carry it out in parts, pieces. At the same time, we keep "in mind" some intermediate results as long as we are dealing with them. As we move towards the final result, a specific “worked out” material may be forgotten. We observe a similar phenomenon when performing any more or less complex action. Pieces of material that a person operates on can be different (a child begins to read by folding letters). The volume of these pieces, the so-called operational units of memory, significantly affects the success of a particular activity. This determines the importance of forming optimal operational units. .

The criteria that we have adopted as the basis for dividing memory into types associated with various aspects of human activity appear in it not separately, but in organic unity (Fig. 1.5).

Rice. 1.3. The essence of memory (according to M. V. Gamezo, I. A. Domashenko)

Individual differences in people's memory

Individual differences in people's memory can be of two types: on the one hand, memory different people differs in the predominance of one or another modality - visual, auditory, motor; on the other hand, the memory of different people may differ in the level of its organization.

Man with visual-figurative type of memory especially well remembers visual images, the color of objects, sounds, faces, etc. So, W. A. ​​Mozart, memorized the most complex pieces of music after one listening.

At verbal-logical type of memory verbal, often abstract material is remembered better: concepts, formulas, etc. For example, A. S. Pushkin could recite a long poem written by another author by heart after reading it twice.

At emotional type memory First of all, the feelings experienced by a person are preserved and reproduced.

The classification of types of memory according to the nature of mental activity was first proposed by P.P. Blonsky (1964). The four main types of memory are motor, emotional , figurative and verbal-logical, - in accordance with his hypothesis, represent genetically different levels of memory. They do not appear simultaneously in the process of individual development of the personality: first of all, motor memory, soon after her emotional , a little later – figurative and much later verbal-logical . Although all four types of memory allocated by him do not exist independently of each other and, moreover, are in close interaction, P.P. Blonsky managed to identify the differences between them.

Consider the characteristics of these types of memory.

Motor (or motor ) memory is the memorization, preservation and reproduction of various movements. Almost all of our conscious life we ​​master certain movements: we learn to walk, write, skate, ride a bicycle, play football, make something, hammer nails, sew, knit and much more.

Motor memory is the basis for the formation of various practical and labor skills. The dominance of motor memory in humans is extremely rare. Thus, the English psychologist Stryker was dominated by motor memory over its other types: he recalled a recently listened to opera as a pantomime, while not hearing the voices of the singers.

emotional memory is a memory of feelings. Paying tribute to emotional memory, A.S. Pushkin wrote:

“O memory of the heart, you are stronger

Reason of sad memory!”

Our attitude to everything that happens is expressed emotionally, through a range of diverse feelings. We are able to relive our past, remember not only the events that happened to us many years ago, but also the feelings, emotions associated with them: fear, joy, pity, hatred, sadness, fun, etc.

It should be noted that reproduction or secondary feelings may differ significantly from the original. This can be expressed both in a change in the strength of feelings, and in a change in their content and nature.

In terms of strength, the reproduced feeling may be weaker or stronger than the original. For example, grief is replaced by sadness, and delight or great joy is replaced by calm satisfaction; in another case, the resentment suffered earlier is exacerbated by the memory of it, and anger is intensified. Significant changes can also occur in the content of our feelings. For example, what we previously experienced as an unfortunate misunderstanding may, in time, be reproduced as a funny incident, or an event that was spoiled by minor annoyances, over time, begins to be remembered as very pleasant.

Emotional memory plays an extremely important role in learning (we will discuss this in more detail below).

figurative memory - this is a memory for ideas, pictures of nature and life, as well as for sounds, smells, tastes, etc. The essence of figurative memory is that what was perceived earlier is then reproduced in the form of ideas. Thanks to figurative memory, a person remembers various images: objects, people, animals, natural phenomena, such as thunderstorms. We know what is bitter, sweet, hot, cold, hard, etc. These images were formed in us on the basis of previous experience in the process of various sensations (visual, auditory, tactile, olfactory, tactile).

When characterizing figurative memory, one should keep in mind all the features of representations and, above all, their paleness, fragmentation and instability. Therefore, memory images often diverge from their original, and over time, these differences can increase.

The deviation of ideas from the original image of perception can go in two ways: mixing images or separating images. In the first case, the image of perception loses its specific features, and what the object has in common with other similar objects or phenomena comes to the fore. In the second case, the features characteristic of a given image are intensified in the memory, emphasizing the originality of the object or phenomenon.

Memory images can be of varying degrees of complexity: images of single objects and generalized representations, in which certain abstract content can also be fixed.

Particular attention should be paid to the question of what determines the ease of reproduction of the image. In answer to this, there are two main factors. Firstly, the nature of reproduction is influenced by the content features of the image, the emotional coloring of the image and the general state of the person at the time of perception. So, a strong emotional shock can even cause a hallucinatory reproduction of what he saw. Secondly, the ease of reproduction largely depends on the state of the person at the time of reproduction. The recollection of what has been seen is observed in a vivid figurative form, most often during a quiet rest after severe fatigue, as well as in a drowsy state preceding sleep.

The fidelity of reproduction is largely determined by the degree to which speech is involved in reproduction. What was named, described by the word during perception, is reproduced more accurately.

An interesting fact is that the amount of figurative memory is not limited. R. Shepard (1967) and then L. Standing (1973) discovered exceptional possibilities for recognizing complex visual material. In L. Standing's study, subjects were presented with 11,000 slides, and, nevertheless, the success of their recognition in a choice situation was 73% of correct answers a month after reading.

It should be noted that many researchers divide figurative memory into visual, auditory, tactile , olfactory, gustatory. Such a division is associated with the predominance of one or another type of reproducible representations. Visual and auditory memory is usually well developed in all people. Volume auditory memory, like the visual one, is also great. In a study by D. Lawrence and W. Banks (1973), it was shown that subjects can successfully recognize (83% of correct answers) individual sounds from a set of 194 familiar sounds they had previously listened to - a crying child, creaking a door, barking a dog. The remaining types of memory are rarely found in their pure form, and we can rather talk about the predominance of one or another type of memory in a person. E. Zola had a rare case of olfactory memory dominance. He thought about people, houses, streets, and so on. "smells"!

Olfactory, tactile and gustatory memory can be called "professional" types of memory. Like the corresponding sensations, they develop especially intensively in connection with the specific conditions of activity, reaching an amazingly high level under conditions of compensation or replacement of missing types of memory, for example, in the blind, deaf, etc.

Sometimes there is a special type of memory - the so-called eidetic memory (from the Greek word "eidos" - image). An eidetic image is such a clear, bright, colorful image that an eidetic literally sees in the absence of an object outside. According to the figurative expression of W. James, with eidetic memory, “the brain perceives like wax, but retains it like marble.”

It is believed that eidetism is characteristic of children. It weakens over the years. The well-known psychologist A.R. Luria for many years watched S.V. Shereshevsky, a man with a phenomenal eidetic memory. Every word evoked a vivid image in him. He arranged the words-images in a certain order, so that it would be easier to find them later. He never forgot! The memory of this man, both in volume and in strength, had no limit. After 15 years, he was able to reproduce the words and numbers that were offered to him for memorization. About the phenomenal memory of this amazing person, A.R. Luria wrote the book “A Little Book about a Big Memory”.

Verbal-logical memory expressed in the memorization and reproduction of our thoughts. We remember and reproduce the thoughts that have arisen in us in the process of thinking, thinking, we remember the content of the book we read, talking with friends.

A feature of this type of memory is that thoughts do not exist without language, therefore memory for them is called not just logical, but verbal-logical. At the same time, verbal-logical memory manifests itself in two cases: a) only the meaning of the given material is remembered and reproduced, and the exact preservation of genuine expressions is not required; b) not only the meaning is remembered, but also the literal verbal expression of thoughts (memorization of thoughts). If in the latter case the material is not subjected to semantic processing at all, then its literal memorization turns out to be no longer logical, but mechanical memorization.

Both of these types of memory may not coincide with each other. For example, there are people who remember the meaning of what they read well, but cannot always accurately and firmly memorize the material, and people who easily memorize by heart, but cannot reproduce the text “in their own words”.

The development of both types of verbal-logical memory also does not occur parallel to each other. Learning by heart in children sometimes proceeds with greater ease than in adults. At the same time, in memorizing meaning, adults, on the contrary, have significant advantages over children. This is explained by the fact that when memorizing meaning, first of all, what is most significant, most significant, is remembered. In this case, it is obvious that the selection of the essential in the material depends on the understanding of the material, so adults are easier than children to remember the meaning. Conversely, children can easily remember the details, but they are much worse at remembering the meaning.

Reasons for selection various kinds memory are: the nature of mental activity, the degree of awareness of the memorized information (images), the nature of the connection with the goals of the activity, the duration of the preservation of images, the goals of the study.

By the nature of mental activity(depending on the type of analyzers included in the memory processes, sensory systems and subcortical formations of the brain) memory is divided into: figurative, motor, emotional and verbal-logical.

figurative memory- this is a memory for images formed using the processes of perception through various sensory systems and reproduced in the form of representations. In this regard, figurative memory distinguishes:

• visual (image of the face loved one, a tree in the courtyard of a home, the cover of a textbook on the subject being studied);
• auditory (the sound of your favorite song, the voice of the mother, the noise of the turbines of a jet aircraft or the surf);
• taste (taste of your favorite drink, lemon acid, bitterness of black pepper, sweetness of oriental fruits);
• olfactory (the smell of meadow herbs, favorite perfumes, smoke from a fire);
• tactile (soft back of a kitten, gentle hands mother, the pain of an accidentally cut finger, the warmth of a room radiator).

Available statistics show the relative capabilities of these types of memory in educational process. So, when listening to a lecture once (i.e., using only auditory memory), the next day a student can reproduce only 10% of its content. With independent visual study of the lecture (only visual memory is used), this figure rises to 30%. The story and visualization bring this figure to 50%. Practical working out of lecture material using all the types of memory listed above provides 90% of success.

Motor(motor) memory manifests itself in the ability to memorize, save and reproduce various motor operations (swimming, cycling, playing volleyball). This type of memory forms the basis of labor skills and any expedient motor acts.

emotional memory is a memory of feelings (memory of fear or shame for one's previous act). Emotional memory is one of the most reliable, durable "repositories" of information. “Well, you are vindictive!” - we say to a person who for a long time cannot forget the offense inflicted on him and is not able to forgive the offender.

This type of memory recalls previously experienced feelings or is said to reproduce secondary feelings. At the same time, secondary feelings may not only not correspond to their originals (originally experienced feelings) in strength and semantic content, but also change their sign to the opposite. For example, what we previously feared may now become desirable. So, the newly appointed chief, according to rumors, was known (and at first he was perceived as such) as a more demanding person than the previous one, which caused natural anxiety among the workers. Subsequently, it turned out that this was not so: the exactingness of the boss ensured professional growth employees and increase their salaries.

Lack of emotional memory leads to "emotional dullness": a person becomes unattractive, uninteresting, robotic creature for others. The ability to rejoice and suffer is a necessary condition for human mental health.

Verbal-logical, or semantic, memory is the memory of thoughts and words. Actually, there are no thoughts without words, which is emphasized by the very name of this type of memory. According to the degree of participation of thinking in verbal-logical memory, sometimes mechanical and logical are conventionally distinguished. They speak of mechanical memory when the memorization and preservation of information is carried out mainly due to its repeated repetition without a deep understanding of the content. By the way, rote memory tends to deteriorate with age. An example is the "forced" memorization of words that are not related in meaning.

Logical memory is based on the use of semantic links between memorized objects, objects or phenomena. It is constantly used, for example, by teachers: when presenting new lecture material, they periodically remind students of previously introduced concepts related to this topic.

By degree of awareness memorized information distinguish between implicit and explicit memory.

implicit memory is a memory for material that a person is not aware of. The process of memorization is implicit, covert, independent of consciousness, inaccessible to direct observation. The manifestation of such a memory requires a "start", which may be the need to solve some important task for this moment task. However, he does not realize the knowledge that he possesses. In the process of socialization, for example, a person perceives the norms and values ​​of his society without realizing the basic theoretical principles that guide his behavior. It happens as if by itself.

Explicit memory based on the conscious use of previously acquired knowledge. To solve a problem, they are extracted from consciousness on the basis of recall, recognition, etc.

By the nature of the connection with the goals of the activity Distinguish between voluntary and involuntary memory. involuntary memory- a trace of an image in the mind, arising without a purpose specifically set for this. Information is stored as if automatically, without volitional effort. In childhood, this type of memory is developed, and weakens with age. Example involuntary memory- capturing a picture of a long line at the ticket office of the concert hall.

Arbitrary memory- intentional (volitional) memorization of an image, associated with some purpose and carried out with the help of special techniques. For example, memorization by an operative law enforcement officer of external signs in the guise of a criminal in order to identify him and arrest him upon meeting. It should be noted that the comparative characteristics of voluntary and involuntary memory in terms of the strength of information memorization does not give absolute advantages to any of them.

By duration of saving images Distinguish instant (sensory), short-term, operational and long-term memory.

Instant (touch) memory is a memory that retains information perceived by the senses without processing it. It is almost impossible to manage this memory. Varieties of this memory:

• iconic (after-figurative memory, the images of which are stored for a short period of time after a brief presentation of the object; if you close your eyes, then open them for a moment and close them again, then the image of what you see, stored for a time of 0.1-0.2 s, will constitute the content of this type memory);
• echoic (after-image memory, the images of which are stored for 2-3 seconds after a brief auditory stimulus).

Short-term (working) memory is a memory for images after a single, short-term perception and with immediate (in the first seconds after perception) reproduction. This type of memory responds to the number of perceived symbols (signs), their physical nature, but not to their information content. There is a magical formula for human short-term memory: "seven plus or minus two." This means that with a single presentation of numbers (letters, words, symbols, etc.), 5-9 objects of this type remain in short-term memory. Retention of information in short-term memory is on average 20-30 s.

Operational memory, "related" to short-term memory, allows you to save a trace of the image only to perform current actions (operations). For example, sequential removal of information symbols of a message from the display screen and retention in memory until the end of the entire message.

long-term memory is a memory for images, "calculated" for the long-term preservation of their traces in the mind and subsequent repeated use in future life. It forms the basis of sound knowledge. The extraction of information from long-term memory is carried out in two ways: either at will, or with extraneous stimulation of certain parts of the cerebral cortex (for example, during hypnosis, irritation of certain parts of the cerebral cortex with a weak electric current). The most important information is stored in a person's long-term memory for life.

It should be noted that in relation to long-term memory, short-term memory is a kind of "checkpoint" through which perceived images penetrate into long-term memory, subject to repeated reception. Without repetition, images are lost. Sometimes the concept of "intermediate memory" is introduced, attributing to it the function of primary "sorting" of input information: the most interesting part of the information is delayed in this memory for several minutes. If during this time it is not in demand, then its complete loss is possible.

Depending on the objectives of the study introduce the concepts of genetic (biological), episodic, reconstructive, reproductive, associative, autobiographical memory.

genetic(biological) memory is due to the mechanism of heredity. This is the "memory of the ages", the memory of the biological events of a huge evolutionary period of man as a species. It preserves the tendency of a person to certain types of behavior and patterns of action in specific situations. Through this memory, elementary congenital reflexes, instincts and even elements of the physical appearance of a person.

episodic memory refers to the storage of individual fragments of information with a fixation of the situation in which it was perceived (time, place, method). For example, a person in search of a gift for a friend has outlined a clear route bypassing outlets, fixing suitable items by location, floor, store departments and the faces of sellers working there.

reproductive memory consists in re-reproducing by recalling the original previously stored object. For example, an artist from memory draws a picture (based on recall) of a taiga landscape that he contemplated while on a creative business trip. It is known that Aivazovsky created all his paintings from memory.

Reconstructive memory consists not so much in the reproduction of an object as in the procedure for restoring the disturbed sequence of stimuli in its original form. For example, a process engineer from memory restores a lost process flow diagram for manufacturing a complex part.

Associative memory relies on any established functional links (associations) between stored objects. A man, passing by a candy store, remembered that at home he was instructed to buy a cake for dinner.

Autobiographical memory is a memory for the events of one's own life (in principle, it can be attributed to a variety of episodic memory).

All types of memory related to different classification bases are closely interconnected. Indeed, for example, the quality of work of short-term memory determines the level of functioning of long-term memory. At the same time, objects perceived simultaneously through several channels are better remembered by a person.

Mechanical and logical memory

The accuracy and strength of memory is determined primarily by the methods of memorization. educational material. Depending on the methods of memorization, mechanical and logical (or semantic) memory are distinguished.

Mechanical memory consists in memorizing educational material in the form in which it is perceived. When studying material expressed in words, it will be the words themselves, remembered exactly as we saw, heard or pronounced them. If these are physical exercises, the movements themselves are remembered and precisely in their sequence and in the form in which we visually or muscular-motor perceived them. At the same time, the semantic content of the material in the process of memorization, although it does not completely lose its significance, but, as it were, fades into the background. In this regard, we can say that mechanical memory is based on neural connections mainly of the first signaling system.

In some cases, this method of memorization has a certain positive value. For example, when memorizing the words of a foreign language, one must remember exactly how these words are written and pronounced, and this cannot be done if we do not focus on memorizing them in accurate visual and auditory images.

Mechanical memory is needed when memorizing difficult terms, which, without its participation, are usually reproduced in memory with large errors and distortions. We usually use it when memorizing material that does not have special semantic significance for us, for example, when memorizing chronological dates, telephone numbers, street names, unusual proper names, etc. Mechanical memory is also used when mastering individual simple exercise.

The success of memorization when using mechanical memory is based on the consolidation of individual connections between parts of the material being memorized according to the principle of association by contiguity. Each such separate element of the material being memorized (a separate word in a number of other words, a separate movement) is associated with its beginning with the end of the previous element and its end with the beginning of the next.

For example, mechanically memorizing a physical exercise consisting of several successive movements, we establish associations between these movements by adjacency. If any of these movements, occupying a certain place in the row, falls out of our memory, then we will stop and will not be able to complete the exercise until we are prompted which movement should be done next.

You can memorize educational material in its external form (its sound, its visually or motorally perceived form, etc.) and keep it in memory for a long time:

A) in the presence of high plasticity nervous system, due to which, after one or several repetitions, the required strong bonds are formed and fixed; most often this can be observed in persons with an outstanding mechanical memory;

B) by repeated repetition of the studied material, due to which the initially weak neural connections are strengthened and the necessary paths are cut between individual sections of the cerebral cortex of the cerebral hemispheres, which play a role in memorizing this studied material.

Repeated repetition of the material being memorized (in the form of re-reading, viewing or repeated repetition of movements) is the main method of mechanical learning. These repetitions, however, have a primitive form in mechanical memory. They consist in an absolutely accurate and unchanging reproduction of the material being learned in the images of the first signal system and serve the purpose of fixing the corresponding neural connections as a result of the summation action of these repetitions.

Learning material memorized mechanically is reproduced from memory in the same words and movements that took place during memorization. If during memorization there were any errors in the placement of words or in their pronunciation, they will be reproduced when answering. A memorized mechanical physical exercise will be reproduced exactly in the same form. If, at the same time, the conditions under which the exercise is performed are somewhat changed (a different arrangement of apparatus, the movement is performed not in the hall, but on the site, etc.), the student who memorized the exercise mechanically will hardly adapt to these changed conditions, and the exercise will he fails.

The deliberate use of mechanical memory techniques when memorizing educational material that requires conscious assimilation has received the name "memorization" in pedagogical practice.

Logical memory, unlike mechanical memory, is aimed at remembering not the external form, but the very meaning of the material being studied. It is accompanied by a preliminary work of thinking: educational material, which is subject to logical memorization, is subjected to preliminary analysis, divided into its constituent parts, among which the most important and essential ones are singled out; it becomes clear in what connection these parts are with each other, and thus the very essence of the material to be memorized is known.

The results of this mental work are formalized in the form of verbal formulations, drawings, diagrams that reflect in the mind of the student not so much the external form of the object or phenomenon (they are often not at all similar to the external form of the material to be memorized), but its meaning. Based on the activity of thinking, logical memory has its physiological basis in the nervous connections in the second signal system (of course, relying on the primary signal connections). At the same time, the educational material memorized with the help of logical memory is not reproduced by mechanical exact repetition of the words of a book or teacher, but always in the form of an independent meaningful presentation.

Logical memory differs from mechanical memory in the features of reproduction. Since, during logical memorization, attention is paid to the meaning of the educational material, and not to its external form, the form in which this material is reproduced during recall does not repeat in detail and exactly the form in which this material was presented, and may change upon repeated reproduction. learned material.

Thus, possessing material on the question of the essence of the historical process and the conditionality of human consciousness by his social being, the teacher expresses this knowledge in different cases in different words, although he always speaks of the same thing: in the same words and on the same examples, he explains this idea to students. X grade, but, of course, he will pick up other words and other examples when he has to explain the same question in the IV grade. In both cases, however, he will rely on the understanding of the true meaning of the given question that has been preserved in him thanks to his logical memory.

The same thing (but only in a somewhat less complicated form) takes place with logical memory and for movements. When you have to learn a complex physical exercise, such as a turn on the crossbar, the athlete tries to understand the essence of this exercise. He does not memorize it only in visual images according to the laws of associative connections, but singles out the backswing and its other parts in this exercise, understands their purpose, finds out why he should pull himself up on his hands and bend his knees when approaching a horizontal position (the body becomes shorter , and, according to the laws of a swinging pendulum, when pulling up, his movement speeds up), why should he stop muscular efforts and continue to move by inertia when passing through the upper vertical position, etc.

He must understand and be able to explain all this, because without this knowledge he will not be able to perform the exercise correctly and overcome the mistakes that he makes. However, he can and should be able to express this knowledge in his own words, and not in those that he read in a textbook on the methods of gymnastics.

Logical memory cannot be limited only to the analysis of the material, its understanding and the formulation of this understanding in certain words; it also needs repetition of the learned material. These repetitions are a necessary part of the process of logical memorization, since without them the acquired knowledge is not fixed in memory. However, with logical memory, repetitions are of a different nature than with mechanical memory.

There they are aimed at fixing the same connections without any changes, which is why in each repetition the same material is accurately reproduced (the same words of the poem in the same sequence or the same elements of movements, for example, when exercise with maces); otherwise mechanical memory does not achieve its purpose. In logical memorization, the material of repetition is the meaning of the material being studied (the text of the textbook, certain movements), which in each individual case of reproduction can be expressed in other words and explained with other examples.

With logical memorization, it is useful with each repetition to vary the words and examples in which the material being memorized is repeated, while using diagrams, plans, drawings that display the meaning of the material and the ratio of the parts that make it up.

Logical memory is more productive than mechanical memory. Of great importance is the fact that it relies on numerous and diverse connections. Material memorized with the help of logical memory is sometimes stored for life, while rote learning is accompanied by rapid forgetting, unless reinforcement of the formed primary connections is applied in the form of systematic repetitions. Some experiments show that logically memorized material is retained in memory many times better than similar material fixed only with the help of mechanical memory.

In the organization of educational work, it is necessary to separate the study of the material from its memorization, understanding from memorization. As a rule, people who complain of a bad memory and that they quickly forget the material they have learned do not really take the trouble to memorize and remember this material. They limit their work to study only and stop when they are satisfied that they have understood the material. Meanwhile, this is still not enough for lasting memorization.

Each material must be understood, without this it would be pointless to memorize it. However, in order to remember it better, understanding alone is not enough; you need to learn this stuff. Memorization should take place separately and after work on understanding, understanding the material, in a specially allocated time for this.

During this special work attention should be directed to better learning (whereas before it was directed to better understanding), so that the learning process itself proceeds quickly. The speed of memorization is facilitated both by the focus on the process of memorization, and the absence of any distractions that interfere with such concentration of attention.

All of the above is also important when memorizing physical exercises. You must first understand the exercise being studied, find out for yourself its features and character traits, to separate the main from the secondary in it, to understand the relationship of the parts and the laws to which this exercise obeys, and only after that, in the specially allotted time, carry out work on memorizing this exercise, guided by the above rules for organizing the memorization process.

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