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Verbal logical memory includes. Main types of human memory
In the structure of memory, several types can be distinguished according to five different criteria: according to content, randomness of use, time of storing received information, the use of mnemonic devices, and the participation of thinking in memory processes.
Motor memory- this is the memorization, preservation and reproduction of various movements and their systems. It serves as the basis for the formation of walking, writing, labor and other skills.
Emotional memory- This is a memory for feelings. It allows you to regulate behavior depending on previously experienced feelings, provides the ability to sympathize and empathize.
Figurative memory- this is a memory for ideas, for pictures of nature and life, as well as for sounds, smells, tastes. It can be visual, auditory, tactile, olfactory, gustatory. Her ideas, in particular, are related to professional activities. Verbal - logical memory - with this memory, thoughts expressed in words are remembered, reflecting the essence of the phenomena being studied . This type of memory is unique to humans.
According to the degree of randomness of use:
Involuntary memory, in which memorization and reproduction occurs without volitional effort, of course.
Arbitrary memory- memory controlled by the will of a person, when he consciously sets himself the goal of remembering or remembering something.
By duration of information storage:
Short-term memory is a method of storing information for a short period of time. In short-term memory, not a complete, but only a generalized image of what is perceived, its most essential elements, is stored.
RAM This is a 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.
Long-term memory This 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 desired without loss. Moreover, repeated and systematic reproduction of this information only strengthens its traces in long-term memory. The latter presupposes a person’s ability, at any necessary moment, to recall what was once remembered by him. When using long-term memory, recall often requires thinking and willpower, so its functioning in practice is usually associated with these two processes
On the participation of thinking in processes:
Mechanical memory based on simple, repeated repetition of material. With its help, multiplication tables, formulas, etc. are memorized.
Logical memory, is based on understanding, comprehension of the material, on its presentation in the form of an easily memorized diagram.
22. Formation and development of memory:
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.
P.P. Blonsky formulated a genetic theory of memory development. In his opinion, the different types of memory present in an adult are different stages of its development in phylogeny: motor, emotional, figurative and logical. In the history of human development, these types of memory consistently appeared one after another.
In ontogeny All types of memory are formed in a child quite early and also in a certain sequence. The earliest in time of occurrence are motor and affective types of memory - 6 months. The beginning of figurative memory is associated with the 2nd year of life, and logical memory begins to form in a child from 3-4 years of age. Their full development is achieved only during adolescence and young adulthood.
L.S. Vygotsky considered the development of memory in phylogenesis in close connection with the development of thinking and other mental processes. Developing historically, a person develops more and more advanced means of memorization (writing, counting, etc.). The very development of stimuli-means for memorization is subject to the following pattern: first they act as external actions (for example, “tying knots for memory”, using various objects for memorization), and then they become internal, mnemonic actions (feeling, image, thought, association) . Mnemonics, according to A.N. Leontiev, changed the fundamental structure of the act of memorization: from direct, immediate it becomes indirect. The leading role in the formation of internal means of memorization belongs to speech, its transformation from a purely external function into an internal function.
The initial manifestation of memory can be considered conditioned reflexes observed already in the first months of a child’s life, for example, the cessation of crying when the mother enters the room. The manifestation of memory is revealed more clearly when the child begins to recognize objects. The child recognizes his mother, other people who constantly surround him, things with which he often deals. Gradually, the range of objects that the child recognizes increases. First of all, the child manifests recognition, but reproduction appears much later. The first signs of reproduction are observed only in the second year of life. Initially, memory is involuntary. In preschool and preschool age, children usually do not set themselves the task of remembering anything. The development of voluntary memory in preschool age occurs in games and in the process of education. Children remember better what interests them. It should also be emphasized that at preschool age children begin to remember meaningfully, that is, they understand what they remember. In this case, children primarily rely on visually perceived connections of objects and phenomena, rather than on abstract logical relationships between concepts.
Rapid development of memory characteristics occurs during school years. This is due to the learning process. The process of assimilation of new knowledge predetermines the development, first of all, of voluntary memory. Under the influence of school demands, memorization and reproduction become increasingly voluntary and become much more active.
23. Definition of memory:
Memory - the ability to reproduce past experience, one of the main properties of the nervous system, expressed in the ability to store information for a long time and repeatedly enter it into the sphere of consciousness and behavior.
Memory is the basis of mental activity. Without it, it is impossible to understand the basics of behavior, thinking, consciousness, and subconsciousness. Its absence is called amnesia.
Basic memory processes :
Memorization– a process aimed at preserving received impressions in memory, a prerequisite for storage.
Preservation– the process of active processing, systematization, generalization of material, mastery of it.
Reproduction and recognition– processes of restoration of what was previously perceived. The difference between them is that recognition takes place when the object is encountered again, when it is perceived again. Reproduction occurs in the absence of an object.
Forgetting- loss of the ability to reproduce, and sometimes even recognize, what was previously remembered. Most often we forget what is insignificant. Forgetting can be partial (reproduction is incomplete or with an error) and complete (impossibility of reproduction and recognition). There are temporary and long-term forgetting.
Basic memory properties:
· speed
· accuracy
· strength
Types of memory according to the method of learning:
Mechanical memory- this is the memorization of information through repeated repetition in the form in which it is perceived, without its transformation and analysis.
Semantic memory– this is memorizing not the external form, but the meaning of the information being studied.
According to the participation of the will in the process of memorization:
Involuntary memory is a memorization process that occurs without any effort, as if “automatically.” This type of memorization is characteristic of strong or unusual environmental signals that evoke emotions and feelings, in particular interest.
Arbitrary memory- this is a process when a person is faced with the task of remembering this or that information and the person makes certain volitional efforts to implement this task.
By the nature of mental activity :
In figurative memory images are stored: visual images, sounds, smells. Accordingly, visual, auditory, tactile, olfactory, gustatory and other types of memory are distinguished separately.
In emotional memory contains memories of feelings and emotions that a person once experienced.
Motor memory underlies the memorization and reproduction of movements.
Verbal-logical memory contains information not in the form of images, but in the form of verbal concepts (including abstract logical ones) or numbers. This is memory for the meaning of the presentation, its logic, for the relationship between elements of information received in verbal form.
24. Conditions for successful memorization:
Memorization- This is the process of imprinting and subsequent storage of perceived information. Based on the degree of activity of this process, it is customary to distinguish two types of memorization: unintentional(or involuntary) and deliberate(or arbitrary).
Unintentional remembering- this is memorization without a predetermined goal, without using any techniques or demonstrating volitional efforts. This is a simple imprint of what affected a person and retained some trace of excitation in the cerebral cortex.
Intentional remembering– this is a manifestation of volitional efforts in the form of setting a memorization task. Repeated repetition allows you to reliably and firmly remember material that is many times greater than the capacity of individual short-term memory.
Conditions necessary for successful memorization:
1. An important condition for learning material to be remembered quickly and for a long time is presence of interest to what you remember, and attention in the process of assimilation and reproduction of the material.
2. Of great importance for memorization are feelings. Everything that is associated with joy, sadness, anger, as a rule, is remembered better than something to which a person is indifferent.
3. An important condition for good memorization is understanding what needs to be learned. If the thoughts that need to be remembered are not clear to the student, he begins to memorize them mechanically, memorizing them word for word; such educational work only harms his mental development, and what is learned in this way is quickly forgotten.
4. It is also very important set yourself a task- to learn firmly and for a long time. If you study a lesson only in order to answer tomorrow, then usually what you learn for this purpose is quickly lost in memory. If you teach with the idea that this material must be remembered for a long time, since it will be useful in life, then its assimilation will be faster and more durable.
5. Of great importance for mastering educational material is connecting memorization with human activity, requiring thinking and activity. If, in the process of memorization, one compares, generalizes, and draws conclusions, then under these conditions the process of assimilation becomes especially conscious and therefore proceeds more successfully.
6. Availability of knowledge in the academic subject in which the material is being learned also serves as a favorable condition for memorization, since in this case the new is more easily and more firmly connected with what is already known.
7. Memorizing is work, and the work is sometimes not easy, so an important condition for mastering educational material is persistence, perseverance in work, the ability not to give up halfway through, but to achieve complete and lasting memorization. These are strong-willed qualities, without which serious mental work is impossible.
25. The role of imagination in human life:
Imagination - this is a process of creative transformation of ideas that reflect reality, and the creation on this basis of new ideas that were not previously available.
Types of imagination:
Active imagination- using it, a person, through an effort of will, at his own request, evokes in himself the corresponding images.
Passive imagination– his images arise spontaneously, regardless of the will and desire of a person.
Productive imagination- in it, reality is consciously constructed by man, and not simply mechanically copied or recreated. But at the same time, she is still creatively transformed in the image.
Reproductive imagination– the task is to reproduce reality as it is, and although there is also an element of fantasy here, such imagination is more reminiscent of perception or memory than creativity.
In human life, imagination performs a number of specific functions:
1. Consists of represent reality in images and be able to use them when solving problems. This function of imagination is connected with thinking and is organically included in it.
2. C will cost in regulation of emotional states. With the help of his imagination, a person is able to at least partially satisfy many needs and relieve the tension generated by them. This vital function is especially emphasized and developed in psychoanalysis.
3. Related to his participation in the voluntary regulation of cognitive processes and human states, in particular perception, attention, memory, speech, emotions. With the help of skillfully evoked images, a person can pay attention to the necessary events. Through images, he gains the opportunity to control perceptions, memories, and statements.
4. Consists of in the formation of an internal action plan- the ability to perform them in the mind, manipulating images.
5. Consists of in planning and programming activities, drawing up such programs, assessing their correctness, and the implementation process.
With the help of imagination, we can control many psychophysiological states of the body and tune it to upcoming activities.
Thanks to imagination, a person creates, intelligently plans and manages his activities. Imagination takes a person beyond his immediate existence, reminds him of the past, and opens up the future. Possessing a rich imagination, a person can “live” in different times, which no other living creature in the world can afford. The past is recorded in memory images, arbitrarily resurrected by an effort of will, the future is presented in dreams and fantasies.
Imagination is the basis of visual-figurative thinking, which allows a person to navigate a situation and solve problems without the direct intervention of practical actions. It helps him a lot in those cases of life when practical actions are either impossible, or difficult, or simply impractical.
26. Types of imagination:
Imagination is a process of creative transformation of ideas that reflect reality, and the creation on this basis of new ideas that were not previously available.
Functions of imagination:
1. Representation of reality in images, which makes it possible to use them when performing operations with imaginary objects.
2. Formation of an internal action plan(creating an image of a goal and finding ways to achieve it) under conditions of uncertainty.
3 . Participation in the voluntary regulation of cognitive processes (memory management).
4. Regulation of emotional states(in auto-training, visualization, neuro-linguistic programming, etc.).
5. Basis for creativity a – both artistic (literature, painting, sculpture) and technical (invention)
6. Creating images, corresponding to the description of the object (when a person tries to imagine something that he heard or read about).
7. Producing images, which do not program, but replace activities (pleasant dreams replacing boring reality).
Imagination can be of four main types:
Active imagination– is characterized by the fact that, using it, a person, of his own free will, by an effort of will, evokes in himself the corresponding images. Active imagination is a sign of a creative type of person who constantly tests his inner capabilities and spiritual values. Her mental activity is supraconscious and intuitive.
Passive imagination lies in the fact that his images arise spontaneously, regardless of the will and desire of a person. Passive imagination can be unintentional or intentional. Unintentional passive imagination occurs with weakening of consciousness, psychosis, disorganization of mental activity, in a semi-drowsy and sleepy state. With deliberate passive imagination, a person arbitrarily forms images of escape from reality-dreams. The unreal world created by a person is an attempt to replace unfulfilled hopes, make up for bereavements, and alleviate mental trauma. This type of imagination indicates a deep intrapersonal conflict.
Productive imagination- differs in that in it reality is consciously constructed by man, and not simply mechanically copied or recreated. At the same time, this reality is creatively transformed in the image. This type of imagination underlies artistic, literary, musical, design and scientific activities.
Reproductive imagination– when using it, the task is to reproduce reality as it is, and although there is also an element of fantasy here, such imagination is more reminiscent of perception or memory than creativity. For example, when reading literature, when studying a map of the area or historical descriptions, the imagination recreates what is depicted in these books, maps, and stories.
Other types of imagination:
Dreams can be classified as passive and involuntary forms of imagination. Their true role in human life has not yet been established, although it is known that in human dreams many vital needs are expressed and satisfied, which, for a number of reasons, cannot be realized in life. Hallucinations are called fantastic visions that apparently have almost no connection with the reality surrounding a person. Usually they are the result of certain mental or bodily disorders and accompany many painful conditions.
Dreams Unlike hallucinations, this is a completely normal mental state, which is a fantasy associated with a desire, most often a somewhat idealized future.
Dream It differs from a dream in that it is somewhat more realistic and more connected with reality, i.e. in principle feasible.
27. Definition of thinking:
Thinking- This is the highest form of human cognitive activity, a socially conditioned mental process of indirect and generalized reflection of reality, the process of searching and discovering something essentially new.
Individual psychological characteristics of thinking:
Thinking, like other human cognitive processes, has a number of specific qualities. These qualities are present to varying degrees in different people, and are important to varying degrees in solving different problem situations.
Quick thinking- ability to find the right solutions under time pressure
Flexibility of thinking- the ability to change the planned action plan when the situation changes or the criteria for the right decision change
Depth of thinking- the degree of penetration into the essence of the phenomenon being studied, the ability to identify significant logical connections between the components of the problem
Types of thinking:
Subject-effective thinking(ages 1 to 3 years), that is, thinking in the form of practical actions. Young children learn about the world around them and make their first conclusions about its structure by testing objects with their hands, taking them apart and breaking them.
Visual-figurative thinking in the form of visual images and representations (visual, auditory, tactile). It is most developed between the ages of 4 and 7 years, but persists in adults. This thinking is based on practical reality, but can already create and store images that have no direct analogue in sensations (fairy-tale characters).
Creative thinking, which is most developed among artists, musicians, etc., the material for solving the problem is not concepts, but images - often visual and auditory. They are either retrieved from memory or recreated by imagination. The predominant role in this type of thinking is played by the human right hemisphere.
Abstract-logical thinking works in the form of abstract concepts, symbols and numbers. In this case, a person operates with concepts without dealing with experience gained through the senses. For example, the ethical terms “justice” and “conscience”, the mathematical terms “degree” and “derivative”.
Thinking operations:
Comparison, analysis, synthesis, abstraction, generalization, specification.
Analysis- mental division of an object into its constituent elements with their subsequent comparison.
Synthesis- combining individual components into a whole.
Abstraction- highlighting one side of an object or phenomenon that in reality does not exist as a separate side. As a result of abstraction, concepts are formed. Generalization- highlighting common essential properties in compared objects. Specification- an operation inverse to generalization, the identification of characteristics of an object or phenomenon that are characteristic of it, not related to the features common to the class of the object or phenomenon.
Forms of thinking:
Understand e - a thought that reflects the general, essential characteristics of objects and phenomena.
Judgment– is a reflection of the connections between objects and phenomena or between their properties and characteristics.
Inference- a connection between concepts or judgments, as a result of which we obtain a new judgment from one or more judgments
Example on forms of thinking:
1.All fish swim.
2.Pikes are fish.
3.Pikes swim.
28. Basic types of thinking:
Thinking– This is the process of reflecting significant connections and relationships, objects and phenomena.
Main types of thinking:
A type of thinking based on the direct perception of objects, real transformation in the process of actions with objects.
Visual-figurative thinking- a type of thinking characterized by reliance on ideas and images; the functions of figurative thinking are associated with the representation of situations and changes in them that a person wants to obtain as a result of his activities that transform the situation. A very important feature of imaginative thinking is the formation of unusual, incredible combinations of objects and their properties.
Verbal and logical thinking- a type of thinking carried out using logical operations with concepts.
Creative thinking- this is thinking, the result of which is the discovery of a fundamentally new or improved solution to a particular problem.
I. Kalmykova highlights:
Reproductive thinking- this is a type of thinking that provides a solution to a problem, relying on the reproduction of methods already known to man. The new task is correlated with an already known solution scheme.
Productive thinking- this is thinking in which a person’s intellectual abilities and his creative potential are fully manifested. Creative possibilities are expressed in the rapid pace of assimilation of knowledge, in the breadth of their transfer to new conditions, in independent operation of them.
Forms of thinking:
In psychological science, the following logical forms of thinking are distinguished: concept; judgment; inference.
Concept- is a reflection in human consciousness of general and essential
properties of an object or phenomenon.
Judgment- the main form of thinking, during which connections between objects and phenomena of reality are affirmed or denied.
Inference- is a derivation from one or more propositions
new judgment.
Example on forms of thinking:
1.All criminals must be punished.
2. Some people are criminals.
3. Some people should be punished.
29. Thinking operations:
Thinking - this is the purposeful use, development and increase of knowledge, and in a more general sense - the mental process of reflecting reality. Understanding plays an important role in thinking.
Types of thinking:
Visual-effective thinking – the ability to solve practical problems using the necessary objects. This type of thinking is often called lower, elementary. It is found in the behavior of children or animals. However, research shows that visual-effective thinking is also characteristic of many types of professional activities. With its help, inventors, surgeons, managers, and generals solve quite complex problems.
Visual-figurative thinking . This type of thinking is based on resolving a problem situation using an image of an object, reproduced from memory or in the imagination.
Complex Thinking is built on the basis of generalizations. Characteristic of children or peoples at the primitive stage of development. With complex thinking, the same object or phenomenon can be included in a variety of complexes.
Practical thinking occurs in the course of practical activities. In contrast to theoretical thinking, aimed at solving abstract problems, practical thinking is associated with solving practical issues and is based on generalizing practical experience.
In psychology, the following operations of thinking are distinguished:
Comparison- this is a comparison of objects and phenomena with wholes to find similarities and differences between them. Comparison can be aimed either at establishing the similarity of objects, or at establishing differences, or both at the same time.
Analysis- this is the mental division of an object or phenomenon into its constituent parts, the identification of elements, features and properties in it.
Synthesis- this is the mental connection of individual elements, parts and characteristics into a single whole.
Abstraction. Abstraction is the mental selection of essential properties and features of objects or phenomena while simultaneously abstracting from non-essential features and properties. Example: air, glass, water, we identify a common feature in them - transparency and can think about transparency in general; observing the movement of celestial bodies, human cars, animals, we identify a common feature - movement and think about movement in general as an independent object.
Generalizations- mental association of objects and phenomena into groups according to those common and essential features that are highlighted in the process of abstraction. Generalization usually manifests itself in conclusions, definitions, rules, classification.
Specification- this is a mental transition from the general to the individual, which corresponds to this general. To specify means to give an example, an illustration, a specific fact that confirms a general theoretical position, rule, law.
30. Forms of thinking:
Thinking is a process of cognitive activity of an individual, characterized by a generalized and indirect reflection of reality. Objects and phenomena of reality have properties and relationships that can be known directly, with the help of sensations and perceptions.
The first feature of thinking- its indirect nature. What a person cannot know directly, directly, he knows indirectly, indirectly: some properties through others, the unknown through the known. Thinking is always based on the data of sensory experience - sensations, perceptions, ideas - and on previously acquired theoretical knowledge.
The second feature of thinking- its generality. Generalization as knowledge of the general and essential in the objects of reality is possible because all the properties of these objects are connected with each other. The general exists and manifests itself only in the individual, in the concrete. People express generalizations through speech and language.
Main types of thinking:
Visual-figurative thinking associated with the presentation of situations and possible changes in them. With its help, the entire variety of various actual characteristics of an object is most fully recreated, since the image can capture the simultaneous vision of objects from several points of view.
Verbal and logical thinking involves the use of concepts as well as logical constructions. It operates on the basis of language tools.
Visual-effective thinking constitutes genetically the earliest and simplest type of thinking. It is characterized by the fact that the solution to the problem is carried out through physical transformation of the situation, knowledge of the properties of objects by direct influence on them.
There are three logical forms of thinking:
Concept- this is a reflection in the human mind of the distinctive features of objects and phenomena, their general and specific characteristics, expressed in a word or group of words. Concrete concepts reflect objects, phenomena, events of the surrounding world, abstract concepts reflect abstract ideas. For example, “person”, “autumn”, “holiday” are specific concepts; “truth”, “beauty”, “good” are abstract concepts.
Judgment- this is the establishment of connections between concepts about objects and phenomena or about their properties and characteristics. Judgments can be general, particular and individual. In general, something is stated about all objects of a certain group, for example: “All rivers flow.” A particular judgment applies only to some of the objects of the group: “Some rivers are mountainous.” A single judgment concerns only one object: “The Volga is the largest river in Europe.”
Inference- this is the derivation of a new judgment from two (or more) existing judgments. A person uses mainly two types of inferences - inductive and deductive.
Induction- this is a way of reasoning from particular judgments to a general judgment, the establishment of general laws and rules based on the study of individual facts and phenomena.
Deduction- this is a way of reasoning from general judgment to private judgment, knowledge of individual facts and phenomena based on knowledge of general laws and rules
More complex forms of inference are deductive and inductive inferences.
Example on forms of thinking:
1.Petrov is a lawyer.
All lawyers are lawyers.
Petrov is a lawyer.
31. Types of speech:
Speech is the main means of human communication. Without it, a person would not have the opportunity to receive and transmit a large amount of information, in particular that which carries a large semantic load or captures something that cannot be perceived with the help of the senses.
Speech is the activity of communication, expression, influence, communication - through language, speech is language in action.
Speech is language functioning in the context of individual consciousness. This communication involves two parties - the speaker and the listener. The speaker selects the words necessary to express his thoughts and connects them according to the rules of grammar, and pronounces them through the organs of speech. The listener perceives. Both must have the same rules and means of conveying thoughts.
There are three functions of speech : communicative, regulating and programming.
Communication function speech presupposes the influence of one organism on another, in which contact is established between them, leading to a change in the behavior of one of the participants in communication or to the constancy of behavior with the possibility of changing the situation.
Regulatory function speech is realized in conscious forms of mental activity. Its distinctive feature is its arbitrary direction. Speech shapes voluntary, volitional human behavior. First, with the help of speech, a person learns to regulate the behavior of another individual, then he uses the same techniques to regulate his own behavior. As a result of the transformation of external speech into internal speech, the latter becomes the mechanism through which a person masters his own voluntary actions.
Programming function speech consists of constructing semantic schemes of speech utterances and grammatical structures of sentences. In this case, a transition occurs from the intention of the speech utterance to an external, detailed speech reaction.
There are two types of speech:
Inner speech- speech “to oneself”, speech in the form of which a person thinks. Inner speech has a very significant significance in a person’s life, being connected with his thinking. She organically participates in all thought processes aimed at solving some problems, etc.
External speech addressed to other people. Through it, a person transmits and perceives thoughts.
External speech in turn is divided into two types: oral And written.
Oral speech- speech directly addressed to someone. It is expressed in sounds and is perceived by other people through hearing. Oral speech is the most ancient in origin. Children also learn oral speech first, and then written speech. Oral speech manifests itself in monologue and dialogic forms.
Dialogue speech means a conversation between two or more persons. The one who is speaking at the moment is an active person, and the one who listens is passive in relation to the speaker.
Monologue speech- this is the speech of one person. He speaks and others listen. This type of speech includes various speeches by one person before an audience: a lecture, a report, a message, a deputy’s speech, an actor’s monologue, etc. A monologue is a speech that is continuous and unsupported by listeners.
32. Concept of consciousness:
Consciousness This is the highest form of mental reflection of reality formed in the process of social life in the form of a generalized and subjective model of the surrounding world in the form of verbal concepts and sensory images.
It can be argued that a newborn child does not have consciousness, since he does not yet have knowledge. He acquires them gradually, in the process of education, including as speech develops, i.e. as they become acquainted with universal human knowledge. The first signs of emerging consciousness, according to J. Eccles, is the child’s ability to recognize himself in the mirror - that is, the ability to distinguish himself from the environment. The further stage of the formation of consciousness consists in the child acquiring the ability to use the pronoun “I”. The level of an individual’s familiarization with human knowledge also determines the level of his consciousness. Since speech arises as a result of the child’s communication with adults, it can be argued that in ontogenesis consciousness is based on communication between people and develops as individual experience is acquired and as a result of mastering speech. Consciousness, therefore, has a social aspect, which lies in the fact that consciousness acts as the ability for such processing of knowledge, which ensures the directed transfer of information from one person to another in the form of abstract symbols of speech as the main means of interpersonal communication.
Consciousness as a mental phenomenon, in essence, is what fundamentally separated man from the animal world and endowed him with unlimited possibilities for adaptation. Consciousness, therefore, is the basis of the spiritual world of the individual and human society as a whole.
Definition of memory
Memory- this is a mental property of a person, the ability to accumulate, (memorize) store, and reproduce experience and information. Another definition says: memory is the ability to remember individual experiences from the past, realizing not only the experience itself, but its place in the history of our life, its placement in time and space. Memory is difficult to reduce to one concept. But let us emphasize that memory is a set of processes and functions that expand a person’s cognitive capabilities. Memory covers all the impressions that a person has about the world around him. Memory is a complex structure of several functions or processes that ensure the recording of a person’s past experience. Memory can be defined as a psychological process that performs the functions of remembering, preserving and reproducing material. The three functions mentioned are the main ones for memory.
Another important fact: memory stores and restores very different elements of our experience: intellectual, emotional, and motor-motor. Memory of feelings and emotions can last even longer than intellectual memory of specific events.
Basic features of memory
The most important features, integral characteristics of memory are: duration, speed, accuracy, readiness, volume (memorization and reproduction). How productive a person’s memory is depends on these characteristics. These memory traits will be mentioned later in this work, but for now here is a brief description of the memory productivity traits:
1. Volume - the ability to simultaneously store a significant amount of information. The average memory capacity is 7 elements (units) of information.
2. Speed of memorization- varies from person to person. The speed of memorization can be increased with the help of special memory training.
3. Accuracy - accuracy is reflected in the recall of facts and events that a person has encountered, as well as in the recall of the content of information. This trait is very important in learning.
4. Duration– the ability to retain the experience for a long time. A very individual quality: some people can remember the faces and names of school friends after many years (long-term memory is developed), some forget them after just a few years. The duration of memory is selective.
5. Ready to play - the ability to quickly reproduce information in the human mind. It is thanks to this ability that we can effectively use previously acquired experience.
Types and forms of memoryThere are different classifications of types of human memory:
1. By the participation of the will in the process of memorization;
2. By mental activity, which predominates in the activity.
3. According to the duration of information storage;
4. The essence of the subject and method of memorization.
By the nature of the participation of the will.
Based on the nature of the target activity, memory is divided into involuntary and voluntary.
1) Involuntary memory means remembering and reproducing automatically, without any effort.
2) Arbitrary memory refers to cases where a specific task is present and volitional efforts are used to remember.
It has been proven that material that is interesting to a person, that is important, that is of great importance is involuntarily remembered.
By the nature of mental activity.
According to the nature of mental activity with the help of which a person remembers information, memory is divided into motor, emotional (affective), figurative and verbal-logical.
1) Motor (kinetic) memory there is memorization and preservation, and, if necessary, reproduction of diverse, complex movements. This memory is actively involved in the development of motor (labor, sports) skills and abilities. All manual movements of a person are associated with this type of memory. This memory manifests itself in a person first, and is extremely necessary for the normal development of a child.
2) Emotional memory- memory for experiences. This type of memory is especially manifested in human relationships. As a rule, what causes emotional experiences in a person is remembered by him without much difficulty and for a long time. It has been proven that there is a connection between the pleasantness of an experience and how it is retained in memory. Pleasant experiences are retained much better than unpleasant ones. Human memory is generally optimistic by nature. It is human nature to forget unpleasant things; Memories of terrible tragedies, over time, lose their sharpness.
This type of memory plays an important role in human motivation, and this memory manifests itself very early: in infancy (about 6 months).
3) Figurative memory - associated with memorizing and reproducing sensory images of objects and phenomena, their properties, and relationships between them. This memory begins to manifest itself by the age of 2 years, and reaches its highest point by adolescence. Images can be different: a person remembers both images of various objects and a general idea of them, with some abstract content. In turn, figurative memory is divided according to the type of analyzers that are involved in memorizing impressions by a person. Figurative memory can be visual, auditory, olfactory, tactile and gustatory.
Different people have more active different analyzers, but as was said at the beginning of the work, most people have better developed visual memory.
· Visual memory– associated with the preservation and reproduction of visual images. People with developed visual memory usually have a well-developed imagination and are able to “see” information even when it no longer affects the senses. Visual memory is very important for people in certain professions: artists, engineers, designers. Mentioned before eidetic vision, or phenomenal memory b, is also characterized by a rich imagination, an abundance of images.
· Auditory memory - This is good memorization and accurate reproduction of various sounds: speech, music. Such memory is especially necessary when studying foreign languages, musicians, and composers.
· Tactile, olfactory and gustatory memory- these are examples of memory (there are other types that will not be mentioned) that do not play a significant role in human life, because the capabilities of such memory are very limited and its role is to satisfy the biological needs of the body. These types of memory develop especially acutely in people of certain professions, as well as in special life circumstances. (Classic examples: people born blind and deaf-blind).
4) Verbal-logical memory - This is a type of memorization when the word, thought, and logic play a large role in the memorization process. In this case, a person tries to understand the information being acquired, clarify the terminology, establish all the semantic connections in the text, and only after that remember the material. It is easier for people with developed verbal-logical memory to remember verbal, abstract material, concepts, and formulas. This type of memory, in combination with auditory memory, is possessed by scientists, as well as experienced lecturers, university professors, etc. Logical Memory when trained gives very good results, and is more effective than simple rote memorization. Some researchers believe that this memory is formed and begins to “work” later than other types. P.P. Blonsky called it “memory-story.” A child already has it at 3-4 years old, when the very foundations of logic begin to develop. The development of logical memory occurs with the child’s learning the basics of science.
By duration of information storage:
1) Instantaneous or iconic memory
This memory retains material that was just received by the senses, without any processing of information. The duration of this memory is from 0.1 to 0.5 s. Often, in this case, a person remembers information without conscious effort, even against his will. This is a memory-image.
An individual perceives electromagnetic vibrations, changes in air pressure, changes in the position of an object in space, giving them a certain meaning. A stimulus always carries certain information that is specific only to it. The physical parameters of the stimulus affecting the receptor in the sensory system are converted into certain states of the central nervous system (CNS). Establishing a correspondence between the physical parameters of a stimulus and the state of the central nervous system is impossible without memory work. This memory manifests itself in children even in preschool age, but over the years its importance for a person increases.
2) Short-term memory
Storing information for a short period of time: on average about 20 seconds. This type of memorization can occur after a single or very brief perception. This memory works without conscious effort to remember, but with the intention of future reproduction. The most essential elements of the perceived image are stored in memory. Short-term memory “turns on” when the so-called actual consciousness of a person operates (i.e., what is realized by a person and somehow correlates with his current interests and needs).
Information is entered into short-term memory by paying attention to it. For example: a person who has seen his wristwatch hundreds of times may not answer the question: “Which numeral - Roman or Arabic - represents the number six on the watch?” He never purposefully perceived this fact and, thus, the information was not deposited in short-term memory.
The capacity of short-term memory is very individual, and there are developed formulas and methods for measuring it. In this regard, it is necessary to mention such a feature as substitution property. When an individual's memory capacity becomes full, new information partially replaces what is already stored there, and old information often disappears forever. A good example would be the difficulty in remembering the abundance of surnames and first names of people we have just met. A person is able to retain no more names in short-term memory than his individual memory capacity allows.
By making a conscious effort, you can retain information in memory longer, which will ensure its transfer into working memory. This is the basis of remembering by repetition.
In fact, short-term memory plays a vital role. Thanks to short-term memory, a huge amount of information is processed. The unnecessary is immediately eliminated and what is potentially useful remains. As a result, long-term memory does not become overloaded with unnecessary information. Short-term memory organizes a person’s thinking, since thinking “draws” information and facts from short-term and operative memory.
3) RAM is memory designed to retain information for a certain, predetermined period. The storage period of information ranges from a few seconds to several days.
After solving the task, information may disappear from RAM. A good example would be the information that a student is trying to absorb during an exam: the time frame and task are clearly defined. After passing the exam, there is again complete “amnesia” on this issue. This type of memory is, as it were, transitional from short-term to long-term, since it includes elements of both memories.
4) Long-term memory - memory capable of storing information indefinitely.
This memory does not begin to function immediately after the material has been memorized, but after some time. A person must switch from one process to another: from memorization to reproduction. These two processes are incompatible and their mechanisms are completely different.
Interestingly, the more often information is reproduced, the more firmly it is fixed in memory. In other words, a person can recall information at any necessary moment through an effort of will. It is interesting to note that mental ability is not always an indicator of memory quality. For example, in mentally retarded people, phenomenal long-term memory is sometimes found.
Why is the ability to retain information necessary to perceive information? This is due to two main reasons. Firstly, a person deals at each moment with only relatively small fragments of the external environment. In order to integrate these temporally separated influences into a holistic picture of the surrounding world, the effects of previous events when perceiving subsequent ones must be, so to speak, “at hand.” The second reason is related to the purposefulness of our behavior. The acquired experience must be remembered in such a way that it can be successfully used for the subsequent regulation of forms of behavior aimed at achieving similar goals. The information stored in a person’s memory is assessed by him from the point of view of its significance for controlling behavior and, in accordance with this assessment, is retained in varying degrees of readiness.
Human memory is not in the least bit a passive repository of information—it is an active activity.
The most general basis for distinguishing different types of memory is the dependence of its characteristics on the characteristics of the activity of memorization and reproduction. In this case, individual types of memory are distinguished in accordance with three main criteria (Fig. 1.4):
1) according to the nature of mental activity predominant in the activity, memory is divided into motor, emotional, figurative and verbal-logical;
2) by the nature of the goals of the activity - on involuntary and voluntary;
3) by the duration of securing and preserving materials (in connection with its role and place in the activity) - on 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 identified (motor, emotional, figurative and verbal-logical) do not exist independently of each other, and moreover, are in close interaction, Blonsky was able to determine the differences between individual types of memory. Let's look at the characteristics of these four types of memory.
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 other types. The great importance of this type of memory is that it serves as the basis for the formation of various practical and work skills, as well as the skills of walking, writing, etc. Without memory for movements, we would have to learn to carry out the appropriate actions every time. Usually a sign of good motor memory is a person’s physical dexterity and dexterity in work.
Motor memory develops very early in a child. Its first manifestations date back to the first month of life. Initially, it is expressed only in motor conditioned reflexes developed in children already at this time. Subsequently, memorization and reproduction of movements begin to take on a conscious character, closely connecting 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 a level of development that is necessary for the acquisition of speech.
Memory development also occurs at a later time. Thus, motor memory in preschool children reaches a level of development that allows them to perform finely coordinated actions associated with the acquisition 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 relationships with the outside world are carried out. Emotional memory is therefore very important in the life and activities of every person. Feelings experienced and stored in memory act as signals that either encourage action or deter actions that caused negative experiences in the past.
The first manifestations of memory in a child are observed towards the end of the first six months of life. At this time, the child can rejoice or cry at the mere sight of what previously gave him pleasure or pain. However, the initial manifestations of emotional memory differ significantly from later ones. This difference lies in the fact that if at the early stages of a child’s development 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 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, in a certain sense, can be called professional types. Like the corresponding sensations, these types of memory develop especially intensively in connection with specific conditions of activity, reaching an amazingly high level in conditions of compensation or replacement of missing types of memory, for example, in the blind, deaf, etc.
Figurative memory begins to manifest itself in children at approximately the same time as ideas, i.e., at one and a half to two years.
Verbal-logical memory is expressed in remembering and reproducing our thoughts. We remember and reproduce the thoughts that arose in us during the process of thinking, thinking, we remember the content of a book we read, a conversation with friends.
The peculiarity of this type of memory is that thoughts do not exist without language, which is why memory for them is called not just logical, but verbal-logical. In this case, verbal-logical memory manifests itself in two cases: a) only the meaning of the given material is remembered and reproduced, and precise preservation of the original 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 subject 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 well the meaning of what they read, but cannot always accurately and firmly memorize the material, and people who easily memorize 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. Children sometimes learn by heart more easily than adults. At the same time, adults, on the contrary, have significant advantages over children in remembering meaning. This is explained by the fact that when memorizing the meaning, first of all, what is most essential, the most significant is remembered. In this case, it is obvious that identifying what is essential in the material depends on understanding the material, so adults remember the meaning more easily than children. Conversely, children can easily remember details, but remember the meaning much less well.
Thoughts do not exist without language, which is why 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 conveying either only the basic meaning of the material, or its literal verbal design. If in the latter case the material is not subject 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 signaling system. Verbal-logical memory is a specifically human memory, in contrast to motor, emotional and figurative memory, which in their 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 children’s assimilation of knowledge during the learning process.
There is, however, a division of memory into types that is directly related to the characteristics of the actual activity itself. So, depending on the goals of the activity, memory is divided into involuntary and voluntary. Memorization and reproduction, in which there is no special goal to remember or remember something, is called involuntary memory; in cases where it is a purposeful process, we speak of voluntary memory.
Involuntary and voluntary memory at the same time represent two successive stages of memory development. Everyone knows from experience what a huge place in our life occupies involuntary memory, on the basis of which, without special mnemonic intentions and efforts, the main part of our experience is formed, both in volume and in life significance.
However, in human activity there often arises the need to manage one’s memory. Under these conditions, voluntary memory plays an important role, making it possible to deliberately learn or remember what is necessary.
In order for this or that material to be fixed in memory, it must be appropriately processed by the subject. Such processing requires a certain time, which is called the time of consolidation of traces. Subjectively, this process is experienced as an echo of the event that just happened: for some moment we seem to continue to see, hear, etc., which we no longer directly perceive (stands 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, storage 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 very short-term retention.
Concept RAM denote 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 some intermediate results “in mind” as long as we are dealing with them. As we move towards the final result, specific “worked out” material may be forgotten. We observe a similar phenomenon when performing any more or less complex action. The pieces of material with which a person operates can be different (a child begins to read by folding letters). The volume of these pieces, the so-called operational memory units, significantly affects the success of performing a particular activity. This determines the importance of forming optimal operational units. .
The criteria that we accepted as the basis for dividing memory into types associated with various aspects of human activity do not appear in it separately, but in organic unity (Fig. 1.5).
Individual differences in people's memory can be of two types: on the one hand, the memory of different people is distinguished by 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 remembers visual images, colors of objects, sounds, faces, etc. especially well. Thus, W. A. Mozart memorized the most complex musical works after one listening.
At verbal-logical type of memory verbal, often abstract material is better remembered: concepts, formulas, etc. For example, A.S. Pushkin could recite by heart a long poem written by another author after reading it twice.
At emotional type of memory First of all, the feelings experienced by a person are preserved and reproduced.
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Motor memory- this is the memorization, preservation and reproduction of various movements or systems of movements. The importance of this type of memory is that it serves as the basis for formatting practical and work skills, as well as walking or writing skills. There are people with a pronounced predominance of motor memory over others. For example, one psychologist admitted that he was completely unable to reproduce a piece of music in his memory, but could reproduce an opera he had recently heard as a pantomime. In addition, we can add that the professions of some people (dancers, acrobats, ballerinas) are directly dependent on good motor memory, which allows them to repeat with detailed accuracy any movements or even an entire dance.
Emotional memory- this is a memory for feelings. Experiences and emotions stored in memory act as signals that either encourage action or deter one from action that caused negative experiences in the past. Ability sympathize to another person, empathizing with the characters of the book is based on emotional memory. Emotional memory can be much stronger than other types of memory. Everyone knows from their own experience how sometimes from long-past and thoroughly forgotten events, books, films, only an impression, a feeling remains, however, it is not insubstantial. That is why it can act as the first node in the unfolding of a chain of associations.
Figurative memory- this is a memory of pictures of nature and life, as well as sounds, smells, tastes. It can be visual, auditory, tactile, olfactory, gustatory. In their pure form, these types are rare; more often a mixed type predominates, for example, visual-auditory. If visual and auditory memory are usually well developed and play a leading role in the lives of most people, then tactile, olfactory or gustatory memory in a certain sense can be called professional types: these types of memory develop especially intensively in connection with the specific conditions of human activity (for example, among tasters wines or perfumes, olfactory and gustatory memory can be called simply phenomenal). These types of memory can reach an amazingly high level under conditions of compensation or replacement of missing types of memory, as occurs in the blind or deaf.
Sometimes there are people, more often children, who have the so-called eidetic memory, that is, the ability with exceptional accuracy, down to the smallest detail, to retain in memory the images of objects presented to them. This phenomenon has been inaccurately called photographic memory, since people do not remember the image when they need to talk about it, but continue to see it for some time after it disappears. If you sit a subject in front of a blank screen and ask him certain questions, he will begin to count the number of windows in the facade of the house, the number of flowers in a bouquet, or spell a sign on a store, that is, as if “looking at” the picture that was shown to him earlier presented. At the same time, the eyes move as if this picture was really in front of him. Such an image can last from several minutes to several hours (and sometimes even years), while it does not change at all.
Contents verbal-logical memories are our thoughts. Since thoughts can be embodied in various linguistic forms, their reproduction can be oriented either towards conveying the main meaning or the entire material literally. The second case of verbal-logical memory, like emotional, motor and figurative memory, in its simplest forms is also characteristic of animals (parrots can repeat words and phrases with complete accuracy); the ability to convey the main meaning of material is based exclusively on human memory. Based on the development of other types of memory, this type of verbal-logical memory becomes leading in relation to it, and the development of all other types of memory depends on its development.
Involuntary memory they call remembering and reproducing something in which there is no special purpose - to remember it. In cases where we set such a goal for ourselves, we talk about voluntary memorization. When involuntary memorization is based on active ways of working with material, it is more productive than voluntary memorization, which does not use similar methods. However, scientists have noticed that under the same working methods, involuntary memorization, which is more productive in children of preschool and primary school age, gradually loses its advantage in middle and high school students and adults, whose voluntary memory is becoming better and better.
Sensory memory- This is a primitive process carried out at the receptor level. Traces are stored in it only for a very short time (0.25 seconds), and during this time the question of whether to attract the attention of the higher parts of the brain to the received signals is decided. If this does not happen, then in less than a second the traces are erased and the sensory memory is filled with new information.
Short-term memory begins to work if the information transmitted by the receptors attracts the attention of the brain. This information is stored for a short period of time (about 20 seconds), and during this time the brain processes and interprets it. At the same time, it is determined whether this information is important enough to be transferred for long-term storage. In 1885, Ebbinghaus conducted experiments on himself to find out how much information he could simultaneously remember without any special techniques. It turned out that the memory capacity is limited to seven numbers, seven letters, seven names of objects. This “manitic” number seven was verified in 1956 by Miller, who proved that human memory indeed, on average, cannot store more than seven elements: depending on the complexity of the elements, this number ranges from five to nine. It is from those few elements that are briefly retained in short-term memory, the brain selects what will be stored in long-term memory. Long-term memory can be compared to an archive: in it, certain elements selected from short-term memory are divided into many categories and then stored for a more or less long time. long-term memory are, in principle, limitless and depend on the importance of the information being remembered for a person, as well as on the way it is encoded, systematized and reproduced.
In the activities of a person who manages people or technology, all basic types of memory are manifested to one degree or another.
Types of memory can be divided according to 3 main criteria:
- According to the nature of mental activity in activity, memory is divided into:
- motor
- emotional
- figurative
- verbal-logical - Based on the duration of fixation and preservation of the material, the following are distinguished:
- instant (sensory)
- short-term
- long-term
- operational - Based on the nature of the goals, activities are divided into:
- free
- involuntary
Motor memory - is the basis for memorizing and reproducing movements (riding a bicycle, swimming, playing basketball, playing tennis, etc.). This type of memory forms the basis of labor skills and any motor acts.
Motor memory appears in a child already in the first months of life.
Emotional memory - this is a memory of feelings and emotions that a person once experienced (memory of fear, resentment, shame...). It begins to appear in a child after 6 months of life.
Figurative memory
– memory for images, ideas, sounds, smells, tastes. Many researchers divide figurative memory into:
- visual (image of a loved one, home),
- auditory (favorite song, mother’s voice),
- tactile (the softness of the fur of a beloved animal, the kiss of a loved one),
- olfactory (the smell of your favorite perfume, the aroma of your favorite flowers),
- taste (taste of your favorite drink, taste of your favorite candies, lemon acidity).
Figurative memory begins to appear in children at 1.5-2 years (at the same time as ideas).
Verbal-logical memory - This is a memory for thoughts, judgments and conclusions. It is also called semantic memory, because. it contains information in the form of verbal concepts and numbers.
Verbal-logical memory manifests itself in 2 cases:
1) only the meaning of the given material is remembered and reproduced, and precise preservation of the original expressions is not required;
2) not only the meaning is remembered, but also the literal verbal expression of thoughts (memorization of thoughts).
Both of these types of memory may not coincide with each other. For example, there are people who remember well the meaning of what they read, but cannot always accurately and firmly memorize the material. Along with this, there are people who easily learn 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. Children sometimes learn by heart more easily than adults.
Instantaneous (sensory) memory is a memory that retains information perceived by the senses for several seconds without processing it. Managing this memory is almost impossible.
Short-term memory – a type of memory characterized by a relatively short information storage time (up to 30 seconds). To remember some information, a person makes volitional efforts.
The capacity of short-term memory is determined by a simple exercise: a person is asked to remember a certain number of words (or numbers, or pictures) in a minute. Then the person immediately reproduces what he remembers. People differ in the number of words they remember, i.e. have different amounts of short-term memory. The volume of short-term memory characterizes a person’s natural memory and remains throughout life.
Short-term memory plays a very important role in human life. Thanks to it, a significant amount of information is processed, unnecessary information is immediately eliminated and potentially useful remains. As a result, long-term memory is not overloaded.
Most of the information from short-term memory is erased, but some goes into working memory. This process is facilitated by certain conditions: the importance of information for the subject, constant repetition of information, the presence of emotions when memorizing, etc.
RAM – this is the memorization of certain information for the time necessary to perform a particular action; The storage duration is determined by the time the action is performed.
In RAM, information is stored from several minutes to several hours (days), most often one day - from awakening to sleep, after which one part of it goes into long-term memory, and the other is erased. The storage period of information in RAM is related to the task facing a person. In this case, the logical processing of information received during the day occurs during “slow” sleep, and its translation into long-term memory occurs during “rapid” sleep.
Without good short-term memory, normal functioning of long-term memory is impossible. Transfer from short-term memory to long-term memory is carried out thanks to volitional effort. Moreover, much more information can be transferred into long-term memory than the individual capacity of short-term memory allows. This is achieved by repeating the material that needs to be memorized. As a result, the total volume of memorized material increases.
Long-term memory - this is a memory for images, “calculated” for long-term preservation of their traces in consciousness and subsequent repeated use in future life activities. It forms the basis of solid knowledge. Long-term memory contains everything we know about the world.
Long-term memory has an almost limitless capacity. The most important information is stored in a person’s long-term memory for life.
Arbitrary memory - intentional (volitional) memorization of an image, associated with some purpose and carried out using special techniques. For example, a student remembering certain information to pass an exam.
Involuntary memory is the memorization of information without the intention of remembering. A person most often remembers what he does (and not what he thinks about); what is also well remembered is that which is related to the person’s range of knowledge and interests.
Memory as a system of processes for organizing information for the purposes of remembering, preserving and reproducing can also be considered as a substructure of intelligence - a systemic interaction between cognitive abilities and the knowledge available to an individual. Being the most important characteristic of all mental processes, memory ensures the unity and integrity of the human personality.
Irina Bazan
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