Ministry of Education and Science of the Russian Federation
Ministry of Education of the Moscow Region
Moscow State Regional University
Coursework on the topic:
“Psychological features of diagnosing the memory of younger schoolchildren”
Moscow
Introduction…………………………………………………………………………………………………………
Chapter 1. №1. General concepts about the memory of children of primary school age….
No. 2. Memory as the highest mental function of a person………………….
No. 3. Memory processes: remembering, storing, forgetting and reproducing….
No. 4. Laws of meaningful memorization……………………………………
No. 5. Sensitive period of memory development………………………………………………………
No. 6. Development of voluntary memory in younger schoolchildren……………
No. 7. principles of good memory……………………….
No. 8. Methods of teaching productive memorization in elementary school……..
Chapter 2. Experimental studies of memory development junior schoolchildren .
№1. Contents of the experimental work: purpose, objectives, research methods.
No. 2. Description of methods
No. 2.1 “Learn words” technique
No. 2.2 method “Estimating the volume of short-term auditory memory”
No. 2.3 “Memorize the pictures” technique
No. 3. Analysis of results………………………………………………………
No. 4. Conclusion…………………………………………
No. 5. Literature
Introduction.
1. General concept of the memory of children of primary school age.
Memory is the process of imprinting, storing and reproducing traces of past experiences. In preschoolers, memory is considered the leading mental process. At this age, memorization occurs mainly involuntarily, which is due to insufficient developed ability to comprehend the material, less ability to use associations and insufficient experience and unfamiliarity with memorization techniques. If the events had emotional significance for the child and made an impression on him, involuntary memorization is particularly accurate and stable. It is known that preschool children easily remember meaningless material (for example, counting rhymes) or objectively meaningful, but insufficiently understandable or completely incomprehensible words, phrases, poems. The reasons underlying such memorization include the interest aroused in children by the sound side of this material, a special emotional attitude towards it, and inclusion in play activities. In addition, the very incomprehensibility of information can stimulate the child’s curiosity and attract special attention to it.
Preschool age is considered a period that frees children from the amnesia of infancy and early childhood. The memory of a preschooler already stores ideas that are interpreted as “generalized memories.” According to L. S. Vygotsky, such “generalized memories” are capable of snatching the object of thought from the specific temporal and spatial situation in which it is included, and establishing a connection between general ideas of such an order that has not yet existed in the child’s experience.
The leading types of memory in younger schoolchildren are emotional and figurative. Children remember faster and more firmly everything that is bright, interesting, everything that evokes an emotional response. At the same time, emotional memory is not always accompanied by an attitude towards a revived feeling as a memory of a previously experienced one. Thus, a child who is frightened by a dentist or a school principal gets scared every time he meets them, but does not always realize what this feeling is associated with, since voluntary reproduction of feelings is almost impossible. Thus, despite the fact that emotional memory provides quick and durable storage of information, you cannot always rely on the accuracy of its storage. Moreover, if in ordinary, calm conditions, an increase in the strength and brightness of the impression increases the clarity and strength of memorization, then in extreme situations (for example, on a control test), a strong shock weakens or even completely suppresses what was reproduced.
Figurative memory also has its limitations. Children, indeed, retain specific persons, objects and events in their memory better than definitions, descriptions, and explanations. However, during the period of retention in memory, the image may undergo a certain transformation. Typical changes that occur with the visual image during its storage are: simplification (omission of details), some exaggeration of individual elements, leading to the transformation of the figure and its transformation into a more monotonous one.
Thus, images that include an emotional component are most reliably reproduced: unexpected and rarely encountered.
One day we invited the children to make drawings on the theme: “It’s so interesting that it’s even surprising.” Our attention was drawn to an “unexpected”, from our point of view, and truly one-of-a-kind plot: “The cat ate cockroaches.” However, the first-grader’s answer to the question: “What’s surprising here?”, asked in a neutral tone, turned out to be even more unexpected for us. The girl was literally “outraged” by the adults’ lack of understanding: “But it’s indecent to eat cockroaches!”
When we note the good figurative memory of children, we must keep in mind that figurative memory (both visual and auditory) is difficult to control voluntarily, and remembering clearly only the special, extraordinary does not mean having a good memory. Good memory is traditionally associated with memory for words, and when memorizing verbal information in younger schoolchildren, especially in the first two grades, there is a tendency to mechanical imprinting, without awareness of the semantic connections within the memorized material. This is due to the common way of assessing student effort. Reproduction of an educational task close to the text, from the point of view of adults, indicates that children are conscientiously completing their homework and is usually assessed with a high score. This encourages the child to answer as close to the text as possible. In addition, children do not yet know how to use different methods of generalization. Without mastering detailed speech, children are not yet able to freely, in their own words, express the content of what they read. Therefore, fearing inaccuracy, they resort to verbatim reproduction.
The main direction of memory development in primary school age is the stimulation of verbal and logical memorization. Verbal-logical (symbolic) memory is divided into verbal and logical. Verbal memory is associated with speech and is fully formed only by the age of 10-13. Its distinctive features are accuracy of reproduction and great dependence on will. A feature of logical memory is remembering only the meaning of the text. In the process of isolating it, information is processed in more generalized concepts, therefore logical memory is most closely related to thinking. One of the methods of logical memorization is the semantic grouping of material in the process of memorization. Younger schoolchildren have not yet resorted to this technique on their own, because they still do not analyze the text well and do not know how to highlight the main and essential things. However, if children are specially taught the semantic grouping of text, then even first-graders will be able to successfully cope with this task.
Gradually, voluntary memory becomes the function on which all the child’s educational activities are based. Its advantages are reliability and a reduction in the number of errors during playback. It relies on creating a mindset for learning, i.e., changing the motivation for this activity. Active motivation, as well as an attitude that clarifies activity, puts voluntary memorization in a more favorable position compared to involuntary memorization. The teacher organizes the installation, gives the child instructions on how to remember and reproduce what needs to be learned. Together with the children, he discusses the content and volume of the material, divides it into parts (according to meaning, difficulty of memorization), teaches them to control the memorization process, and reinforces it. A necessary condition for memorization is understanding - the teacher fixes the child’s attention on the need to understand what needs to be remembered, gives motivation for memorization: remember in order to retain knowledge, acquire skills not only for solving school assignments, but also for the rest of life.
2.Memory as the highest mental function of a person.
Memory as a combination of diverse mental processes reflects or reproduces the past experienced by a person. Thanks to memory, the possibilities of reflecting reality are significantly expanded - from the present to the past. Without memory there would be no knowledge and skills based on the past. There would be no mental life, which is united in the unity of human consciousness. It would not be possible to have a continuous teaching that runs through a person’s entire life and makes him what he is.
Memory as a single function is a certain, very general and elementary ability to imprint (restore) sensitivity data, i.e. mnemonic function. Memorization, recollection, reproduction, recognition are built on this basis, but are not reduced to it.
Storing in memory is not a passive storage of material, it is a dynamic process that is carried out on the basis and in conditions of a certain way of assimilation, including pronounced processing of the material, involving the participation of various mental operations. This process has a certain dynamics. It can be expressed not only in more or less rapid forgetting, but in some cases in complete and perfect, more than previous, reproductions.
Memorization is the conscious recording of currently achieved knowledge of realities in order to use it in practical and theoretical activities in the future, and remembering is the extraction of knowledge for practical and theoretical activities that occur in the present. The genesis of the complex activity of memorization is a product of historical development, conditioned by the needs of specific human activity.
The need for mastery of mental processes and their development is felt more acutely when the forms of human activity become more complex, and it is significantly related to the needs of socially organized activity.
In general, human memory can be represented as a kind of tool that serves to accumulate and use life experience. Excitations coming from external and internal stimuli to the brain leave “traces” in it that can be stored long years. These “traces” (combinations nerve cells) create the possibility of excitation occurring even when the stimulus that causes it is absent.
Based on this, a person can remember and save, and subsequently reproduce his feelings, perceptions of any objects, thoughts, speech, actions.
In other words memory - This is an amazing property of human consciousness, this renewal in our consciousness of the past, images of what once impressed us.
3. Memory processes: remembering, storing, forgetting and reproducing.
Basic memory processes– memorization, reproduction, preservation, recognition, forgetting. Memory begins with remembering. Memorization is a memory process that ensures the retention of material in memory as the most important condition for its subsequent reproduction. If memorization has the character of special organized work associated with the use of certain techniques for the best assimilation of knowledge, it is called memorization.
Playback- an essential component of memory. Reproduction can occur at three levels: recognition, self-reproduction (voluntary and involuntary), remembering (under conditions of partial forgetting, requiring volitional effort). Recognition- the manifestation of a feeling of familiarity when perceiving something again. This process is more “blind”; it is characterized by the fact that images fixed in memory arise without relying on the secondary perception of certain objects.
Saving and Forgetting– these are two sides of a single process of long-term retained perceived information. Retention is retention in memory, and forgetting is the disappearance, loss from memory of what has been memorized.
Thanks to forgetting, a person clears space for new impressions and, freeing memory from a pile of details, gives it a new opportunity to serve our thinking.
4. Laws of meaningful memorization
Memory cannot be trained in the same way as, say, muscles are trained. Pointless memorization of material will not lead to us learning new material more and more easily every day. However, systematic mental exercises allow you to penetrate deeper into the essence of facts, make it easier to navigate the material, and help instill the skills of rational memorization and recall. All this increases our power over memory processes.
Even in mature and elderly years, memory improvement can be achieved if its subjective patterns are wisely used.
Laws of memory.
Impression and emotions.
You need to get a deep, accurate, vivid impression of what you need to remember. Just as a camera will not take pictures in fog, so a person’s consciousness will not retain foggy impressions.
Since impression is directly related to imagination, any techniques that allow you to develop imagination and imaginative thinking, as well as manage them, can also be useful for memorization.
Relatively simple events in life that make a particularly strong impression on a person can be immediately remembered firmly and for a long time, and after many years from the moment of the first and only meeting with them, they can appear in the mind with distinctness and clarity.
A person can experience more complex and less interesting events dozens of times, but they are not imprinted in memory for a long time.
With close attention to an event, it is enough to experience it repeatedly in order to subsequently accurately and in the right order reproduce its main points from memory.
The lack of sufficient attention when perceiving information cannot be compensated by increasing the number of its repetitions.
What a person is especially interested in is remembered without any difficulty. This pattern is especially pronounced in adulthood.
Rare, strange, unusual impressions are remembered better than familiar, frequently occurring ones.
Focus on the material being studied, combined with selectivity, allows a person to concentrate his attention, and, consequently, adjust his memory to perceive only potentially useful information.
To better remember the material, it is recommended to repeat it shortly before going to bed normally. In this case, what is remembered will be better stored in memory, since it will not be mixed with other impressions, which during the day usually overlap each other and thereby interfere with memorization, diverting our attention.
We think more about situations that have left a vivid, emotional trace in our memory than about emotionally neutral events. Positive emotions, as a rule, promote recall, while negative emotions hinder it.
If at the time of memorization a person is in an elevated or depressed mood, then artificially restoring the corresponding emotional state in him during recall improves memory.
First of all, it is necessary to get a clear visual impression. It's stronger. However, complex impressions, that is, impressions received with the help of as many sense organs as possible, make it possible to imprint in consciousness required material better. Lincoln, for example, read aloud what he wanted to remember, so that the perception was both visual and auditory.
attentiveness. If we assume a person to close his eyes and unexpectedly answer, for example, the question about what color, shape and what other features an object has that he has seen more than once, passed by repeatedly, but which did not attract increased attention, then the person with can hardly answer the question posed, despite the fact that he has seen this object many times. Many people make mistakes when they are asked to say which numeral, Roman or Arabic, is depicted on their dial. mechanical watch number six. It often turns out that it is not on the watch at all, and a person who has looked at his watch dozens or even hundreds of times does not remember it. The procedure for introducing information into memory is the act of paying attention to it.
Repetition.
A) Dale Carnegie calls repetition the second law of memory and gives the following example: “Thousands of Muslim students know the Koran by heart, a book about the same length as the New Testament, and they achieve this largely through repetition. We can remember anything within reason if we repeat it often enough.” The larger the amount of information, the more repetitions will be required to remember. Volumetric material is remembered more easily if it is broken down into parts.
B) Repeating memorized material in a row is less productive for memorizing it than distributing such repetitions over a certain period of time. For example, R. Burton, translator of “A Thousand and One Nights,” spoke twenty-seven languages as his native language; however, he admitted that he never studied or practiced the language for more than fifteen minutes at a time, “because after that the mind loses its freshness.”
1) New repetition contributes to better memorization of what was learned before.
2) With increased attention to the memorized material, the number of repetitions required to learn it by heart can be reduced.
3) It is better that there be a relatively large number of repetitions at the beginning and end of memorization than in the middle.
4) Distributing repetitions throughout the day saves time by more than twice as compared to the case when the material is learned by heart.
Associations.
One way to remember a fact is to associate it with some other fact. “Everything that arises in the mind,” says Professor William James, “must be brought into it, and, having been brought in, it comes into relationship with what was already there... He who thinks more about the information he receives and establishes between them closer information and establishes closer relationships between them, will have better memory.”
For the associative connection of impressions and their subsequent reproduction, it seems particularly important that whether they are scattered or form a logically connected whole.
The more diverse associations the material evokes upon first acquaintance with it and the more time is devoted to the mental development of these associations, the better the material itself is remembered. In order to associate one fact with another. Already known, it is necessary to think about the new fact from all points of view, and also ask yourself the questions: “What does this resemble?”, “What does this look like?”, “Why is this so?”, “How did it happen that this is so?”, “When does this happen?” and so on.
Any new impression received by a person does not remain isolated in his memory. Being remembered in one form, it may change somewhat over time, entering into an associative connection with other impressions, influencing them and, in turn, changing under their influence.
Memory efficiency is sometimes reduced by interference, i.e. mixing one information with another, one recall scheme with another. Most often, interference occurs when the same memories are associated in memory with different events and their manifestation in consciousness gives rise to the recall of competing events.
Meaningful perception.
The memorization mindset promotes it, i.e. Memorization occurs better if a person sets himself the appropriate task. When setting up to remember, it is important to plan in advance the period for storing this information. For example, a lot of students, having passed an exam in any discipline, after a couple of days, cannot remember anything from the seemingly well-learned material. This can be explained as follows: when preparing, students set themselves a specific task (to pass the exam), and in addition, they focus on the relatively close date of passing the exam, without “programming” themselves for the future. Thus, the material enters the operative memory without being consolidated in the long-term memory, and as soon as the exam is passed (the operation is completed), the corresponding information is lost. So, the correct attitude is to master the material; the expected storage period of information depends on the material being studied (but in any case, it is significantly longer than the preparation time for the exam).
What takes the place of a goal in the structure of an activity is remembered better than something that constitutes the means for carrying out this activity.
Any of the parts into which the entire material is divided during memorization must itself represent a more or less complete whole. Then all the material is better organized and reproduced.
The more mental effort put into organizing information. Give it a holistic, meaningful structure, the easier it is to remember later. One of the effective ways to structure memorization is to give the memorized material a “tree” structure. Such structures are widely used wherever it is necessary to present a large amount of information concisely and compactly. This technique greatly facilitates access to stored information.
Having pre-thought-out and clearly formulated questions for the material studied, the answers to which can be found in the process of mastering it, contributes to better memorization. When memorizing a text, what is imprinted in memory is not so much the words and sentences themselves that make up the text, but rather the thoughts contained in it.
What we can express in words is usually remembered easier and better than what can only be perceived by ear. If, in addition, the words are the result of understanding the perceived material, i.e. the word contains a significant thought associated with the subject of attention, then such memorization is the most productive.
Some effects and laws of memory.
Zeigarnik effect. It is as follows. If people are offered a series of tasks and some of them are allowed to complete, while others are interrupted unfinished, then it turns out that subsequently the subjects are almost twice as likely to remember unfinished tasks than those completed at the time of interruption. This is explained by the fact that when receiving a task, the subject has a need to complete it, which intensifies in the process of completing the task. This need is fully realized when the task is completed, and remains unsatisfied if it is not completed. Due to the connection between motivation and memory, the former influences the selectivity of memory, retaining traces of unfinished tasks in it. We can conclude: a person involuntarily retains in his memory and first of all (also involuntarily) reproduces what meets his most pressing, but not yet fully satisfied needs.
In his research, A.A. Smirnov (a supporter of activity theory) found that actions are remembered better than thoughts, and among actions, in turn, those associated with overcoming obstacles, including these obstacles themselves, are more firmly remembered.
Edge effect. When memorizing a series of homogeneous information, it is best to reproduce its beginning and end from memory.
Reminiscence effect. This – improvement over time in the production of memorized material without additional repetitions. Most often, this phenomenon is observed during the distribution of repetitions in the process of memorizing it, and not when memorizing it immediately by heart. Reproduction delayed for several days (2 ¼ - 3 days) often gives best results than reproducing material immediately after memorizing it. Reminiscence is probably explained by the fact that over time, the logical, semantic connections formed within the memorized material become stronger, become clearer, and more obvious.
The well-known memory researcher T. Ribot, analyzing cases of amnesia - temporary memory loss that are important for understanding the psychology of memory, notes two patterns:
1) Human memory is connected with personality, and in such a way that pathological changes in personality are almost always accompanied by memory impairments;
2) A person’s memory is lost and restored according to the same law: with memory loss, the most complex and recently received impressions suffer first; when restoring memory, the situation is the other way around, i.e. the simplest and oldest memories are restored first, and then the most complex and recent ones.
The dynamics of forgetting are straightforward. Having remembered something, a person forgets as much in the first eight hours as in the next thirty days.
Freud's law of motivated forgetting states that a person has a tendency to forget psychologically unpleasant things. Especially often, such motivational forgetting of unpleasant intentions and promises manifests itself in cases where they are associated with memories that give rise to negative emotional experiences.
There is not always a clear connection between the accuracy of reproducing events and confidence in this accuracy. A person can objectively correctly reproduce events, but not realize it, and, conversely, make mistakes, but be sure that he reproduces them correctly.
A person's poor memory may be due to difficulties in recollection rather than remembering per se. The most illustrative examples of successful recall are provided by hypnosis. Under its influence, a person can suddenly remember long-forgotten events of distant childhood, impressions of which were seemingly lost forever. Processes and reproduction of information are incompatible and oppositely directed. It can be argued that a vast flow of new information impedes recall, while recalling even more information has a much smaller effect on the process of perception. Thus, in a state of information vacuum, a person feels some clarification of memory, and the mind in general.
5. Sensitive period of memory development
In discussing the problem of memory, we have a series of discussions, a clash of different opinions, and not only in terms of general philosophical views, but also in terms of purely factual and theoretical research.
Memory was a favorite chapter, which in associative psychology was the basis of all psychology: after all, perception, memory, and will were considered from the point of view of association. In other words, this psychology tried to extend the laws of memory to all other phenomena and make the doctrine of memory the central point in all psychology.
The central factor in which a whole range of knowledge, both theoretical and factual, about memory is concentrated is the problem of memory development.
Junior school age (from 6-7 years to 9-10 years) is determined by an important external circumstance in the child’s life - entering school. Educational activity requires the development of higher mental functions - arbitrariness of attention, memory, imagination. The attention, memory, and imagination of a junior schoolchild are already acquiring independence - the child learns to master special actions that make it possible to concentrate on educational activities, retain in memory what he saw or heard, and imagine something that goes beyond what was previously perceived.
It is generally accepted that preschool age is the age of intensive memory development. During this period, memory is the leading cognitive process and mental function. Memory captures events and information that are significant for the child and stores them. Preschool childhood leaves many memories for the rest of a person’s life. When memorization becomes a condition for successful play or is important for the realization of the child’s aspirations, he easily remembers words in a given order, poems, sequence of actions, etc. the child can use memorization techniques consciously. He repeats what needs to be remembered, tries to comprehend, realize what is being remembered in a given sequence. However, involuntary memorization remains more productive. Here everything is determined by the child’s interest in the business he is busy with at school; the child faces the need to memorize voluntarily. Educational activities strictly require the child to memorize. The teacher gives the child instructions on how to remember and reproduce what needs to be learned. Together with the children, he discusses the content and volume of the material, divides it into parts (according to meaning, difficulty of memorization, etc.), and teaches them to control the memorizing process. Understanding is a necessary condition for memorization - the teacher fixes the child’s attention on the need for understanding, teaches the child to understand what he must remember, sets the motivation for the memorization strategy: preserving knowledge and skills not only for solving school assignments, but also for the rest of his life. Voluntary memory becomes a function on which educational activity is based and the child comes to understand the need to make his memory work for himself. It is memorization and reproduction that allows the child to reflect on his personal mental changes as a result of immersion in educational activities and see with his own eyes that “teaching oneself” means changing oneself in knowledge and in acquiring the ability to perform voluntary actions.
And so, among the mnemonic processes (memorization, preservation, forgetting and reproduction), memorization undergoes the greatest changes in primary school age under the influence of basic mental formations. In the process of forming an analysis, children acquire the ability to meaningfully remember the proposed material, highlighting meaningful relationships and semantic elements in it. Under the influence of holistic planning, younger students begin to use various diagrammatic drawings as memory aids. The formation of meaningful reflection contributes to the fact that children master the techniques of independent control over their actions, both when memorizing and when reproducing material. Thus, theoretical thinking, which is formed in younger schoolchildren in the process of carrying out extensive educational activities, contributes to the development of a fairly high level of mnemonic actions in them.
Formed in the educational activities of younger schoolchildren, mental new formations are the basis for the development of cognitive processes, the basis for qualitative changes in their content and form.
Primary school age is sensitive for the development of higher forms of voluntary memorization, therefore purposeful developmental work on mastering mnemonic activity is the most effective during this period.
6. Development of voluntary memory in younger schoolchildren
When mastering educational material, deliberate or voluntary memorization and reproduction are necessary. Unlike involuntary, such memorization is purposeful, subordinate to the task of remembering or reproducing.
The productivity of voluntary memorization depends on the degree of intellectual activity of schoolchildren in this activity. The condition that promotes intellectual activity is mastery of the means of memorization. These means include, first of all, differentiation of mnemonic tasks by schoolchildren, i.e. goals that are set for memorization in each specific case, the use of rational techniques in the memorization process is also associated with the student’s general organization in academic work.
voluntary memorization is always subordinated to a specific task. In one case, the student must remember more precisely or even exactly as in the textbook, in another case - remember in such a way as to tell it in his own words. In other cases, it is necessary to remember the sequence of material and so on.
Observations and special studies show that primary schoolchildren are not yet able to differentiate mnemonic tasks. If you encourage them to do this, i.e. by giving the task to remember a specific task (memorize verbatim or remember the content in order to tell it later in your own words, remember for a long time, etc.), they can memorize in accordance with these tasks. Memorization organized in this way in younger schoolchildren turns out to be more productive.
It is of no small importance that schoolchildren clearly understand the tasks of remembering the content or remembering it verbatim in order to later tell it in their own words.
It is sometimes believed that literal memorization is an age-related feature of the memory of children of primary school age.
Verbatim memorization, often observed in elementary school children, according to A.A. Smirnov, is explained not by age characteristics, but by a number of facts from the life experience of students of this age. Not yet able to differentiate memorization tasks and meeting the teacher’s requirements to reproduce correctly and completely, little schoolboy involuntarily develops an attitude toward literal memorization and the habit of literal memorization.
The literalness of memorization in younger schoolchildren is sometimes explained by the fact that in the lower grades students often deal with very compact and rich material. When memorizing such material, the student is limited in the ability to convey it in his own words. Because of this, the student unwittingly takes the path of verbatim memorization.
Verbatim reproduction in younger schoolchildren is also explained by the fact that children of this age do not yet have sufficient command of speech to freely convey the content of the memorized material in their own words. Fearing distortion during reproduction, younger schoolchildren strive to remember everything verbatim.
With the correct organization of the memorization process, the student will not memorize verbatim if this literalness is not determined by the nature of the learning task.
The positive influence of the tasks that are set before the student when memorizing is explained by the fact that they appropriately direct his attention, encourage him to actively memorize, better understand the meaning of what is being memorized, otherwise repeat (depending on the nature of the task), and strengthen self-control.
Orienting students to perform specific tasks when memorizing or learning material is one of the important ways to develop targeted voluntary memorization and reproduction in younger schoolchildren. The purposefulness of memorization and reproduction is largely expressed in the choice and use of ways to achieve a mnemonic task. When entering school, a child knows how to use the simplest memorization technique - repetition. While studying, the younger student masters more complex techniques, the use of which ensures meaningful memorization. Such techniques are grouping the material according to its meaning or drawing up a plan that serves as a semantic support for memorization, as well as correlating (comparing, linking) the memorized material according to its meaning with what can serve as a support for its memorization. However, in independent work, younger students often use repetition.
A special type of voluntary memorization is memorization.
When learning by heart, younger schoolchildren do not use rational memorization techniques. When it is necessary to repeat the material in combination - in its entirety and in parts - they memorize only as a whole, do not divide it into parts according to the meaning, and therefore understand worse.
As indicated, in the process of memorization, primary schoolchildren use reproduction. More often they resort to this method when learning by heart. Some schoolchildren read the text several times and reproduce it once by ear or silently. Others, when memorizing, reproduce the text more often and resort to re-reading the text less often. Some students reproduce based on the text, others try to remember on their own. Some schoolchildren complete their memorization by reproducing, while others, on the contrary, read the text as a whole.
K.D. Ushinsky called reproduction during memorization an active repetition of material that contributes to the development and strengthening of the student’s memory.
The most active form of voluntary reproduction is recall. In the process of remembering, temporary connections are more actively revived. Remembering is associated with tension for a schoolchild. According to the apt observation of K.D. Ushinsky, younger schoolchildren do not like to remember what they have forgotten; they are reluctant to pass on “what is fresh in their memory.” Pointing out this feature of younger students, K.D. Ushinsky wrote: “Persistent recall is work and it is always difficult work, to which a child must be accustomed little by little.”
In accordance with the general development of the student’s personality, self-control when memorizing in schoolchildren in grades I and II is qualitatively different from the nature of self-control in students in grades III and IV.
When memorizing, younger schoolchildren test themselves mainly from the external, qualitative side.
They focus their attention on whether everything is reproduced, whether the material is repeated as many times as the teacher said. As a result, a small schoolchild often does not realize whether he has learned what was assigned and how well he can convey it in class.
We have a different quality of self-control in those cases when a student checks himself in terms of the correctness of reproduction: whether he reproduces the material correctly. In this form, self-control is more often observed in students of grades III and IV.
According to the characteristics of A.A. Smirnov, the most common type of self-control among elementary school students is self-control based on recognition, i.e. easier process compared to reproduction. After reading the assignment several times, the student becomes oriented in the material. What he read becomes familiar to him, which serves as a reason for him to stop working and consider the lesson prepared. By controlling themselves in this way, students are confident that they already know the given task well.
They are only convinced of the actual result of such memorization when they are questioned by the teacher in class, when they first have to reproduce the material.
With the transition of primary schoolchildren to the use of active reproduction when memorizing, self-control acquires the character of a meaningful and purposeful action, subordinated to a mnemonic task.
Summarizing the material on the development of voluntary memory in children during their studies in the lower grades of school, it can be noted that children master the ability to organize memorization in accordance with a specific mnemonic task and can use a number of rational memorization techniques.
One of the important conditions for the development of a student’s voluntary memory is the teacher’s encouragement of him to use rational methods of memorization and reproduction, as well as encouragement to use rational forms of self-control when memorizing.
7. principles of good memory functioning
The basic principles of good memory functioning - use them in everyday life, suggested D. Lapp, in order to improve memory, develop attention and increase the ability to concentrate and organize actions.
1)PAUSE. Using the principle of pause in your daily life will give you time to evaluate your situation and think. Memory is determined mainly by thinking strategies. Pausing reduces the likelihood of hasty action, thus forcing you to focus your attention on the desired subject. In addition, it helps counteract distractions and outside interference and is a prerequisite for observation. Before you get out of your car or home, pause and look around so you won't forget to take anything with you.
2) RELAXATION allows you to suppress anxiety, which interferes with concentration and blocks memory mechanisms. D. Lapp argued that this beneficial brain exercise allows you to relieve stress and relax. Then you record information more accurately and retrieve it from memory effortlessly. If you feel nervous or upset because you can't remember something important, calm down by taking a few deep breaths and give yourself time to think about possible triggers for remembering: try to resort to observation - just look around; to categories - determine for yourself the things that need to be done, places that you need to go to, etc.; to questions – a game of questions and answers.
3)AWARENESS is the key to selective attention and observation. Without them, subsequent retrieval of information cannot be guaranteed. First and most important: consciously involve as many senses as possible in the process of recording information. Most people are unobservant, but they tend to blame their memory for their lack of attention. Keeping your mind's eye on the most significant pieces of information and various clues helps you not only better remember people, places, routes and important things to do, but also better appreciate your surroundings. The golden rule of information processing: select, concentrate and analyze.
4) ASSOCIATION of images (visual elaboration) is an essential principle used by everyone who remembers the location of various objects: glasses on the table, keys next to the telephone, a car in the parking lot opposite the dry cleaner, etc. by resorting to figurative association in many different contexts, the amount of information to be retrieved from memory is significantly increased. You just need to imagine your mind in the form of a camera, capable of capturing pictures of the surrounding reality, from which you can choose different images in accordance with your interests and needs.
5) PERSONAL COMMENTS (verbal elaboration) promote emotional and intellectual involvement in the process of recording information and help leave a vivid mark in memory.
6) ORGANIZATION OF MATERIAL using categories (associative elaboration) is related to the method of storing information. Both during recording and during retrieval, categories or major thematic divisions of memory should be used that facilitate the flow of specific memories. For example, any piece of art can be classified according to several main characteristics (material, size, color, location, value) and a number of secondary ones (decorativeness, utilitarianism, sales value). If you remember the information to be stored in a certain category, it will be easier for you later to retrieve the necessary material from memory by referring to the designated category. D. Lapp believed that instead of relying on involuntary memory mechanisms, which randomly bring to life fragmentary, unprovoked memories, it is more reasonable to rely on intentional memory, which can be strengthened by using several categories as clues.
7)VIEWING and USING material ensures quick recall. When viewing information, you are actively participating in the three basic processes of memory: recording, storage, and retrieval. In everyday life, a person must keep in mind the names of the people with whom the unit deals; names of products and goods that are used daily; the names of the streets he constantly walks along (provided that he has made it a rule to remember them!). The more often you use information, the easier it is to retrieve it from memory.
8. Methods of teaching productive memorization in elementary school.
When a child enters school, in order to be successful in his studies in the lower grades, it is necessary to know, at a minimum, the following types memory and their indicators:
1. Short-term visual and auditory, including their volume and ability to retain information in the corresponding types of RAM. Without good short-term and operational visual and auditory memory, any information perceived through the main senses, educational, work, social and other, will not enter long-term memory and be stored there for a long time.
2. Indirect memory, which is characterized by the presence and independent, proactive use by the child of various means of remembering, storing and reproducing information.
3. It is also important to correctly and accurately assess the dynamic features of the process of memorization and recall, including such indicators as the dynamism of memorization and its productivity, the number of repetitions required for error-free recall of a certain set of pieces of information. Let's consider ways to determine all these types and indicators of memory in order, but first we will make the following remark, which must be taken into account in the process of psychodiagnostics of memory.
The memory of a child of primary school age, like his attention, should be assessed not as a whole, but by differentiation, according to individual indicators, and for each of them it is necessary to make an independent conclusion about the child’s memory. As for the general conclusions about the state of the child’s mnemonic processes, they have a conditional meaning and only generally characterize the degree to which his memory is developed.
If most of the individual indicators related to particular types of memory are relatively high, and the rest are at an average level, then this does not allow us to judge with sufficient confidence that the child’s memory is good or average. Those types of memory that were not studied in this case may turn out to be different and just those that are important in certain types of activities. So it would be more correct if, in drawing conclusions about the state of a child’s memory, we rely more on frequent indicators.
In modern pedagogical practice, reference signals and signals have become widely used (innovations of V.F. Shatalov, S.M. Engeyshtein, etc.), which originate from strong points (we find the first use of strong points in teaching by Professor N. Baranovsky in 1946).
strong point– highlighting any brief element of material that serves as support for a more detailed presentation of this material (thesis, headings, examples, questions, digital data, comparisons, etc.).
A supporting point is an exponent of a certain general meaning. Essentially, support points represent a recoding of material, where all types of mediation can be codes. The function that the reference points perform during memorization is the same as the function of the stimulus - means in the model of indirect memorization by P. N. Leontv. however, the supporting points are not external help or support, but the condensed content of the text itself.
Signal– a sign, a physical process (or phenomenon) carrying a message (information about an event, the state of an object under observation, or transmitting control commands, indications, notifications, etc.). Thus, reference signal- this is recoded material that serves as a support for the expression of certain information, and also serves as an indication for recalling this information.
Supporting summary – summary information using reference signals.
When developing a reference signal, it is recommended to use the following: firstly, “compression” of information using various moves (letters, lines, accepted symbols, abbreviations defined by GOST, simple geometric figures, numbers, etc.); secondly, the layout taking into account the psychophysiological characteristics of the eye. Here you should turn for help to one of the most ancient sciences - composition, to its laws, methods and techniques (subordination, proportions, color, rhythmic and meter-rhythmic order).
When developing a reference summary, it is necessary to take into account the time of memorization using functional and operational memory mechanisms. If the information encoded in a note exceeds the standard for memorization time, then such a note is not reference.
In modern pedagogy, under the name “reference signals”, one can find a variety of forms of reduction and systematization of educational material (traditional educational posters, various structural and logical diagrams).
In the light of cybernetic and psychological pedagogy, reference notes should be considered a coded, abbreviated presentation of information, which is organized taking into account the convenience of its perception by the eye and contains information corrected with the psychophysiological capabilities of vision.
So, information enters memory in a “collapsed” form. “Collapse” information means “compress” it in space, preserving it in volume. “Collapse” of information is carried out in order to optimize the process of memory formation. “Collapsed” information ensures optimality, economy, ease of use, selectivity, accessibility, novelty, originality, flexibility, and tireless perception. “Collapsed” information is recorded in writing by drawing up a plan, thesis, taking notes, summarizing, annotating, reviewing, citing, etc.
In modern pedagogy, innovators widely use game situations, game elements and games in the classroom.
Game activity. Subject – the conditions of the game or certain attributes that are outside the personality; procedure – mental operations that take place within the personality; product - making a decision, which is expressed by an externally defined game move.
Thus, games used in teaching make it possible to identify gaps in specific knowledge, skills, and abilities, as well as to design effective pedagogical interventions. Long-term use of educational games has contributed to the development of a number of methodological recommendations on their application.
During the game, at first you should refrain from making personal comments, especially from “rewarding” those who are careless.
A group game that does not involve communication increases the memorability of the material by three times, and that involves communication by seven times.
Do not announce a learning goal before the game; try to put organizational functions in the foreground and gnostic functions in the background.
If you join the game, then remember that all its rules remain in force for you, as for anyone else playing.
When organizing the game, observe the principles of self-organization and self-government, do not disrupt the course of the game and do not interfere with it unnecessarily.
Entrust the refereeing to the players themselves; if you notice violations, do not rush to reveal them and punish the offender. In this case, consider a subtle pedagogical impact.
Design games together with students.
training games allow you to activate involuntary memorization and at the same time do not exclude voluntary memorization.
With mixed memorization, the material is presented less than twice. The first time it is performed as an orienting task, and the second time as voluntary memorization. Scientists claim that the reproduction of involuntarily memorized material is on average one and a half times better than the reproduction of voluntary memorized material.
Games contribute to the development of social perception, the ability to understand and evaluate one’s personality, as well as the personality and activities of other people, foster greater tolerance towards people, a more friendly attitude towards them, reduce aggression, and lead to an awareness of the inevitability of differences between people.
Chapter 2. Experimental studies of the development of memory in primary schoolchildren.
№1. Contents of the experimental work: purpose, objectives, research methods.
Purpose of the study: diagnostics of the level of development of various types of memory in children of primary school age.
Research objectives:
1.Select a group of methods and techniques of psychological diagnostics that allow you to study the level of memory development.
2.Organize and conduct psychological diagnostics of younger schoolchildren
3. Conduct a qualitative analysis of the obtained empirical data.
4.Formulate the main conclusions and practical significance of the study.
Research methods:
№2. description of methods
Methodology "Learn words"
Using this technique, the dynamics of the learning process are determined. The child receives a task in several attempts to learn by heart and accurately reproduce a series consisting of 12 words: tree, doll, fork, flower, telephone, glass, bird, coat, light bulb, picture, person, book.
Memorizing a series is done like this. After each listening session, the child tries to reproduce the entire series. The experimenter notes the number of words that the child remembered and named correctly during this attempt, and reads out the same series again. And so on six times in a row until the results of playing the series in six attempts are obtained.
The results of learning a series of words are presented on a graph, where the horizontal line shows the child’s successive attempts to reproduce the series, and the vertical line shows the number of words correctly reproduced by him in each attempt.
Evaluation of results
10 points - the child remembered and accurately reproduced all 12 words in 6 or fewer attempts.
8-9 points - the child remembered and accurately reproduced 10-11 words in 6 attempts.
6-7 points - the child remembered and accurately reproduced 8-9 words in 6 attempts.
4-5 points - the child remembered and accurately reproduced 6-7 words in 6 attempts.
2-3 points - the child remembered and accurately reproduced 4-5 words in 6 attempts.
0-1 points - the child remembered and accurately reproduced no more than 3 words in 6 attempts.
Conclusions about the level of development
10 points - very high.
8-9 points - high.
4-7 points - average.
2-3 points - low.
0-1 point - very low.
Methodology "Assessing the volume of short-term auditory memory"
Assessment of the volume of short-term auditory memory of children of primary school age and children of all subsequent school ages, as well as adults, is carried out using the same methodology that was presented and used to solve a similar problem in a set of standardized psychodiagnostic techniques designed for the study of preschool-age children.
Conclusions about the level of development of visual and auditory memory of primary schoolchildren
Due to the fact that the average capacity of an adult’s short-term memory is 7 plus or minus 2 units, i.e. is in the range from 5 to 9 units, then, using these data and taking into account the fact that in preschool age the average volume of a child’s short-term memory is approximately equal to his age in years, by analogy with attention we can propose the following method for converting absolute indicators of short-term memory into standard indicators on a ten-point scale."
Evaluation of results
A child with a short-term memory capacity of 8 or more units receives 10 points. This applies to children aged 10-12 years. Children aged 6 to 9 years receive a similar number of points - 10 - if their short-term memory capacity is 7-8 units.
The volume of short-term memory of a child aged 6 to 9 years is estimated at 8 points, if it is actually equal to 5 or 6 units. A similar number of points - 8 - is received by a child aged 10 to 12 years, who has a short-term memory capacity of 6-7 units.
A 6-9 year old child with a short-term memory capacity of 3-4 units gets 4 points. The same number of points evaluates the volume of short-term memory of a child aged 10-12 years, if it is equal to 4-5 units.
2 points are given to a child aged 6-9 years if his short-term memory capacity is 1-2 units. A child aged 10 to 12 years receives the same number of points if his short-term memory capacity is 2-3 units.
The memory of a 6-9 year old child, which has a score of zero, is assessed as 0 points. A 10-12 year old child with short-term memory capacity gets the same points; equal to 0-1 unit.
Conclusions about the level of development
Conclusions about the readiness of 6-7 year old children to study at school based on estimates of the volume of their short-term memory are made as follows.
Children who receive 10 points are considered fully ready to learn at school and have a well-developed short-term memory.
In general, children who receive 8 points using the described method are considered ready to learn at school and have a moderately developed short-term memory.
Children whose short-term memory capacity was rated at 4 points are not sufficiently ready for learning.
Children with a short-term memory capacity rated at 2 points are considered not yet ready for learning.
And finally, children with a 0 rating of short-term memory capacity are completely unprepared for school.
Methodology "Memorize the pictures"
The technique is intended to determine the volume of short-term visual memory. Children receive the pictures below as stimuli. They are given instructions approximately as follows:
“There are nine different figures in this picture. Try to remember them and then recognize them in another picture, which I will show you now. On it, in addition to the nine previously shown images, there are six more that you have not seen before. Try to recognize and show in the second picture only those images that you saw in the first picture.”
The exposure time of the stimulus picture is 30 seconds. After this, this picture is removed from the child’s field of view and instead he is shown a second picture. The experiment continues until the child recognizes all the images, but no longer than 1.5 minutes.
Evaluation of results
10 points - the child recognized all nine images shown to him in the picture, spending less than 45 seconds on it.
8-9 points - the child recognized 7-8 images in the picture in a time from 45 to 55 seconds.
6-7 points - the child recognized 5-6 images in a time of 55 to 65 seconds.
4-5 points - the child recognized 3-4 images in a time from 65 to 75 seconds.
2-3 points - the child recognized 1-2 images in a time from 75 to 85 seconds.
0-1 point - the child did not recognize a single image in the picture for 90 seconds or more.
Conclusions about the level of development
10 points - very high.
8-9 points - high.
4-7 points - average.
2-3 points - low.
0-1 point - very low.
§ 3. Analysis of the results.
The experimental study was carried out at GOU Secondary School No. 407
with children of primary school age. 23 children of class 1 “B” were diagnosed. At the time of testing, the children were 6-8 years old.
As a result of testing using the first method “Learn words”
The following data were obtained, on the basis of which Table 1 was built.
|
№ subject |
Number of points |
Note 1: A score with an underline indicates a low level
Using this method, we observe a predominance of the average level of dynamics of the memorization process in children of primary school age.
Using the “Assessing the volume of short-term auditory memory” method, I obtained the following results, on the basis of which Table 2 was built.
|
Subject No. |
Number of points |
Unmarked score – average level
Score in bold – high level
As a result of this technique, an average level of short-term visual memory was revealed, except for two subjects, which indicates that children are fully prepared to study at school, which is what they, in fact, do.
As a result of the 3rd method “Remember the pictures”, table 3 was built from the data obtained.
|
Subject No. |
Number of points |
Note: A score with an underline indicates a low level
Unmarked score – average level
Score in bold – high level
This method also revealed an overall average level of short-term visual memory, with the exception of a few students.
Conclusion on the second chapter.
As a result of a study conducted in secondary school No. 407, a predominance of the average level of development of various types of memory in children of primary school age was revealed.
Conclusion.
One of current problems in pedagogy is the development of memory.
Memory plays a big role in a person's life. It underlies any psychological phenomenon, connects a person’s past with his present, and ensures the unity of personality.
Memory is the most important characteristic of mental life. Therefore, the problem of memory attracts the attention of psychologists. There are quite a large number of theories trying to explain memory processes. Representatives of various sciences are currently studying memory: psychology, biology, medicine, genetics and others. Each of these sciences has its own theories of memory: psychological, biogenetic, physiological.
When studying the memory of younger schoolchildren, I used several methods with the help of which I saw the level of development of various types of memory.
The younger schoolboy has his own psychological characteristics associated with the retention of its reproduction in memory, the complex composition of the spelling skill and the duration of its formation. Experimental work has shown that without targeted activity on the part of the teacher, various types of memory, such as auditory and visual, will be formed much more slowly.
Bibliography
2. Developmental and educational psychology. Reader: Textbook for students of higher educational institutions. / Compilers. Dubrovina I.V., Prikhozhan A.M., Zatsepin V.V. - M., Academy, 2001.
3.Diagnostics of mental development of children: A manual on practical psychology./Compiled by Martsinkovskaya T.D. – M., Linka - Press, 1998.
10. General psychology: A textbook for pedagogical students. Institutes / Bogoslovsky V.V., Stepanov A.A., Vinogradova A.D. and etc.; Ed. V.V. Bogoslovsky and others - 3rd ed., revised. And additional – M.: Education, 1981.
13. Memory and its development in childhood // Vygotsky L.S. Lectures on psychology. – M.,
15. Memory. /Compiled by W. James. – M., Psychology, 1997.
17. Mental development of junior schoolchildren: experimental psychological research. /Ed. V.V. Davydova. – M., Pedagogy, 1990.
: teaching and learning techniques. – I., - RNO NUM Center PO, 1997.
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Introduction
1.2 Basic theories of memory
Conclusions on Chapter 1
Conclusions on Chapter 2
Conclusion
Bibliography
Application
Introduction
Primary school age is the pinnacle of childhood. The child retains many childish qualities - frivolity, naivety, looking up at the adult. But he is already beginning to lose his childish spontaneity in behavior; he has a different logic of thinking. The leading activity of children of primary school age is educational activity. Learning is a meaningful activity for a child. At school, he acquires not only new knowledge and skills, but also a certain social status. The interests, values of the child, and his entire way of life change.
Relevance of the work.Today there is a problem of developing the memory of younger schoolchildren because... memory is the most important defining characteristic of the mental life of an individual. No actual action is mentally outside the process of memory, because the course of any, even the most elementary, obligatory mental act presupposes the retention of each given element for “coupling” with subsequent ones.
Memory is one of the most important mental cognitive functions, the level of development of which determines the productivity of assimilation of various information, both by a child and an adult.
The development of memory is influenced by other processes and personality traits: motivation and emotions, will and sociability, interests, self-control and especially thinking, which has exclusively important for the memory efficiency of a developing child.
Object of study:memory of children of primary school age.
Subject of study:Features of memory development in younger schoolchildren.
Goal of the work:identify characteristic features of memory development in children of primary school age.
Job objectives:
1. Study the problem of memory in psychological and pedagogical literature.
Analyze the main theories of memory.
Consider the features of the development and formation of memory in children of primary school age in the learning process.
Conduct a pilot study children's memoryprimary school age.
Research hypothesis:We assume that the development of memory is directly related to the conditions of upbringing and training. The memory indicators of younger schoolchildren studying in classes with in-depth study are higher than the memory indicators of younger schoolchildren studying in the traditional form of education.
Research methods:analysis of psychological and pedagogical literature, observation, experiment, statistical method.
Theoretical basis of the study:works by B.G. Ananyeva, P.P. Blonsky, L.S. Vygotsky, L.V. Zankov, P.I. Zinchenko, A.N. Leontyeva, A.R. Luria, S.L. Rubinshteina, N.A. Rybnikova, A.A. Smirnova, B.M. Teplova and others.
Empirical basis of the study:This study was carried out in secondary school No. 57 in Moscow. The study sample consisted of 20 junior schoolchildren aged 9-10 years.
Work structure.The course work consists of a table of contents, an introduction, two chapters, conclusions for each chapter, a conclusion and a list of references.
memory junior school age
1. Theoretical basis memory research in primary school age
1.1 The problem of memory in psychological and pedagogical literature
Memory- one of the most important mental cognitive functions, the level of development of which determines the productivity of assimilation of various information, both by a child and an adult.
At the same time, the development of memory is influenced by other processes and personality traits: motivation and emotions, will and sociability, interests, self-control and especially thinking, which is extremely important for the effectiveness of the memory of a developing child (B.G. Ananyev, P.P. Blonsky, L. S. Vygotsky, L. V. Zankov, P. I. Zinchenko, A. N. Leontiev, A. R. Luria, S. L. Rubinshtein, N. A. Rybnikov, A. A. Smirnov, B.M. Teplov and their students).
Over the years, domestic psychologists have received interesting factual material on the development of meaningful memorization in children, as well as on teaching them certain complex techniques (semantic correlation, classification, semantic grouping of coherent text, visual modeling), which to one degree or another contribute to increasing memory productivity.
All psychologists emphasize the active principle in children’s memory processes, the leading role of semantic processing of information:
memory can be controlled already at a relatively early stage of ontogenesis;
Memory can be developed depending on the use of certain means.
However, the features of the development of the imagination of children of different ages in the process of forming cultural memory, as shown by the analysis of domestic and foreign studies, have not yet been the subject of special research.
When working with children on the development of memory, perception and retelling of literary texts, experts recommend using such a special methodological technique as posing individual questions or a group of questions in the form of a plan, which, first of all, activates the mental and mnemonic activity of schoolchildren (A.M. Borodich , R.I. Gabova, L.R. Golubeva, A.P. Ivanenko, N.A. Orlanova, F.A. Sokhin, L.P. Fedorenko, etc.).
Experts have proven that drawing up a plan, or semantic grouping, is one of the effective techniques that ensures a high degree of comprehension of a coherent text.
Two books by M.S. are devoted to memory problems. Rogovina: the first was published in 1966 by the publishing house "Higher School" under the title " Philosophical problems theory of memory", the second (a significantly revised version of the first) - in 1976 in the same publishing house under the title "Problems of the theory of memory".
As noted by M.S. Rogovin, for a superficial glance, memory is something simple and understandable. It is assumed that any impression leaves behind some trace that persists for a more or less long time. This is the essence of memory.
At the physiological level, this process is interpreted as definite change in the work of nerve cells under the influence of previous stimuli. A similar view of M.S. Rogovin designates this as a thesis about the naturalness (self-evidence) of memory. But what is self-evident upon closer examination turns out to be something incomprehensible. And all further analysis convincingly confirms the validity of this statement.
The first fundamental conclusion arising from the scientific analysis of the essence of memory is that we are dealing with a very complex and multifaceted phenomenon. It turns out that memory should be understood not as a single ability to preserve and reproduce previously occurring impressions, but as a set of mechanisms various kinds. For example, individual differences in this area they concern not only the speed and strength of memorization, but also the comparative ease of perception and retention certain material, as well as preferences given to one or another method of learning. The same is evidenced by the diverse manifestations of memory disorders - amnesia. This implies the fundamental possibility of dividing this complex phenomenon on a variety of grounds.
Memory is distinguished between motor and sensory, figurative and verbal, mechanical and logical. If we consider memory as a process, then we can distinguish individual aspects of this process - fixation, preservation, forgetting, reproduction. Memorization itself can be involuntary or voluntary, short-term or long-term. Reproduction can be direct (immediate) or indirect (mediated by associations). In turn, direct reproduction can be the result of repeated perception (recognition) or arise spontaneously (reminiscence). Thus, memory turns out to be a mental function, very complex in its structure. In addition, it is intimately connected with other cognitive processes (perception, attention, thinking, speech) and with the general mental organization and orientation of the individual.
An essential aspect of studying the problem of memory is the study of those brain mechanisms that ensure the preservation of past impressions. Throughout the 20th century, many studies of this kind were conducted in both animals and humans. They show that, firstly, there is no brain “memory center”. Disturbances in this function are observed with damage to various brain structures, but the extent of the lesion is more significant than its specific location. Facts of this kind are in good agreement with the conclusion of psychologists that memory is not a separate ability; it is closely connected with other parties cognitive activity.
Secondly, it has been proven that with the help electrical stimulation Certain parts of the cerebral cortex (temporal lobes of the dominant hemisphere) can artificially evoke visual and auditory images of the past, which W. Penfield called “flashes of experience.”
Modern neurophysiology has put forward interesting hypotheses regarding possible mechanisms for fixing memory traces. However, so far not a single specific question about the “traces” of memory - their localization, structure, strength, methods of updating, etc. - there are no unified and firmly substantiated ideas. Despite the exceptionally sophisticated research carried out, there is still much more unknown and incomprehensible in this area than what has been clearly proven. Having stated that modern neurophysiology, while reporting some interesting facts regarding the functioning of the brain mechanisms for processing information about the external world, does not bring us too close to understanding the essence of memory as a cognitive process, M.S. Rogovin returns to the psychological aspect of the problem. Here he distinguishes between analytical and synthetic approaches. The first is an attempt to identify the main elements of memory, and the second is aimed at determining the place of this cognitive process in the general structure of a person’s mental life.
Old psychology called associations as the basic elements of memory, i.e. connections between individual representations. Indeed, our memory is largely built on connections. The laws of associations were first derived by Aristotle, who saw their cause in the existence of similarities and differences between objects and grouped them according to the predominant sensory modality. Later, to external associations (based on similarity and contrast, as well as coincidence in time and space), internal associations (based on generic relationships and cause-and-effect relationships) were added. Associations of the first type form the basis of sensory memory, associations of the second type form the basis of the memory of ideas.
Associationism, which until the 19th century was the main direction of philosophical psychology, largely determined the development of modern experimental psychology. The pioneer of the experimental study of memory, G. Ebbinghaus, used the principle of associations to explain the speed of learning by heart and forgetting what has been learned. The same principle formed the basis of explanatory schemes that were used by behaviorists (stimulus-response connections) and physiologists of the school of I.M. Sechenov and I.P. Pavlova (conditioned reflex). Although associationism as a universal concept was later mercilessly criticized by representatives of other directions, for example Gestalt psychology, the prominent role of associations in the organization of the human psyche is beyond doubt. Behind habitual forms of behavior, behind acts of speech formalized according to the laws of language and logic, special scientific analysis reveals a powerful layer of associations - mental formations that serve as raw material and a dynamic background for them.
If associations are those elementary structures that form the “foundation” of memory, then it itself is included in the general structure of the psyche, which is usually designated by the concept of “personality.” The synthetic approach pays attention precisely to the second aspect, which is no less important for understanding the nature of human memory than studying the process of forming associations. For example, W. Wundt believed that associations as such are directed by apperception, i.e. an act of will that puts them in a certain relationship to each other. Representatives of the Wurzburg school noted the importance of such intentional moments as “intention,” “concentration,” and “motive” for organizing associative processes. Gestaltists pointed to the role of structuring material for its successful memorization.
In the same vein, the concept of F. Bartlett developed, for whom the memory of an adult is the result of the joint work of the senses, constructive imagination and constructive thought. Each memory is included in a broader scheme, due to which it ceases to be a simple copy of the original impression, but necessarily includes an element of generalization based on past experience.
Memories are not so much a reproduction as a reconstruction of the past. Figuratively speaking, Bartlett “builds a bridge” from memory to imagination. The difference here, in his opinion, is only in the degree of transformation source material.
Another point that was outlined in Bartlett’s concept, but was developed in more detail in the works of French (P. Janet, L. Levy-Bruhl, M. Halbwachs) and domestic (L.S. Vygotsky, A.R. Luria, A. N. Leontiev) psychologists, this is an indication of the role social factors in the process of memorization.
Upon closer analysis, the development of human memory turns out to be closely related to the emergence of abstract-logical thinking and the use of special mnemonic means (artificial signs). Sign systems (in particular, writing) act as a means of mastering one’s own behavior, which is a turning point in the history of the spiritual development of mankind.
In addition, social life sets certain frameworks (coordinate systems), within which only the events of each individual’s life can be counted. Therefore, any memory of a particular event contains, in addition to an image localized in a certain place and time, those general ideas, which reflect our personal experience or the experience of our immediate social environment.
This is the essence and specificity of human memory. According to the correct remark of P. Janet, only with the use of language does real memory arise, for only then does the possibility of description arise, that is, the transformation of the absent into the present.
A systematic consideration of various views on the nature and mechanisms of memory is given by M.S. Rogovin to the formulation of the principles of a structural-level concept designed to integrate diverse facts related to the functioning of this complex cognitive complex.
This entire structure is the result of a long phylogenetic and ontogenetic development, during which historically newer formations seem to be built on top of older ones, incorporating them into themselves and qualitatively rebuilding them.
For example, voluntary memorization necessarily presupposes a special organization of one’s own activity (division of material, distribution of repetitions), aimed at memorizing some content for the purpose of its subsequent reproduction. In this sense, it differs significantly from involuntary memorization, which is a kind of by-product of any activity.
Voluntary memorization does not at all cancel the involuntary, but only organizes and directs it in a special way. Verbal-logical memory, compared to figurative memory, turns out to be a more effective (in terms of subsequent storage) way of encoding information that was initially given in visual form. Language and other sign systems in this sense can be considered as ready-made products(tools) of memorization.
The structural-level concept of the psyche itself is not an invention of M.S. Rogovina. Its foundations were laid by the outstanding English neurologist H. Jackson and his student G. Head.
Developing the evolutionary ideas of C. Darwin and G. Spencer, Jackson considered the functions of the central nervous system as a result of gradual complication, rising to a higher level. In case of pathology occurs reverse process, which Jackson calls dissociation. Jackson's theory at one time found a wide response in French psychology. Its influence is especially noticeable in the works of T. Ribot and P. Janet.
In particular, Ribot, in the famous book “Memory in its normal and diseased state,” formulates the so-called law of the reverse development of this function, according to which genetically later formations - verbal-logical memory and the ability of voluntary memorization and recollection - suffer first. Impressions of the distant past and motor skills (memory-habit) turn out to be quite stable in this regard.
This applies to the entire historical development of human cognition, and to the individual development of memory in childhood. On lower levels functioning, memorization is carried out under the influence of external factors and is based on the natural ability of every living organism to record biologically significant or frequently repeated impressions.
At the level of voluntary and conscious regulation of activity, memorization takes the form of purposeful memorization. At the same time, the main tool for organizing one’s own behavior becomes inner speech. So, it is the structural-level concept that seems most adequate for revealing the nature of memory.
1.2 Basic theories of memory
IN last years There is a rapid growth in the number of scientific works devoted to the general theory of memory. The systemic unity and convention of distinguishing between memory, information and sign systems became obvious, which determined new requirements for their study.
retrospectively,
IN modern research memory is acquiring an increasingly greater ontological status and is associated, first of all, with relevantsystem processes, which themselves may not look like memory in the usual sense for us.
Memory is increasingly seen as relevant and continuous processes self-reproduction and self-translation of systems,for outside of these processes, memory does not exist, just like these processes themselves, due to the dynamic and information-based nature of biological and social systems.
Close relationship between sign systems and memory for a long time was missed, but their joint study within the framework of interdisciplinary research also showed the insufficiency of common “autonomous” approaches to the study of signs and sign systems. Like memory, various types of sign systems are mainly considered “statically”, as objective means of replacing some autonomous objective or semantic content that exist relatively independently of the activities of subjects. Biological and social systems preserve and transmit themselves through their actual functioning, through “living semiosis”, conditioning and conditioned by memory. In this regard, these processes must be considered both as determined by memory and sign systems, and as defining and implementing them in such a way that the sign, information and actual system processes become distinguishable only conditionally.
Systems research memory and the awareness of the need to create a general theory of memory were induced not only by its biological research, but also by the “boom” in the study of social (cultural, collective, historical) memory, which occurred and is happening in the 1990s and early 2000s.
Work in the field of social memory has shown that its simple understanding as a material imprint(s) or a system of material carriers of information relating to the past is not enough. Social memory must be considered as a process both from the side of its creation and from the side of its transmission, reproduction and actual functioning in the form of the social system itself.
The study of social memory has largely been conducted independently of biological research, but in recent years there has been a growing body of work that combines biological and social concepts memory within the framework of one, usually evolutionary theory.
At the present stage, the theory and methodology of interdisciplinary memory research is still under active development. In the process of solving this problem, it is necessary to avoid various forms reductionism, including the consideration of biological and social systems as systems based only on memory.
At the same time, the working concept of “memory” allows us to identify new aspects of research complex systems, therefore, as a preliminary result, it is necessary to emphasize the following:
At least two inheritance systems can be considered as objects of systemic and interdisciplinary memory research: biological and social. These systems need to be studied not only as conditions that ensure the reproduction and adaptation of biological and social systems to the environment on the basis past experience,but also as their foundations and forms actual existence.
2. The considered studies of the nature of memory and its evolution show that memory, being a systemic process, exists both at the individual and supra-individual levels.
3. Often in research, information, sign systems and actual processes are considered as autonomous (hypostatized) realities, as, for example, in the statement “knowledge is transmitted by tradition.” or "language contains information.".
Association is understood as a connection between mental phenomena, in which the actualization of one of them entails the appearance of another.E. Müller built a kind of hierarchical system in which categorical representations were under the control of some higher level, which makes decisions about inhibition or activation of associative connections. E. Muller's student A. Jost later described two general laws for the dynamics of the strength of a memory trace. According to the first of them, “of two associations of equal strength, but of different ages the older one is forgotten more slowly. The second law relates to the learning of material: the increase in the strength of a trace caused by new memorization is inversely proportional to the initial strength of the trace."
Another associative memory model was proposed by J. Anderson and G. Bower. Their theory is analyzed in the monograph by E.I. Goroshko "Integrative model of free associative experiment."
J. Anderson and G. Bower believe that words can be mutually associated only if the corresponding concepts are included in propositions encoded in memory. At the same time, human long-term memory is a huge network of intersecting propositional trees, each of which includes a certain set of memory nodes with labeled connections.
In his study “On Memory,” conducting experiments on memorizing series of meaningless syllables, he derived a general rule for the emergence and disintegration of associations: “If any mental formations have ever filled the consciousness simultaneously or in close succession, then subsequently the repetition of some members of this experience will evoke ideas from the rest of the members, even if their original reasons were absent.
This is due to two reasons:
) in any mental phenomenon of a waking person there is nothing that would be completely and completely conscious, since there is always something unconscious in it; at the same time, there is never something completely unconscious in it, since at least some moments are always partially conscious;
) to date, components have not yet been identified in mental phenomena about which one could confidently say that this component is associated only with consciousness, and this one - only with the unconscious. These reasons do not allow us to study consciousness and the unconscious separately.
1.3 Features of the development and formation of memory of children of primary school age in the learning process
From the moment a child enters school, it begins to mediate the entire system of his relations, and one of its paradoxes is the following: being social in its meaning, content and form, this system is at the same time implemented purely individually, and its products are products of individual assimilation. In the process of learning activities, the child masters the knowledge and skills developed by humanity. The main focus during this period of a child’s life is educational activity, and its success largely depends on the level of development of various types of children’s memory.
The works of many researchers (Galperin P.Ya., Kolominsky Y.P., Nemov E.S., Panko E.A., Smirnov A.A., Stolyarenko L.D., etc.) are devoted to the issues of memory development in younger schoolchildren. formation in theoretical and applied aspects.
Under the influence of learning, younger schoolchildren undergo a restructuring of all their cognitive processes and acquire new qualities. Children are included in new activities and systems interpersonal relationships, requiring them to have new psychological qualities. From the first days of education, a child needs to maintain increased attention for a long time, be sufficiently diligent, perceive and remember well everything that the teacher says.
The main new development of primary school age is abstract verbal-logical and reasoning thinking, the emergence of which significantly rearranges other cognitive processes of children; Thus, memory at this age becomes thinking, and perception becomes thinking. Thanks to such thinking, memory and perception, children are subsequently able to successfully master truly scientific concepts and operate with them.
Investigating involuntary memorization, P.I. Zinchenko found that the productivity of involuntary memorization increases if the task offered to the child involves not just passive perception, but active orientation in the material, performing mental operations. In addition to involuntary memorization, an important new formation appears in the child’s psyche - children master mnemonic activity itself, and they develop voluntary memory.
Increasing voluntary memory in children can be achieved through targeted memorization using special techniques; effectiveness depends on:
· From the goals of memorization (how firmly, for how long a person wants to remember). If the goal is to learn in order to pass the exam, then soon after the exam much will be forgotten; if the goal is to learn for a long time, for the future professional activity, then the information is little forgotten;
· From learning techniques. Methods of learning are:
mechanical verbatim repetition - mechanical memory works, a lot of effort and time are spent, and the results are poor. Rote memory is memory based on repeating material without comprehending it;
logical retelling, which includes logical comprehension of the material, systematization, highlighting the main logical components of information, retelling in your own words - logical memory (semantic) works - a type of memory based on the establishment of semantic connections in the memorized material. The efficiency of logical memory is 20 times higher, better than mechanical memory;
figurative memorization techniques (translation of information into images, graphs, diagrams, pictures) - figurative memory works. Figurative memory is of different types: visual, auditory, motor-motor, gustatory, tactile, olfactory, emotional;
mnemonic memorization techniques (special techniques to facilitate memorization).
In studies of the memory of children 3-7 years old, Z.M. Istomina identified three mnemonic levels of her development:
· the first level is characterized by the lack of identification of the purpose of memorization or recall;
· the second - the presence of a given goal, but without the use of any methods aimed at its implementation,
· the third is the presence of a goal to remember or recall and the use of mnemonic methods to achieve this.
Students in the initial period of education have the second and, to a greater extent, third level of memory development, while they can identify a mnemonic goal quite well.
This occurs when the child is faced with conditions that require him to actively memorize and recall. Memorization must be motivated by something, and the mnemonic activity itself must lead to the achievement of a result that is significant for the child.
There is a dependence of the identification of a mnemonic goal on the nature of the activity performed by the child. It turned out that the most favorable conditions in order to realize the mnemonic goal and form memorization and recollection, they arise in such life circumstances in which the child must carry out the instructions of an adult in play activities.
The main indicator of the development of a child’s voluntary memory is not only his ability to accept or independently set a mnemonic task, but also to monitor its implementation, i.e. exercise self-control. In this case, the essence of self-control lies in a person’s ability to correlate and compare the result obtained in the process of performing any activity with a given sample in order to timely correct errors and further prevent them.
For younger schoolchildren, there are the following levels of children’s self-control, depending on the completeness of self-report:
the first level is characterized by the fact that they could not exercise self-control at all;
for the second level, it is characteristic that during the second viewing of the pictures they gave an account of only some elements of the series reproduced the first time;
The third level of self-control development is characterized by simultaneous completion of self-report and a mnemonic task.
In general, the possibilities of self-control in the process of memorization in primary school age increase significantly, and most children of this age successfully use self-control both when memorizing visual and verbal material.
Self-control, being integral part educational activity, appearing in a visually effective form, stimulates children’s mastery of the logical method of memorization and mnemonic activity. By forming this ability in the process of mnemonic activity, the teacher helps the child develop not only memory, but also voluntary behavior in general.
A particular difficulty for 6-7 year old children starting to study at school is self-regulation of behavior. The child must sit still during class, not talk, not walk around the classroom, and not run around the school during breaks. In other situations, on the contrary, he is required to demonstrate unusual, rather complex and subtle motor activity, as, for example, when learning to draw and write.
It is believed that a child who has crossed the threshold of school for the first time is characterized by mechanical memory, the ability to remember only by association. At the same time, they refer to the child’s amazing ability to meaninglessly reproduce some obscure text. Indeed, mechanical memorization is highly developed in children of this age. However, young children have access not only to mechanical memorization, but also to logical elements. This type of memory usually manifests itself when remembering content that is understandable to children.
Conducted by A.A. Smirnov’s comparative studies of memory in children of primary and secondary school age led to the following conclusions:
from 6 to 14 years of age, children actively develop mechanical memory for logically unrelated units of information;
Contrary to the popular belief that there is an advantage in memorizing meaningful material that increases with age, an inverse relationship is actually found: the older a student gets, the less advantage he has in memorizing meaningful material over meaningless material. This is probably due to the fact that memory exercise under the influence of intensive learning based on memorization leads to a simultaneous improvement of all types of memory in a child and, above all, those that are relatively simple and not associated with complex ones. mental work.
The memory of children of primary school age is quite good, and this primarily concerns mechanical memory, which progresses quite quickly over the first three to four years of school. Indirect, logical memory is somewhat behind in its development, since in most cases the child, being busy with learning, work, play and communication, makes do with mechanical memory.
A six-year-old child often replaces unfamiliar words with more familiar ones, arbitrarily changes the sequence of events in a fairy tale without violating the basic logic of the presentation, and may omit details or add something of his own. This arbitrariness largely depends on his attitude towards the heroes of the work. With a positive attitude, many of the “bad” things associated with the hero are forgotten by them, but details are introduced that enhance the positive aspects. The opposite picture is observed with a negative attitude towards the hero.
Training plays a major role in the development of children's logical memory. The performance of children who were trained in how to organize logical connections is 1.5 times higher than that of children who were not taught these mnemonic techniques.
In the course of special training, children may well master such logical memorization techniques as semantic correlation and semantic grouping, and successfully use them for cosmic purposes.
It is advisable to carry out such training in two stages: in the first stage, the formation of semantic correlation and semantic grouping as mental actions takes place; in the second, the ability to apply these actions in the course of mnemonic activity is formed.
When teaching the mnemonic action of classification, success is achieved if its formation is carried out in accordance with the theory of the stage-by-stage formation of mental actions by P.Ya. Galperina:
Practical action stage. Here children use material and practical actions - they learn to arrange pictures into groups.
Speech action stage. After preliminary familiarization with the pictures, the child must tell which of them can be attributed to one or another group.
Stage of mental action. At this stage, the distribution of pictures into groups is carried out by the child in his mind, then he names the groups.
When children have already learned to identify certain groups in the presented material (for example, animals, dishes, clothes, etc.), assign each picture to a specific group or general picture, select individual elements, then they move on to developing the ability to use grouping for memorization purposes.
Thus, a teacher working with children must take into account the possibilities of different types of memory of his pupils and develop them. Accordingly, the teacher must know the methods of developing various types of memory in younger schoolchildren and apply them individually, depending on the level of their development in the child.
Conclusions on Chapter 1
. Memory- one of the most important mental cognitive functions, the level of development of which determines the productivity of assimilation of various information, both by a child and an adult. At the same time, the development of memory is influenced by other processes and personality traits: motivation and emotions, will and sociability, interests, self-control and especially thinking, which is extremely important for the effectiveness of the memory of a developing child.
The works of domestic researchers have shown that the development of memory man is walking in the direction from direct memorization to indirect memorization, based on the use of auxiliary means (mainly language).
2. In recent years, there has been a rapid growth in the number of scientific works devoted to the general theory of memory. The systemic unity and convention of distinguishing between memory, information and sign systems became obvious, which determined new requirements for their study.
The emergence and development of ideas of a general theory of memory only in recent years is due to the fact that memory for a long time was understood mainly psychologically or historically and was considered only retrospectively,as a kind of “imprint”, “trace” of the past, or as a set of sign systems that store information about past events in the present time.
For the first time, ideas regarding the storage, reproduction and forgetting of information were tested in the associative theory of memory. Key principle The principle of association became an explanation for the dynamics of memory processes.
According to the associative theory, forgetting learned material is explained by the disintegration of associations. The most significant contribution to the study of forgetting within the framework of associative theory was made by G. Ebbinghaus.
The identification of the unconscious in the psyche began since the time of Leibniz, and the beginning of quantitative registration of human reactions to unconscious stimuli, which is the basis scientific research unconscious are associated with the work of Gershuni and his collaborators.
There are still no scientifically based answers to the questions: what is the unconscious, does unconscious memory exist, what properties of objects is it formed from, how and where is it formed and functions, how does it differ from conscious memory.
3. The works of many researchers (Galperin P.Ya., Kolominsky Y.P., Nemov E.S., Panko E.A., Smirnov A.A., Stolyarenko L.D., etc.) are devoted to the issues of memory development in younger schoolchildren. formation in theoretical and applied aspects.
In a child of primary school age (6-7 years old), the involuntary type of memory predominates, in which there is no consciously set goal. During this period, the dependence of memorizing material on such features as emotional appeal, brightness, sound, intermittency of action, movement, contrast, etc. remains. If the objects that the child encounters are named, then he remembers them better, which indicates the essential role of the word.
In addition to involuntary memorization, an important new formation appears in the child’s psyche - children master mnemonic activity itself, and they develop voluntary memory.
2. Experimental study of memory in primary school age
2.1 Organization and research methods
Secondary school No. 57 in Moscow became the experimental base. The study involved 10 junior schoolchildren from a class with in-depth study of the Russian languageAnd literature(first group) and 10 junior schoolchildren studying in the traditional form of education (second group).
The goal and objectives determined the course of the study, which was carried out in several stages:
The first stage is a theoretical analysis of the literature on the topic under study.
Second phase - preparatory stage. At this stage, a sample was formed and diagnostic tools were selected for the purpose of studying memory in primary schoolchildren.
The third stage is experimental. This stage included an experimental study of students of the first and second groups using the 10-word, “Memory for images”, “Memory for meaning” methods.
The fourth stage is analytical. It is associated with the analysis and processing of the results obtained.
To study memory, we used the “Memory for Images” technique, designed to study figurative memory (Appendix). The essence of the technique is that the subject is exposed to a table with 16 images for 20 seconds. The images must be memorized and reproduced on the form within 1 minute. The child needs to draw or write down (express verbally) those images that he remembers. Test results are assessed based on the number of correct images reproduced. The technique is used in groups and individually. The norm is 6 correct answers or more.
Also, the “10 words” technique was used to diagnose memory. It is used to diagnose verbal short-term memory. The children were read 10 words with an interval of 4-5 seconds between words. After a ten-second break, students write down the words that they remember. The results were assessed using the formula: C=a/10, where C is memory, a is the number of words correctly reproduced. For children 8 - 9 years old standard indicator serves 6 words.
And also for diagnosing memory, the “Semantic Memory” technique was used, based on understanding (Appendix). In the process of semantic memorization, mnemonic supports are created. The connections used for memorization are not independent, but auxiliary in nature; they serve as a means of helping to remember something. The most effective will be mnemonic supports that reflect the main ideas of any material. Diagnostics takes place in 2 stages. At stage 1, pairs of words that have a semantic connection are read. Then the experimenter reads only the first word of each pair, and the subjects write down the second. If the second word is written correctly, then put “+”, and incorrectly “-”. At stage 2, pairs of words that do not have a semantic connection are read out.
The results are processed as follows:
Volume of logical memory Volume of mechanical memory Number of words of stage 1 (a1) Number of remembered words (b1) Logical memory coefficient Number of words of stage 2 (a2) Number of remembered words (b2) Logical memory coefficient С2=b2/a2С1=b1 /a1
Thus, the norm for logical memory for children 8-9 years old is 10 words out of 15, and mechanical memory - 7 words out of 15.
2.2 Research results and their analysis
The results of memory research in primary schoolchildren are presented in tables.
Table 1
Indicators of verbal short-term memory using the “10 words” method in primary schoolchildren of the first and second groups.
Groups 10 words Average score U - criterion First group 8.90* Second group 5.3
Note:
<0,01
<0,05
Rice. 1. Average indicators of verbal short-term memory using the “10 words” method in primary schoolchildren of the first and second groups.
According to the data presented in Table 1, the average indicators of verbal short-term memory using the “10 words” method among schoolchildren of the second group are lower than the indicators of schoolchildren of the first group.
table 2
Average indicators of figurative memory using the “Memory for Images” method in schoolchildren of the experimental and control groups.
Groups Memory for images Average score U - criterion First group 132 * Second group 8.4
Note:
* significant differences are noted at p<0,01
** significant differences were noted at p<0,05
Rice. 2. Average indicators of figurative memory according to the “Memory for Images” method in schoolchildren of the first and second groups.
According to the data presented in Table 2, the average indicators of figurative memory according to the “Memory for Images” method among schoolchildren of the second group are lower than the indicators of schoolchildren of the first group.
Table 3
Average indicators of semantic memory according to the “Semantic Memory” method among schoolchildren of the first and second groups (stage 1).
Groups Methodology "Semantic Memory" Stage 1 Average score U - criterion First group 12.20 * Second group 7.5
Note:
* significant differences are noted at p<0,01
** significant differences were noted at p<0,05
Rice. 3.
According to the data presented in Table 3, the average indicators of logical memory according to the “Semantic Memory” method among schoolchildren of the second group are lower than the indicators of schoolchildren of the first group.
Table 4
Average indicators of semantic memory according to the “Semantic Memory” method in schoolchildren of the experimental and control groups (stage 2).
Groups Methodology "Semantic Memory" Stage 2 Average score U - criterion First group 5.56 * Second group 3.1
Note:
* significant differences are noted at p<0,01
** significant differences were noted at p<0,05
Rice. 4. Average indicators of semantic memory according to the “Semantic Memory” method among schoolchildren of the first and second groups.
According to the data given in Table 4, the average indicators of mechanical memory according to the “Semantic Memory” method among schoolchildren of the second group (traditional form of education) are lower than the indicators of schoolchildren of the first group (class with in-depth study of the Russian language and literature), which is evidence of the hypothesis put forward and confirms her.
Conclusions on Chapter 2
Thus, the hypothesis that the development of memory is directly related to the conditions of upbringing and training was confirmed.
The memory indicators of junior schoolchildren studying in a class with in-depth study of the Russian language and literature are higher than the memory indicators of junior schoolchildren studying in the traditional form of education.
Memory, being the basis of the entire learning process, is formed and changes throughout a person’s life. Under favorable social conditions, the memory of mentally healthy children has positive dynamics.
Children without mental retardation took part in this study. But children in the second group (traditional form of education) have significantly lower memory scores.
This indicates that the development of memory is directly related to the conditions of upbringing and training.
The social and mental conditions of raising children are associated with the development of cognitive functions.
To increase memory levels in children, it is necessary to regularly conduct correctional and developmental classes.
Conclusion
Memory is the basis for the successful educational and work activities of every person. To actively use memory, it is necessary to teach the child to manage the mechanisms and processes of memory.
During the learning process, the child himself learns to use his memory, but correctional and developmental classes can improve certain types and mechanisms of memory necessary in everyday life.
In the process of the child’s general development, memory activity becomes more and more manageable.
With the development of voluntary memory, the child’s possibilities for independent, varied activities expand and his increasingly active involvement in various types of communication with adults and peers.
The activity of memory and imagination varies depending on the motives that prompt the child to make effort: memorizing and recalling perceived material, creating a new drawing, composing or retelling.
Imitative and involuntary activity turns into creative activity, which the child learns to control, subordinating it to the accepted task.
Speaking about children's memory, we can say that with the development of the child, memory acquires a selective character, i.e. The child remembers what is interesting to him better and for a longer period of time, and uses this material in his activities.
Memory is characterized by its plasticity and constant development. Psychologists say that a child’s memory is better than that of an adult.
Practice shows that children, although they remember material easily, reproduce it randomly, since they do not yet know how to extract the necessary information under certain conditions. But with age, the child learns to use his memory and even use various techniques for memorization.
Bibliography
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Application
Memory for images technique.
Instructions: "You will be presented with a table with images. Your task is to within 20 seconds. remember as many images as possible. After 20 sec. The table will be removed, and you must draw or write down (express verbally) those images that you remember.”
Test results are assessed based on the number of correct images reproduced. The norm is 6 or more.
Stimulus material:
Methodology "Semantic memory"
Stage one.
Instructions: " Guys, now I’ll read you a couple of words, your task is to try to remember them. Listen very carefully. After I finish reading the pairs of words, I will read only the first word a second time, and you need to remember and write down the second word."
The psychologist reads out pairs of words for memorization. Children try to remember them in pairs. Then the experimenter reads only the first word of each pair, and the children try to remember and write down the second. You need to read the words slowly.
Doll-play
Chicken and egg
Scissors-cut
Hay horse
Book-teach
Butterfly
Brush-teeth
Pioneer drum
Snow winter
Rooster crow
Ink-tead
Milk cow
Steam locomotive=go
Pear compote
Lamp-evening.
Second phase.
Instructions: " Guys, now I will read you another 10 pairs of words again, try to remember the second word of each pair in the same way. Be careful!"
Just as in the first case, pairs of words are read slowly, and then only the first word of each pair.
Beetle chair
Feather-water
Error glasses
Bell-memory
Father Dove
Lake tram
Comb-wind
Boiler boots
Mother Castle
Sheep Match
Terka-sea
Sled-factory
Firefish
Poplar jelly.
After the experiment, the number of remembered words for each series is compared, and the subjects answer the questions: “Why were the words from the second experiment remembered worse? Did you try to establish a connection between the words?”
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DEVELOPING MEMORY
Human memory is necessary for
all manifestations of the soul.
Pascal
Memory can be thought of as remembering, storing, forgetting and reproducing information. Memory happens:
■ auditory- better remembered “by ear”;
■ visual- images and written text are saved;
■ motor- “I don’t know how, my hands do it themselves.”
Depending on the ratio of the speed of memorization and the speed of forgetting, four types of memory are distinguished:
■ quick memorization - quick forgetting;
■ fast memorization - slow forgetting;
■ slow memorization - quick forgetting;
■ slow memorization - slow forgetting.
Of course, type 2 is the most desirable, but the speed of remembering and forgetting depends little on our desire, because it is associated with the mobility of nervous processes. But we have the ability to purposefully remember, as well as the ability to remember what is required at the right time. This is achieved through the development of the ability to concentrate attention, voluntariness of attention, which is subject to our “willpower”.
In preschool age, there is a gradual transition from involuntary memory to voluntary memory. The child can already set himself a goal - to remember something. To do this, with greater or less success, he selects means that facilitate the memorization process.
Everyone has their own memory capacity, that is, the number of elements (numbers, words, objects) that can be retained in memory. The average memory capacity of an adult is 7 + 2 items, 4 children + 2.
Tests to identify the level of memory development in children
Visual memory test
The child is asked to examine and remember all the drawings within 1.5 minutes. Then the drawings are removed, and the child restores and sketches the depicted objects from memory as accurately as possible.
Result
If a child accurately depicts most objects and colors them in the right color, there is a high level of visual memory and completeness of perception.
If the child made a lot of mistakes, the level is low.
Auditory Memory Test (Wechsler Arithmetic Test)
The child is asked to repeat several numbers as he heard them (direct order).
For example:
1 3; 4 8 3; 5 7 4 9; 1 6 4 8 6; 2 4 6 3 9 4; 9 4 7 2 5 6 2.
Warn the child to listen carefully and try to remember the numbers.
Then the task becomes more difficult. The child must repeat the numbers in reverse order.
For example: 8 3, the child repeats: 3 8.
Digital series: 6 2; 1 7 3; 5 2 6 1; 8 2 5 1 9; 3 7 6 1 5 8; 4 6 8 3 7 2 5.
Result
A child will show a good level of memory development if he names
5-6 digits with direct repetition,
4-5 digits when repeating backwards.
Test "Visual memory capacity"
Visual memory capacity is tested as follows. The child is presented with ten pictures depicting various objects. He is invited to look and try to remember. Take your time. Show each picture for 5 - 6 seconds. After showing your child all ten pictures, ask him to name the objects that he remembers. It doesn't matter in what order.
Notice if there are any repetitions?
Are there names of objects that you
didn't they show?
How many pictures do you remember?
Show your child pictures that he forgot.
Ask them to remember all the pictures after 10 minutes. Again, mark the errors.
Then ask them to remember in an hour.
Result
I remembered 8-10 pictures - good,
I remembered 5-7 pictures - satisfactory,
I remembered less than 5 pictures - unsatisfactory.
Test “Auditory Memory Capacity” (Wenger “10 Words Test”)
The auditory memory capacity is tested as follows. It is done very simply.
Invite your child to memorize 10 simple short words. For example, whale, bow, cat, food, day, tail, sleep, mouse, soup, chair. Read the words slowly, slowly, pronouncing them well. Then ask your child to repeat them. Read the same words a second time, and the child again repeats everything he remembers, regardless of whether he said these words the first time or not. Continue this way until the child remembers all 10 words (about 5 times).
Warn the child to listen carefully and try to remember the words.
Result
If a child remembers 4-5 words the first time, and all 10 words after 3-5 repetitions, that’s good.
If a child, even after 6-7 repetitions, cannot remember and repeat all the words, it is very bad. In such cases, it is necessary to consult a neurologist.
Recognition test (Kogan)
In addition to directly remembering, storing and reproducing information, recognition is very important. Recognition is the recognition of a perceived object as already known from past experience. This process plays an important role in learning to read and write.
To determine the level of development of recognition, the following task is proposed.
The child is asked to look carefully at the small table and remember all the figures that are drawn on it. And then, on the large table, cross out with a pencil the figures that he saw on the small table.
When the child looks at the small sign, cover the larger one with a sheet of paper.
The exposure time of the small table is 30 seconds.
Result
If the child managed to recognize 7-8 figures - good
If there are less than 6 figures - low level.
Exercises to improve auditory and visual memory
By doing these exercises, children learn to use their memory and use special techniques to make memorization easier. As a result, they comprehend and firmly retain in memory the information received. At the same time, the volume of visual and auditory memorization increases in children, semantic memory, perception and observation develop, and the foundation is laid for the rational use of energy and time.
Exercise 1.
Prepare several rows of ten characters, numbers, letters, etc.
Assignment for the child:
- Look carefully at the row of signs. Try to remember them. Now draw them in the same order.
Result
If at least 5 signs fall into place, this is very good.
Helpful advice
Little children really like the handkerchief game.
■ Place several small toys on the table, show them to the child (for about 15 seconds) and cover them with a handkerchief; then ask them to remember what is there.
■ You can slowly replace some toys with others and ask: “What's new? What changed?"
Exercise 2. “Pairs of pictures”
Select 7-8 pairs of pictures that are related to each other in meaning. Place them in pairs in front of the child. For example, a picture with a tree is placed next to the image of a forest, and an image of a teapot is placed next to the image of a cup. Any relationship between objects is possible.
Assignment for the child:
- Look carefully at all the pictures and try to remember as many pictures from the right row as possible.
After 1-2 minutes, remove the pictures from the right row, leaving the left row untouched.
Assignment for the child:
- Look at the pictures again. Remember and name those that were removed.
■ If a child finds it difficult to establish semantic connections between pictures, help him with 1-2 examples.
■ Make the task more difficult by gradually increasing the number of pairs of pictures, reducing the time they look at them, or distancing the connections between them.
For example, if at first the picture “Saucer with Milk” was offered to memorize a picture of a cat, then to remember the same picture you can offer a picture of a girl. So gradually the child will learn to establish more and more complex semantic connections and thus develop his memory.
Exercise 3. “Pairs of words”
This is a variation of the “Pairs of Pictures” exercise.
Invite your child to memorize several words (you can start with 5-6), presenting each of them paired with another word.
For example, you name the following pairs: cat - milk, girl - bow, boy - car, etc. - and ask the child to remember the second word 1 from each pair. Then name any first word of the pair, and the child must remember and name the second word.
Gradually complicate the task by increasing the number of word pairs and selecting word pairs with separate semantic connections.
Helpful advice
To train your visual memory, for example, on the way to the park or kindergarten, you can play the game: “Remember what we have on the shelf in the bathroom?” etc.
Exercise-test 4. “10 words”
Option 1.
The child is read clear monosyllabic words, for example: rose, mushroom, cat, forest, umbrella, movie, mountain, fox, sea, saw, etc. After this, the child is asked to repeat (reproduce) these words. Then they repeat the entire list and once again mark the words that the baby managed to remember. Repeat this 6 more times. After 30 minutes the long-term memory is checked.
It is convenient to record the results on a special results recording form.
"Learning 10 words"
rose
mushroom
cat
forest
umbrella
movie
mountain
fox
sea
saw
Result
I remembered little - if I said 2-3 words.
I remembered a lot - if I listed 5-7 words.
Helpful advice
To train your auditory memory, play the game “Listen to what’s outside the window”: invite your child to listen to what’s happening outside the window, outside the door, and tell him what he hears.
Option 2.
You can develop auditory memory using series of numbers that an adult calls sequentially:
5 8 2
6 4 3 9
4 2 7 3 1
6 1 9 4 7 3
5 9 1 7 4 2 8
9 7 2 8 3 6 5 1
Helpful advice
To train your memory, it is advisable to memorize any quatrain (poems, jokes, sayings, counting rhymes, etc.) every day and be sure to repeat it the next day.
Exercise 5.
This task develops the ability to listen and retain verbal instructions in memory, and build your actions according to these instructions.
Assignment for the child:
- Be careful, I explain the task only once. Draw 10 circles in a row. Count from left to right, shade the 3rd, 6th, 9th circles, and leave the rest blank.
Use different options, gradually complicating the tasks.
Helpful advice
To train your memory, ask your child to look at a drawing for 10 seconds (for example, with the image of geometric shapes: circle, triangle, square, rhombus, rectangle), and then draw what he remembers.
Exercise 6. “Chain of words”
Tell your child once three words that he must remember. For example: circle, triangle, square; poppy, chamomile, rose; fifth, sixth, seventh. Then name only the first word in each triad, and the child remembers and names the second and third.
Draw the child's attention to the fact that the words are connected in meaning. Such groups of words are easier to remember.
Helpful advice
Play the “Listen and Perform” game with your child.
You name and show several movements 1-3 times. The child must repeat them in the same sequence.
Exercise 7. “Repeat!”
Tell your child any word, for example, car. The child repeats it and calls another word, for example, bus. Now again you repeat: “Car, bus” and say another word, for example, taxi. Continue this way until the chain is broken, i.e. someone will not be able to repeat all the words.
Discuss the topic of the words in advance.
You can gradually complicate the task by adding words that are not related in meaning to this group of words.
Helpful advice
Play the game “Once upon a time there was a cat.” Each player selects a definition for the word “cat”, the rest repeat all the definitions and add their own. For example, there once was a fluffy, beautiful, cheerful... cat.
Complete similar tasks daily. Try to get your child to remember as many words as possible.
Exercise 8. “Attention!”, “Notice everything!”
These exercises are already familiar to children (see “Developing Attention”).
They carry a multifaceted load: they teach memorization techniques, rebuild and improve visual memorization, and in general, they carry out the transition of voluntary memorization to much higher levels.
Memory training rules
Set a goal to remember for a long time.
Use semantic supports, semantic grouping.
Memorize with the desire to know and remember.
Train attention and observation. When remembering an object, remember its details.
Learn short poems in their entirety, and break long ones into fragments.
Memorize and repeat in small parts - it is better to study one hour for 7 days than seven hours in a row in one day.
Start repeating before the material begins to be forgotten.
Memory loves variety.
Repeat, without looking at the book every minute, but try to remember more.
Don’t learn anything the day before, better little by little, but every day.
Reminders: “Learn without problems”
Repetition is the mother of learning.
Proverb
If you need to learn a poem by tomorrow
Read the poem. Explain difficult words.
Read the poem expressively. Let the child feel the mood and rhythm of the poem.
Read the poem stanza by stanza, and the baby repeats them after you.
After a few minutes, repeat the entire poem with your child.
Before going to bed, read the poem again in “two voices.”
The next morning, read the poem again, and then let the child recite it by heart.
If you have a few days to learn a poem
1st day. Read the poem. Explain unclear words and phrases. Read the poem a few more times. Let the child feel the mood and rhythm of the poem.
2nd day. Read the poem. Let your child repeat it after you. Before going to bed, tell it again in “two voices.” The next morning, have the child recite it by heart.
If the poem is large and difficult to remember
Divide the poem into quatrains or meaningful passages.
Learn the first passage.
Learn the second passage.
Repeat the first and second passages together.
Learn the third passage.
Let the child recite the entire poem.
Repeat the poem again before going to bed.
The next morning, read the poem, and then have your child recite it by heart.
An approximate list of poems for memorization
Check
Finish the job and then
You can crawl under the table
You can run
You can sing
You can blow the pipe,
You can chew bagels
You can inflate the balloon.
One two three four five...
Girlfriends
My friend and I had a fight
And they sat down in the corners.
It's very boring without each other!
We need to make peace.
I didn't offend her
I just held Mishka,
She just ran away with Mishka
And she said: “I won’t give it up.”
I'll go and make peace.
I'll give her a Teddy Bear, I'll apologize,
I'll give her a doll, I'll give her a tram
And I’ll say: “Let’s play!”
A. Kuznetsova
Top
My top is on a thin leg,
With a wooden head.
Twisted it a little -
It turned out he was alive!
He dances and sings,
And it hums like an airplane,
He's running
It's buzzing like a bug.
My top is spinning,
fell on his side,
Lie down on the mat -
And silence...
N. Sakonskaya
How many toys do I have?
There are toys in the corner,
Relaxing in silence...
Five toys for your birthday
The guests gave it to me.
Once - a long-eared gray bunny.
Two - I have a pipe.
Three - now I'll show you
Black-maned horse.
My brown bear is four,
Red squirrel - five...
Only all my toys
A. Borodsky
Mistress
Masha is cooking, busy -
The naked guy doesn't want to eat porridge!
Only Masha is patient,
Not lazy, talkative.
With agreement, without haste
I fed the baby.
“Porridge grew in the field,
It arrived on our plate!
We'll treat all our friends,
We'll give everyone a spoon:
To a small bird,
The hare and the fox,
To the cat and Matryoshka -
We’ll give everyone a spoon!”
The fairy tale machine is simple,
And the plate is empty.
V. Donnikova
We built a house
We built a spacious
Four-story house.
And for all your toys
We will find a place in the house.
There are windows and doors in the house,
There is a painted roof...
Toys will live here.
They will have a good time here!
A. Borodsky
Look at the toys!
I, as a mother, don’t like
The house is in disarray.
I spread the blanket
Even and smooth.
For down pillows
I'll put on muslin.
Take a look, toys!
To work for mine!
E. Blaginina
Chickens
A lot of toys
Our Alenka!
Here on the board
Four chickens.
Dyornet Alyonka
Lace - and here
Four at once
The chicken is being pecked!
Chickens live
Alyonka has two years,
But apparently they
Bad breed:
Chickens all the time
They peck and peck,
But it’s just a shame -
They don't grow at all!
M. Antonevich
Lunch
Raya, Mashenka and Zhenya,
Wash your hands thoroughly
Don't skimp on soap.
I've already set the table.
I supplied everyone with equipment,
I handed out napkins to everyone.
Stop talking -
I poured you some soup.
Knife, fork or spoon
Don't hold it in your fist.
Don't feed the cat right away:
The cat's bowl is in the corner.
Do not dip bread into the salt shaker
And don't push each other.
For the second there will be fish,
And for dessert, compote.
Have you had lunch? Here you go!
What should they say?
Thank you!
E. Blaginina
Reader
There is no need to pester your mother,
No need to shake grandma:
“Please read it! Read it!”
No need to beg your sister:
“Well, read another page.”
No need to call, No need to wait,
V. Berestov
I grew up
I have no time for toys now -
I'm learning from the ABC book,
I'll collect my toys
And I’ll give it to Seryozha.
Wooden dishes
I won't give it away yet.
I need the hare myself -
It's okay that he's lame
And the bear is too dirty...
It's a pity to give away the doll:
He'll give it to the boys
Or he'll throw it under the bed.
Give the locomotive to Seryozha?
It's bad, without a wheel...
And then I need it too
Play for at least half an hour!
I have no time for toys now -
I'm learning from the ABC book...
But it seems that I am Seryozha
I won't give you anything.
A. Barto
To school
Why today Petya
Woke up ten times?
Because he is today
Enters first grade.
He's not just a boy anymore
And now he's a newbie
On his new jacket
Turn-down collar.
He woke up on a dark night,
It was only three o'clock.
He was terribly scared
That the lesson has already begun.
He got dressed in two minutes,
I grabbed a pencil case from the table,
Dad ran after him
I caught up with him at the door.
The neighbors stood behind the wall,
The electricity was turned on
The neighbors stood behind the wall,
And then they lay down again.
He woke up the whole apartment,
I couldn't sleep until the morning.
Even my grandmother dreamed
That she repeats the lesson.
Even my grandfather dreamed
Why is he standing at the board?
And he can't be on the map
Find the Moscow River.
Why today Petya
Woke up ten times?
Because he is today
Enters first grade.
A. Barto
Invitation to school
Children! Get ready for school -
The cockerel crowed a long time ago!
Dress quickly, -
The sun is looking out the window!
Man, and beast, and bird -
Everyone gets down to business;
A bug drags along with a burden,
A bee flies after the honey.
The field is clear, the meadow is cheerful,
The forest has woken up and is noisy,
The woodpecker knocks and knocks with its nose!
The oriole screams loudly.
The fishermen are already pulling their nets,
In the meadow the scythe rings...
Pray for the book, children!
God does not command you to be lazy!
L. Modzalevsky
Poems for the First of September
School often accepts
Children in first grade.
But today is a special day:
We came!
Meet us.
The kindergarten is left behind,
Carefree days.
First ratings tomorrow
We'll get into the diaries.
We used to play school
But the game is over.
We are envied today
Preschool children from the yard.
I was in my briefcase yesterday
Packed the notebooks
And pencils in the pencil case
I inserted them in order.
And today I got up early,
I washed my face, combed my hair,
Put on a new uniform -
He got ready faster than everyone else.
Mom and dad for some reason
We were very worried.
They say they didn't sleep at night,
They were afraid for me.
Today we walked proudly
Along the autumn streets.
Only someone will look at us.
You'll fall in love with it right away.
Not a bit for us, friends,
It wasn't offensive
When they said: first class
You can't see it because of the flowers!
And with toys, probably
I need to say goodbye.
I'm taking lessons now
I'll study.
I will have the books
Thick, very fat.
I'll read it and I'll know
Everything adults know.
Even if it's hard
We promise to learn
On "four" and "five".
We will be assiduous
Diligent and diligent.
And then school will begin
Just great!
Memory games
The game develops auditory memory.
Rules of the game.
The players hold hands and form a circle. The driver stands in the center, blindfolded. At the signal from the leader (adult), the children begin to move in a circle, singing:
So we built a circle,
Let's turn around at once.
(turn and move in the opposite direction)
How about we say: “Skok, skok, skok” -
The words “Hop, hop, hop” are said by only one player, who can be discussed in advance or to whom the host will point. After this, the driver opens his eyes and tries to guess who said the words “Jump, skok, skok.” If he guesses correctly, then the one whose voice was guessed replaces the driver, and the game is repeated.
The speaker of the words “Skok, skok, skok” changes his voice.
The game is similar to the game “Guess whose voice it is.”
Rules of the game.
Children stand in a circle, in the middle of which one player enters - the driver. He is blindfolded. Players walk in a circle, then stop and say:
- We played a little
And now we have become a circle,
Guess the riddle
Who called you - find out!
The presenter silently points to one of the players, who exclaims: “Find out who I am!” The driver must say his name. If he guessed correctly, the person recognized becomes the driver, and the game continues.
"Remember the move"
The game develops motor-auditory memory, attention.
Rules of the game.
The driver shows the players the movements (3-4 actions). For example, raise your hands, lower your hands, sit down, stand up. The players must repeat them in the sequence in which the driver showed them.
Movement options.
1. Tilt to the right, tilt to the left, sit down, stand up.
2. Place your right foot to the left, place it, move your left leg to the left, place it.
3. Raise your right hand up, lower it, raise your left hand up, lower it.
4. Put your right hand on your belt, put your left hand on your belt, sit down, stand up.
5. Hands - to the sides, lower, tilt your head to the side, tilt your head to the right.
Make the game more difficult by repeating the movements in reverse order.
“Listen and perform!”
Variant of the game “Remember the movement”.
The driver names several movements (3-4 actions), but does not show them to the players. For example, raise your right hand, tilt to the left, lower your right hand. The players must repeat them in the sequence in which the driver showed them.
Repeat the task 2-3 times.
"Naming the Days of the Week"
Rules of the game.
The driver throws the ball high and catches it, calling out all the days of the week in sequence: Monday, Tuesday, Wednesday, etc. (there is one throw for each day). When all the days of the week have been named (or in case of misses), the player passes the ball to the next player and steps aside. When all participants have completed this exercise, they count how many misses they have. The winners are those who played without mistakes or who had fewer mistakes.
Next time, when throwing the ball, agree to name not the days of the week, but the months: January, February, March, etc. Each cycle in this game no longer consists of 7, but of 12 throws.
You can also suggest throwing the ball to all the letters of the alphabet in a row. It is very difficult to do this without a mistake (such a game helps children better learn the alphabet).
"Remember your place"
The game is aimed at developing spatial memory.
Rules of the game.
The players are located in different places. For example, on a chair, near a door (window), in a corner, in the center of a room, etc. Each player strives to remember “his place.” Then they gather around the driver and wait for the command “Place!” As soon as the command is given, the players scatter to their places.
While playing, play some rhythmic music. The children move to the music, but as soon as there is silence, they scatter to their places.
"Locomotive"
Rules of the game.
The players line up one after another, in a “train”. The driver looks at the “train” for one minute and tries to remember the order of the “cars”. Then he turns away and lists the players by name as they stood.
"Remember your posture"
The game is aimed at developing observation skills.
Rules of the game.
Option 1.
At the driver’s command, each player takes a certain pose at will. Those players whose pose matches must change it. Then, to the music, the players begin to move: jump, run, dance, etc. But as soon as the music suddenly stops, the children scatter to their places and take “their pose.” The driver checks. Those who forgot “their pose” are eliminated.
Option 2.
Each player shows the driver the pose he came up with. The driver must remember them and repeat them in the sequence in which he saw them.
"Drum"
The game is aimed at developing motor-auditory memory.
Rules of the game.
The driver, sitting at the table, taps a certain rhythm with the end of a pencil. One of the players must repeat it. Then the player who has repeated the rhythm correctly comes up with a new rhythmic phrase.
A rhythmic phrase should be short and clear.
Diagnosis of younger schoolchildren.
- Methodology “If you were a wizard. If you had a magic wand"
- “Flower-seven-flower” technique
- Methodology “Joy and Sorrow” (method of unfinished sentences)
- Methodology “Who to be?”
- “My Hero” Method
- Methodology "Choice"
- Methodology “Creating a weekly schedule” by S.Ya. Rubinshtein, modified by V.F. Morgun
- Methodology “Unfinished Sentences” by M. Newtten modified by A. B. Orlov
- Studying a schoolchild's temperament by observation
Studying the self-esteem of younger schoolchildren.
- Modification of the Dembo-Rubinstein technique
Diagnostics of cognitive processes of primary schoolchildren.
Attention:
- Methodology “Study of attention switching”
- Assessing the stability of attention using the correction test method
- Study of the characteristics of attention distribution (methodology of T.E. Rybakov)
Memory:
- Methodology “Determination of memory type”
- Methodology “Study of logical and mechanical memory”
Thinking:
- Methodology “Simple Analogies”
- Methodology “Elimination of the unnecessary”
- Methodology “Studying the speed of thinking”
- Methodology “Study of self-regulation”
Imagination:
- Methodology “Completing Figures”
MEMORY DIAGNOSTICS METHODS
Human memory is diverse. All its types and features are difficult to evaluate at the same time, especially if not only memory is diagnosed, but also other psychological characteristics of a person. In this regard, in practical psychodiagnostics of memory we have to limit ourselves to only some of its types. In our case, among them are recognition, reproduction and memorization, in particular the volume of short-term visual and auditory memory (vision and hearing are the main human senses), as well as the dynamics of the learning process. The methods described below are intended for psychodiagnostics of these characteristics of human memory.
When working with students, you need to know the following types of memory and their indicators:
1. Short-term visual and auditory, including their volume and ability to retain information in the corresponding types of RAM. Without good short-term and operational visual and auditory memory, any information perceived through the main senses - educational, work, social and others - will not enter long-term memory and be stored there for a long time.
2. Indirect memory, which is characterized by the presence and independent, proactive use by the child of various means of memorizing, storing and reproducing information.
3. It is also important to evaluate correctly and accuratelydynamic features of the process of memorization and recall, including such indicators as the dynamism of learning and its productivity, the number of repetitions necessary for error-free recall of a certain set of pieces of information.
Let's consider ways to determine all these types and indicators of memory in order, but first we will make the following remark, which must be taken into account in the process of psychodiagnostics of memory.
The memory of a child of primary school age, like his attention, should be assessed not as a whole, but differentially, according to individual indicators, and for each of them it is necessary to make an independent conclusion about the child’s memory. As for the general conclusions about the state of the child’s mnemonic processes, they have a conditional meaning and only generally characterize the degree to which his memory is developed.
If most of the individual indicators related to particular types of memory are relatively high, and the rest are at an average level, then this does not allow us to judge with sufficient confidence that the child’s memory is good or average. Those types of memory that were not studied in this case may turn out to be different and just those that are important in certain types of activities. So it would be more correct if, in drawing conclusions about the state of a child’s memory, we rely more on private indicators.
Method 1. “Recognize the shapes”(Appendix No. 1)
This technique is for recognition. This type of memory appears and develops in children one of the first in ontogenesis. The development of other types of memory, including memorization, preservation and reproduction, significantly depends on the development of this type.
In the method, children are offered pictures depicted on rice. 1 , accompanied by the following instructions:
“You have 5 pictures in front of you, arranged in rows. The picture on the left is separated from the others by a double vertical line and looks like one of the four pictures arranged in a row to the right of it. It is necessary to find and point to a similar picture as quickly as possible.”
First, as a test, the child is asked to solve this problem on the pictures shown in the row numbered 0, then, after the experimenter is convinced that the child understood everything correctly, they are given the opportunity to solve this problem on the pictures numbered 1 to 10.
The experiment is carried out until the child solves all 10 problems, but no more than 1.5 minutes, even if the child has not completed all the problems by this time.
Evaluation of results
10 points - the child completed all the tasks in less than 45 seconds.
8-9 points - the child completed all the tasks in 45 to 50 seconds.
6-7 points - the child completed all the proposed tasks within a period of time from 50 to 60 seconds.
4-5 points - the child completed all the tasks in 60 to 70 seconds.
2-3 points - the child solved all the problems in 70 to 80 seconds.
0-1 point - the child solved all the problems, spending more than 80 seconds on it.
Conclusions about the level of development
10 points - very high.
8-9 points - high.
4-7 points - average.
2-3 points - low.
0-1 point - very low.
Method 2. “Remember the pictures”(Appendix No. 2)
This technique is intended to determine the volume of short-term visual memory. Children receive pictures presented on the screen as incentives. rice. 2 A . They are given instructions approximately as follows:
“There are nine different figures in this picture. Try to remember them and then recognize them in another picture ( rice. 2 B ), which I will show you now. On it, in addition to the nine previously shown images, there are six more that you have not seen before. Try to recognize and show in the second picture only those images that you saw in the first picture.”
Exposure time of the stimulus picture ( rice. 2 A ) is 30 sec. After this, this picture is removed from the child’s field of vision and instead he is shown a second picture - rice. 2 B . The experiment continues until the child recognizes all the images, but no longer than 1.5 minutes.
Evaluation of results
10 points - the child recognized it in the picture 2 B all nine images shown to him in the picture 2 A , spending less than 45 seconds.
8-9 points - the child recognized it in the picture 2 B 7-8 images in 45 to 55 seconds.
6-7 points - the child recognized 5-6 images in a time from 55 to 65 seconds.
4-5 points - the child recognized 3-4 images in a time from 65 to 75 seconds.
2-Zpoints - the child recognized 1-2 images in a time from 75 to 85 seconds.
0-1 point - the child did not recognize in the picture 2 B no images for 90 seconds or more.
Conclusions about the level of development
10 points - very high.
8-9 points - high.
4-7 points - average.
2-3 points - low.
0-1 point - very low.
Method 3. “Remember the numbers”(Appendix No. 3.4)
This technique is designed to determine the volume of a child’s short-term auditory memory. In the assignment, the child receives instructions with the following content:
“Now I will tell you the numbers, and you repeat them after me immediately after I say the word “repeat”.”
Next, the experimenter sequentially reads to the child from top to bottom a series of numbers presented in Fig. 3 A , with an interval of 1 second between numbers. After listening to each series, the child must repeat it after the experimenter. This continues until the child makes a mistake.
If an error is made, then the experimenter repeats the adjacent row of numbers on the right (Fig. 3 B ) and consisting of the same number of digits as the one in which the error was made, and asks the child to reproduce it. If a child twice makes a mistake in reproducing a series of numbers of the same length, then this part of the psychodiagnostic experiment ends, the length of the previous row is noted, which was reproduced at least once completely and accurately, and they proceed to reading out the series of numbers following in the opposite order - descending ( rice. 4 A, B).
Finally, the volume of the child’s short-term auditory memory is determined, which is numerically equal to half the sum of the maximum number of digits in a series correctly reproduced by the child in the first and second attempts.
Evaluation of results
10 points - the child correctly reproduced an average of 9 digits.
8-9 points - the child accurately reproduced an average of 7-8 digits.
6-7 points - the child was able to accurately reproduce an average of 5-6 digits.
4-5 points - the child reproduced 4 digits on average.
2-3 points - the child reproduced 3 digits on average.
0-1 point - the child on average reproduced from 0 to 2 digits.
Conclusions about the level of development
10 points - very high.
8-9 points - high.
4-7 points - average.
2-3 points - low.
0-1 point - very low.
Method 4. “Learn words”(Appendix No. 5)
Using this technique, the dynamics of the learning process are determined. The child receives a task in several attempts to learn by heart and accurately reproduce a series consisting of 12 words: tree, doll, fork, flower, telephone, glass, bird, coat, light bulb, picture, person, book.
Memorizing a series is done like this. After each listening session, the child tries to reproduce the entire series. The experimenter notes the number of words that the child remembered and named correctly during this attempt, and reads out the same series again. And so on six times in a row until the results of playing the series in six attempts are obtained.
The results of learning a number of words are presented on a graph ( rice. 5 ), where the horizontal line indicates the child’s successive attempts to reproduce the series, and the vertical line indicates the number of words correctly reproduced by him in each attempt.
Evaluation of results
10 points - the child remembered and accurately reproduced all 12 words in 6 or fewer attempts.
8-9 points - the child remembered and accurately reproduced 10-11 words in 6 attempts.
6-7 points - the child remembered and accurately reproduced 8-9 words in 6 attempts.
4-5 points - the child remembered and accurately reproduced 6-7 words in 6 attempts.
2-3 points - the child remembered and accurately reproduced 4-5 words in 6 attempts.
0-1 point - the child remembered and accurately reproduced no more than 3 words in 6 attempts.
Conclusions about the level of development
10 points - very high.
8-9 points - high.
4-7 points - average.
2-3 points - low.
0-1 point - very low.
Method 5. Determining the volume of short-term visual memory
(Appendices No. 6, 7)
The child is alternately offered each of the following two drawings ( rice. 6 A, B ). After presenting each part of the drawing, A and B, the child receives a stencil frame ( rice. 7 A, B)
asking him to draw on it all the lines that he saw and remembered on each part rice. 6. Based on the results of two experiments, the average number of lines that he reproduced correctly from memory is established.
A line is considered correctly reproduced if its length and orientation do not differ significantly from the length and orientation of the corresponding line in the original drawing (the deviation of the beginning and end of the line is no more than one cell, while maintaining the angle of its inclination).
The resulting indicator, equal to the number of correctly reproduced lines, is considered as the volume of visual memory.
Method 6. Assessment of visual operative memory(Appendices No. 8, 9)
This type of memory is characterized by how long a person can store and use in the process of solving a problem the information that is necessary to find the correct solution. The retention time of information in RAM serves as its main indicator. As an additional characteristic of RAM, you can use the number of errors made by the child while solving a problem (meaning errors that are associated with failure to store in memory the information necessary to solve the problem).
The child’s operational visual memory and its indicators can be determined using the following procedure. The child sequentially, for 15 seconds. each, task cards are offered, presented in the form of six differently shaded triangles on rice. 8 . After viewing the next card, it is removed and instead a matrix is offered, including 24 different triangles ( rice. 9 ), among which are the six triangles that the child just saw on a separate card. The task is to find and correctly indicate in the matrix all six triangles depicted on a separate card.
An indicator of the development of visual operative memory is the quotient of the time taken to solve a problem in minutes divided by the number of errors made during the solution process, plus one.
Errors are considered triangles that are incorrectly indicated in the matrix or those that the child could not find for any reason.
In practice, to obtain this indicator proceed as follows. Using all four cards, the number of triangles correctly found on the matrix is determined and their total sum is divided by 4. This will be the average number of correctly indicated triangles. This number is then subtracted from 6, and the result obtained is considered the average number of errors made.
Then the average time the child worked on the task is determined, which in turn is obtained by dividing the total total time the child worked on all four cards by 4.
The end of the child’s time working on finding triangles in the general matrix is determined by the experimenter by asking the child: “Have you already done everything you could?” As soon as the child answers affirmatively to this question and practically stops searching for triangles in the matrix, he is considered to have completed his work. Dividing the average time a child spends searching on a matrix of six triangles by the number of errors made allows us to finally obtain the required indicator.
In order to speed up the process of obtaining information about whether the child found the required triangles in the matrix correctly or incorrectly, it is recommended to use their identification by numbers, which are located in the lower left corner under each of the triangles in the matrix on rice. 9 . So, for example, the first set of six triangles (the set number is indicated by a Roman numeral located below it on rice. 8 ) in the matrix correspond triangles with the following numbers: 1, 3,8,12,14,16; the second set - 2, 7,15,18,19, 21; the third set - 4, 6,10,11,17, 24; the fourth set - 5, 9,13, 20, 22, 23.
Method 7. Assessment of the volume of short-term auditory memory
Assessment of the volume of short-term auditory memory of children of primary school age and children of all subsequent school ages, as well as adults, is carried out using the same technique that was presented and used to solve a similar problem in a complex of standardized psychodiagnostic techniques.
Conclusions about the level of development of visual and auditory memory of primary schoolchildren
Evaluation of results
10 points receives a child who has a short-term memory capacity of 8 or more units. This applies to children aged 10-12 years. Similar quantity points - 10 - received by children aged 6 to 9 years, if their short-term memory capacity is 7-8 units.
At 8 points The volume of short-term memory of a child aged 6 to 9 years is assessed if it is actually equal to 5 or 6 units. Same quantity points - 8 - received by a child aged 10 to 12 years with a short-term memory capacity of 6-7 units.
4 points receives a 6-9 year old child with a short-term memory capacity of 3-4 units. The same number of points evaluates the volume of short-term memory of a child aged 10-12 years, if it is equal to 4-5 units.
2 points is given to a child aged 6-9 years if his short-term memory capacity is 1-2 units. A child aged 10 to 12 years receives the same number of points if his short-term memory capacity is 2-3 units.
0 points The memory of a 6-9 year old child is assessed, having an indicator equal to zero. A 10-12 year old child with short-term memory capacity gets the same points; equal to 0-1 unit.
Method 8. Assessment of operational auditory memory
This type of memory is tested in a manner similar to those previously described. The following four sets of words are read alternately to the child at intervals of 1 second:
I II III IV
month carpet fork school
tree glass sofa person
jump swim joke sleep
yellow heavy bold red
doll book coat notebook
bag apple phone flower
After listening to each set of words, the subject, approximately 5 seconds after finishing reading the set, begins to slowly read the next set of 36 words with intervals of 5 seconds between individual words:
Glass, school, fork, button, carpet, month, chair,
man, sofa , cow, TV, tree, bird,
sleep, dare, joke, red , swan, picture,
heavy, swim, ball, yellow, house, jump,
notebook, coat-book, flower, telephone, apple,
doll, bag , horse, lie, elephant.
This set of 36 words contains in random order the listening words from all four listening sets, indicated by Roman numerals above. To better identify them, they are underlined in different ways, with each set of 6 words corresponding to a different way of underlining. Thus, words from the first small set are underlined with a solid single line, words from the second set with a solid double line, words from the third set with a dotted single line, and, finally, words from the fourth set with a double wavy line.
The child must auditorily detect in the long set those words that were just presented to him in the corresponding small set, confirming the identification of the found word with the statement “yes”, and its absence with the statement “no”. The child is given 5 seconds to search for each word in a large set. If during this time he could not identify it, then the experimenter reads the next word and so on.
Evaluation of results
The indicator of operational auditory memory is defined as the quotient of dividing the average time spent on identifying 6 words in a large set (for this, the total time the child worked on the task is divided by 4) by the average number of errors made plus one. Errors are considered to be all words that are indicated incorrectly, or words that the child could not find in the allotted time, i.e. missed it.
Comment . This technique does not have standardized indicators, therefore conclusions about the level of development of the child’s memory based on it, as well as on the basis of a similar technique for assessing visual working memory, which was described earlier, are not made. Indicators using these methods can only be compared in different children and in the same children when they are re-examined, making relative conclusions about how the memory of one child differs from the memory of another child, or about what changes have occurred in the memory of a given child over time. child.
Method 9. Diagnosis of mediated memory
The materials needed to carry out the technique are a sheet of paper and a pen. Before the examination begins, the child is told the following words:
“Now I will tell you different words and sentences and then pause. During this pause, you will have to draw or write something on a piece of paper that will allow you to remember and then easily recall the words that I said. Try to make drawings or notes as quickly as possible, otherwise we will not have time to complete the entire task. There are quite a lot of words and expressions that need to be remembered.”
The following words and expressions are read to the child one after another:
House. Stick. Tree. Jump high. The sun is shining. Cheerful man. Children play ball. The clock is standing. The boat is floating on the river. The cat eats fish.
After reading each word or phrase to the child, the experimenter pauses for 20 seconds. At this time, the child must have time to draw something on the sheet of paper given to him that will later allow him to remember the necessary words and expressions. If within the allotted time the child did not manage to complete
recording or drawing, then the experimenter interrupts it and reads out the next word or expression.
As soon as the experiment is completed, the psychologist asks the child, using the drawings or notes he made, to remember the words and expressions that were read to him.
Evaluation of results
For each word or phrase correctly reproduced from his own drawing or recording, the child receives 1 point . Correctly reproduced are considered not only those words and phrases that are literally restored from memory, but also those that are conveyed in other words, but exactly in meaning. Approximately correct reproduction is estimated at 0.5 points, and incorrect - 0 points.
The maximum overall score that a child can receive in this technique is
10 points . The child will receive such an assessment when he correctly remembers all words and expressions without exception. Minimum possible score - 0 points . It corresponds to the case if the child could not remember a single word from his drawings and notes or did not make a drawing or note for a single word.
Conclusions about the level of development
10 points - very highly developed indirect auditory memory.
8-9 points - highly developed indirect auditory memory.
4-7 points - moderately developed indirect auditory memory.
2-3 points - poorly developed indirect auditory memory.
0-1 point - poorly developed indirect auditory memory.
Method 10. Characteristics of the dynamic features of the memorization process
The child is offered a series of ten simple words to memorize by repeating this series several times.
After each repetition, the number of words from the series that the child was able to accurately reproduce after this repetition is determined.
For memorization, the child is offered a choice of one of the following sets of words:
1. House, desk, white, good, pear, chalk, strong, cup, candle, table.
2. Cat, pen, blue, bad, apple, floor, weak, fork, lamp, pencil.
3. Doll, spoon, red, car, high, brush, mom, book, chicken.
4. Dog, window, flower, low carpet, envelope, sky, letter, dream.
5. Clock, wind, fish, star, elephant, candy, paper, chair, rope.
Comment . When diagnosing the dynamic features of the memorization process in children studying in different grades of primary school and entering school, different sets of words should be used so that the effect of previous memorization of a series does not affect.
Rice. 10 Dynamic features of the process of learning a number of words
The number of repeated presentations of a series and subsequent attempts to reproduce it in this technique is limited to six. The number of correctly reproduced words is correlated with each reproduction attempt, and the resulting data is presented in the form of a learning graph.
Based on the analysis of the learning curve presented in this graph, the following two indicators of the dynamics of learning are determined:
1. Dynamic learning.
2. Productivity of learning.
The dynamism of the learning process is determined by the nature of the curve. If from repetition to repetition this curve smoothly rises upward (a solid version of the curve on rice. 10 ), then the learning process is considered to be quite dynamic. If the results do not deteriorate from repetition to repetition, remaining at the same level (the dotted version of the curve in Fig. 10), then the learning process is characterized as moderately dynamic. Finally, if from repetition to repetition the results either improve or worsen (the point version of the curve in rice. 10 ), then this indicates a non-dynamic learning process.
Evaluation of results
In accordance with the data obtained on the dynamics of the learning process, the child receives one of three ratings on the following scale:
A fairly dynamic learning process - excellent. The average dynamic learning process is satisfactory. A non-dynamic learning process is unsatisfactory. The productivity of the learning process is assessed differently, in points using the following scale:
10 points - the child was able to remember and accurately reproduce all ten words, spending less than six repetitions, i.e. no more than five.
8-9 points - the child managed to reproduce all 10 words in exactly six repetitions.
6-7 points - after six repetitions of the series, the child managed to correctly reproduce from 7 to 9 words.
4-5 points - after six repetitions of the series, the child was able to correctly reproduce 4-6 words.
2-3 points - for six repetitions of the series, the child managed to correctly remember only 2-3 words.
0-1 point - after six repetitions, the child was able to reproduce only 1 word or did not remember a single one.
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