2. The main types of memory as genetically different "levels" of memory (preliminary hypothesis). Even the most cursory review of human ontogenetic development shows that the above-mentioned four main types of memory do not appear simultaneously in ontogeny.

The Organic Foundations of Memory Phenomena analogous to preservation and reproduction, which for this reason have been identified with them by some researchers, are observed throughout the organic world. In all living beings, including lower organisms (invertebrates), one can

Physiological Foundations of Attention The primary fact in which attention is expressed is that certain moments, as if coming to the fore, acquire a dominant, dominating significance for the course of mental processes. physiological basis

§sixteen. Physiological foundations of perception Since perception always includes sensations received from different sense organs, the physiological processes underlying perception include excitation processes that begin in the sense organs under

§22. Physiological foundations and external expression of attention Attention is based on one of the most important laws of the cerebral hemispheres, studied in detail by IP Pavlov, the law of induction of nervous processes (p. 8). According to this law, anyone that arises in the cortex

§ 2. Physiological foundations of emotions Emotions and feelings are associated with various functional states of the brain, the excitation of its certain subcortical areas and with changes in the activity of the autonomic nervous system. I. P. Pavlov noted that emotions are associated with

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At present, there is almost complete unanimity that the permanent storage of information is associated with chemical or structural changes in the brain. Virtually everyone agrees that memory is mediated through electrical activity, i.e., chemical or structural changes in the brain must affect electrical activity and vice versa.

The incoming sensory signal (signal from the receptors) causes a sequence of electrical impulses that persists indefinitely after the signal stops. In practice, however, the neural circuitry containing memory traces is much more complex. This is confirmed by the fact that we forget certain information.

On the other hand, we have information that persists throughout our lives. Therefore, there must be mechanisms in place to ensure that this information is preserved. According to one popular theory, repeated electrical activity in neural circuits causes chemical or structural changes in the neurons themselves, which leads to the emergence of new neural circuits. This circuit change is called consolidation. Trail consolidation takes place over a long period of time. Thus, the basis of long-term memory is the constancy of the structure of neural circuits.

However, it should be noted that, despite many years of research, we still do not have a complete picture of the physiological mechanisms of memory. The problem of the physiology of memory is an independent problem that physiologists are trying to solve.

Main types of memory

Basic processes and mechanisms of memory.

Main characteristics memory are: volume, playback speed, playback accuracy, duration of storage, readiness for use of the stored information.

Processes and mechanisms

memorization - it is the process of capturing and then storing the perceived information.

By degree of activity During this process, it is customary to distinguish two types of memorization: unintentional (or involuntary) and intentional (or arbitrary).

It is best to remember what is of vital importance for a person: everything that is connected with his interests and needs, with the goals and objectives of his activity. Therefore, even involuntary memorization is also selective and is determined by the attitude to the environment.

Arbitrary memorization is a special and complex mental activity. The tricks include memorization, the essence is in repeated repetition of educational material until its complete and error-free memorization (poems, definitions, dates). Other things being equal, voluntary memorization is noticeably more productive than unintentional memorization.

The main feature of intentional memorization is the manifestation of volitional efforts in the form of setting a task for memorization.

Of great importance when memorizing is not only the setting of a general task (remember what is perceived), but also the setting of particular tasks (remember the essence, memorize verbatim, etc.).

According to S. L. Rubinshtein, memorization very much depends on the nature of the activity in the course of which it is performed. The study of A. A. Smirnov confirmed that memorization included in some activity is the most effective, since it depends on the activity during which it is performed.

According to the degree of understanding: meaningful(productive, based on logical connections) and mechanical memorization (less efficient, based on association by adjacency, without logical connections). However, practically both types of memorization - mechanical and meaningful - are closely intertwined with each other.

Conditions conducive to meaningful and lasting memorization of material .

1. Isolation of the main thoughts in the studied material and grouping them in the form of a plan. Remembering the text, we divide it into sections. Each group has a single theme.

2. Isolation of semantic strongholds. We replace each semantic part with some word or concept that reflects the main idea of ​​the memorized material. Then we combine what we have learned, mentally making a plan .

3. Comparison with each other, with earlier experience, etc.

4. Specification- explanation of general provisions and rules with examples, solving problems in accordance with the rules, conducting observations, laboratory work, etc.

5. Repetitions. It is very important that it be active and varied. Distributed repetition is more rational than concentrated.

6.Playback while learning - reproduce material that has not yet been learned.

7. High level of self-control. A manifestation of self-control are attempts to reproduce the material while memorizing it. They help to establish what we remember, what mistakes we made during reproduction, and what we should pay attention to in subsequent reading.

Preservation may be dynamic and static. Dynamic storage is manifested in RAM, and static - in long-term. With dynamic preservation, the material changes little, while with static preservation, on the contrary, it necessarily undergoes reconstruction and certain processing.

The reconstruction of the material stored by long-term memory occurs primarily under the influence of new information continuously coming from our senses.

Playback- this is the process of recreating the image of an object that we perceived earlier, but not perceived at the moment. Reproduction differs from perception in that it occurs after and outside of it. The physiological basis of reproduction is the renewal of the neural connections formed earlier during the perception of objects and phenomena.

May be unintentional and deliberate. There are cases when reproduction proceeds in the form reminiscences. In these cases, the achievement of the goal - to remember something - is carried out through the achievement of intermediate goals that allow solving the main task. The processes of recall are closely connected with the processes of thinking and will.

Recognition of any object occurs at the moment of its perception and means that there is a perception of an object, the idea of ​​which was formed in a person earlier (based on personal impressions or verbal descriptions). May be complete or incomplete.

There are also recognition errors. For example, what is perceived for the first time, sometimes seems familiar. The processes of recognition and reproduction are not always carried out with equal success: one can recognize but not reproduce, and vice versa.

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

Between complete recall and complete forgetting, there are different degrees of recall and recognition. Some researchers call them "memory levels". It is customary to distinguish three such levels: 1) reproducing memory; 2) identifying memory; 3) facilitating memory.

Forgetting proceeds unevenly over time. The greatest loss of material occurs immediately after its perception, and in the future, forgetting proceeds more slowly (Ebbinghaus's experiments).

Currently known factors that affect the rate of forgetting processes. Forgetting proceeds faster if the material is not clear enough or interesting enough for a person, has a large volume. Forgetting also accelerates with age and with diseases of the nervous system, with mental and physical injuries, mental and physical fatigue, the action of extraneous stimuli.

Memory (English memory)- memorization, preservation and subsequent reproduction by the individual of his experience. The physiological basis of memory is the formation, preservation and actualization of temporary connections in the brain. Temporal connections and their systems are formed when the action of stimuli on the sense organs is adjacent in time and when the individual has orientation, attention, and interest in these stimuli.

The basis for allocating different types of memory are: the nature of mental activity, the degree of awareness of the memorized information (images), the nature of the connection with the goals of the activity, the duration of the preservation of images, the goals of the study.

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

figurative memory- this is a memory for images formed using the processes of perception through various sensory systems and reproduced in the form of representations. In this regard, figurative memory distinguishes:
- visual (the image of the face of a loved one, a tree in the yard of a home, the cover of a textbook on the subject being studied);
- auditory (the sound of your favorite song, the voice of the mother, the noise of the turbines of a jet aircraft or the surf);
- taste (taste of your favorite drink, lemon acid, bitterness of black pepper, sweetness of oriental fruits);
- olfactory (the smell of meadow herbs, favorite perfumes, smoke from a fire);
- tactile (the soft back of a kitten, the mother's affectionate hands, the pain of an accidentally cut finger, the warmth of a room heating battery). The available statistics show the relative possibilities of these types of memory in the educational process. So, when listening to a lecture once (i.e., using only auditory memory), the next day a student can reproduce only 10% of its content. With independent visual study of the lecture (only visual memory is used), this figure rises to 30%. The story and visualization bring this figure to 50%. Practical working out of lecture material using all the types of memory listed above provides 90% of success.

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

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

Verbal-logical, or semantic, memory It is memory for thoughts and words. Actually, there are no thoughts without words, which is emphasized by the very name of this type of memory. According to the degree of participation of thinking in verbal-logical memory, sometimes mechanical and logical are conventionally distinguished. They say about mechanical memory when the memorization and preservation of information is carried out mainly due to its repeated repetition without a deep understanding of the content. Logical memory is based on the use of semantic links between memorized objects, objects or phenomena. It is constantly used, for example, by teachers: when presenting new lecture material, they periodically remind students of previously introduced concepts related to this topic.

Explicit memory based on the conscious use of previously acquired knowledge. To solve a problem, they are extracted from consciousness on the basis of recall, recognition, etc. According to the nature of the connection with the goals of activity, arbitrary and involuntary memory are distinguished. Involuntary memory is a trace of an image in the mind that arises without a purpose specifically set for this. Information is stored as if automatically, without volitional effort. In childhood, this type of memory is developed, and weakens with age. An example of involuntary memory is the imprinting of a picture of a long line at the ticket office of a concert hall.

Arbitrary memory- intentional (volitional) memorization of an image, associated with some purpose and carried out with the help of special techniques. For example, memorization by an operative officer of law enforcement agencies of external signs in the guise of a criminal in order to identify him and arvstv at a meeting. It should be noted that the comparative characteristics of voluntary and involuntary memory in terms of the strength of storing information does not give absolute advantages to any of them. According to the duration of the preservation of images, instantaneous (sensory), short-term, operational and long-term memory are distinguished.
Instantaneous (sensory) memory- this is a memory that retains information perceived by the senses without processing it. It is almost impossible to manage this memory. Varieties of this memory:
- iconic (post-figurative memory, the images of which are stored for a short period of time after a brief presentation of the object; if you close your eyes, then open them for a moment and close them again, then the image of what you see, stored for a time of 0.1-0.2 s, will constitute the content of this type of memory)
- echoic (after-image memory, the images of which are stored for 2-3 seconds after a brief auditory stimulus). Short-term (working) memory is a memory for images after a single, short-term perception and with immediate (in the first seconds after perception) reproduction. This type of memory responds to the number of perceived symbols (signs), their physical nature, but not to their information content. There is a magical formula for human short-term memory: "seven plus or minus two." This means that with a single presentation of numbers (letters, words, symbols, etc.), 5-9 objects of this type remain in short-term memory. Retention of information in short-term memory is on average 20-30 s.
RAM, "related" to short-term, allows you to save a trace of the image only to perform current actions (operations). For example, sequential removal of information symbols of a message from the display screen and retention in memory until the end of the entire message.

long term memory- this is a memory for images, “calculated” for the long-term preservation of their traces in the mind and subsequent repeated use in future life. It forms the basis of sound knowledge. The extraction of information from long-term memory is carried out in two ways: either at will, or with extraneous stimulation of certain parts of the cerebral cortex (for example, during hypnosis, irritation of certain parts of the cerebral cortex with a weak electric current). The most important information is stored in a person's long-term memory for life. It should be noted that in relation to long-term memory, short-term memory is a kind of "checkpoint" through which perceived images penetrate into long-term memory, subject to repeated reception. Without repetition, images are lost. Sometimes the concept of "intermediate memory" is introduced, attributing to it the function of primary "sorting" of input information: the most interesting part of the information is delayed in this memory for several minutes. If during this time it is not in demand, then its complete loss is possible. Depending on the objectives of the study, the concepts of genetic (biological), episodic, reconstructive, reproductive, associative, autobiographical memory are introduced.

Genetic (biological) memory due to the mechanism of heredity. This is the "memory of the ages", the memory of the biological events of a huge evolutionary period of man as a species. It preserves a person's inclination to certain types of inspiration and patterns of action in specific situations. Through this memory, elementary innate reflexes, instincts, and even elements of a person's physical appearance are transmitted.

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

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

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

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

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

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

Memory diagnostics is carried out with the help of special tests that determine the degree of memorization, i.e. storing information in different categories of memory.

Physiology of memory. Types of synaptic signals. Excitatory and inhibitory synapses. The reverberating circuit. To date, it has already been proven that the processes of storing and reproducing data are associated with the course of chemical and structural changes in the human brain. It is worth noting that the theory is supported by the fact that memory is directly due to electrical activity in the brain, or, as is commonly believed, chemical or structural fluctuations that affect electrical activity.

How are electricity and the brain related? Signals between neurons are transmitted through synapses - the junctions of neurons. Thus, the electric discharge passes from cell to cell.

Synapses can be divided into two main types (depending on the type of neuron):

• Brake;
• Excitatory.

The excitatory type transmits an impulse from one neuron to another, and the inhibitory type, on the contrary, blocks it. It is worth noting that the process of impulse transmission itself is rather complicated, but its end result should be the response of the cell to the impact.

After the impulse hits the cell and activates it, its action is directed to the neuron, the impulse of which served as the starting point, which provides the actual process of memory. This process of activating cells in the brain has a closed cycle.

Physiology of Memory: Reverbation

The excitation of each cell occurs sequentially and, bypassing all the cells in turn, returns to the original cell and enters a new round, which is called in science - reverberation.

Thus, the signal from the receptors triggers a successive excitation and the work of impulses that remain active long after the pathogen itself has ceased to act.

Thus, a reverberant chain of reactions is launched, but how does it end?

To begin with, it is worth understanding that the real chain of reverberant reactions is much more complicated and consists of entire groups of cells, the connection between which is provided by nerve cells.

The work of active neurons, together with the influence of extraneous, external factors, ultimately violates the holistic nature of the closed circulation of impulses.

One option to stop reverberation is mechanism for the formation of new signals that inhibit cell activity.

In addition to the main reasons for the suspension of reverberation, there is the possibility that the neural reactions themselves proceed improperly and the mechanism does not appear at all, or as a result fading away.

Another important reason may be the fact that the cessation of reverberation can be various "chemical" fatigue of neurons(when the neuron is no longer able to produce neurotransmitters or other important components), but even in such a situation, information is nevertheless stored.

Information is often lost. But how do we remember for a long time many events of our life? There are special mechanisms of our long-term memory.

Consolidation

One of the most popular theories of long-term memory today is the theory according to which the process of constant electrical activity during reverbation leads to the formation of stable structural changes. All these changes that occur in neuronal responses are called consolidation, and at the same time they proceed for a sufficiently long period.

Thus, it was consolidation that became the basis for the development of long-term memory, which, in turn, is based on the constancy and integrity of the structure of neural circuits.

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Federal State Institution of Higher

vocational education

"Financial Academy under the Government of the Russian Federation"

(Financial Academy)

Department of Applied Psychology

abstract

by discipline "Basics psychology"

on the topic:

"Memory: concept, physiological features and types"

Performed:

student of group U1-5

Shilina K.A.

Supervisor:

Korobanova Zh.V.

Moscow 2009

• Introduction
• 1 Memory: definition of the concept
• 3 Types of memory
• Conclusion

Introduction

The impressions that a person receives about the world around him leave a certain trace in his consciousness and subconsciousness, they are stored, fixed, and, if necessary, reproduced. These processes are called memory.

Memory underlies the whole life of a person, his development and preservation of his abilities, is a condition for learning, acquiring knowledge, skills and abilities.

Memory is of great importance in people's lives, and it is difficult to overestimate it. “Without memory,” wrote S.L. Rubinstein, - we would be creatures of the moment. Our past would be dead to the future. The present, as it flows, would irrevocably disappear into the past.”?

That is why knowledge of the features of memory processes is an important issue for mankind.

For me, memory has always been something mysterious, incomprehensible. I always wanted to figure out how such a large amount of such diverse information can be absorbed and stored by the human brain. Understanding the great importance of memory in human life prompted me to choose this particular topic for my essay.

1. Memory: definition of the concept

Memory is the memorization, preservation and subsequent reproduction by the individual of his experience. Memory is the most important feature of the psyche. With its help, the reflection of external influences is constantly used by the individual in his further behavior, due to the accumulation of individual experience, a gradual complication of behavior occurs.

In memory, the following main processes are distinguished: memorization, preservation, reproduction and forgetting. All these processes are formed in activity and determined by it. I knew all of the above, but if I were asked to give a clear definition of memory or name and describe the main processes of memory, I think it would be quite difficult to do, because before I encountered this topic in the abstract, I had an understanding of memory only at the "domestic" level.

Memorization of certain material is associated with the accumulation of individual experience in the process of life. In the course of his life, solving practical problems that arise and more or less deeply experiencing what is happening, a person, without setting himself such a goal or task specifically, remembers a lot, a lot is involuntarily imprinted in his memory. The needs of action do not allow us to confine ourselves to involuntary memorization: as human activity and conditions become more complex, we have to set ourselves a special goal or task of memorization. The genesis of the complex activity of memorization, which turns into an organized process of memorization, recall, reproduction based on the primary elementary mnemonic function, is a product of historical development, conditioned by the needs of specific human activity.

The preservation of material in memory depends on its participation in the activity of the individual, since at each moment a person's behavior is determined by all his life experience. Preservation is not a passive storage of material, it is a dynamic process that takes place on the basis and under conditions of a certain organized assimilation, including some kind of processing of the material. Conservation has its own dynamics, different under different conditions; it can be expressed not only in more or less rapid forgetting; in some cases, subsequent reproductions may be more complete and perfect than previous ones. The use of what is remembered in future activities requires reproduction. Forgetting leads to the loss of certain material from the sphere of activity.

Diverse memory processes can take on various forms. The initial process of primary consolidation of the material can take the form of involuntary imprinting, conscious, deliberate memorization, systematically organized memorization. The results of this imprinting, memorization, memorization can be manifested in the recognition of what a person has previously become acquainted with when it is presented, and in its free reproduction. Reproduction can be expressed in the form of ideas and knowledge abstracted from the particular situation in which they are remembered, or in the form of memories related to one's own past.

Reflection or reproduction of the past in memory is not passive, it includes the attitude of the individual to the reproduced. This attitude may be more or less conscious.

memory physiological psychological

2 Physiological basis of memory

Phenomena analogous to conservation and reproduction, which have therefore been identified with them by some investigators, are observed throughout the organic world. In all living beings, it is possible to ascertain the facts of changes in habitual reactions as a result of personal experience - under the influence of new conditions. I heard about this, but almost everything else that is discussed in this paragraph was new to me: about the physiological, physical, neurophysiological, biochemical, chemical theories of memory. Such facts gave rise to the famous physiologist E. Goering to speak of "memory as a general function of organic matter." Subsequently, R. Semon developed an opinion about organic memory, which he designated by the word "mnema". This mneme serves him to explain organic phenomena up to the origin of species, the organization of which is treated as a hereditary mneme. The biologization of memory as a mental function led to the psychologization of biology in the spirit of vitalism.

Since the time of Hering, his idea has been widely accepted by a number of psychologists. So, T. Ribot believes that, in essence, memory is a biological fact, and it happens to be a psychological fact only by chance: organic memory, in terms of the method of assimilation, preservation and reproduction, is completely identical to psychological memory, and all the difference between them lies only in the absence of the first consciousness. The positive significance of Hering's theory lay in the fact that it posed the problem of the physiological foundations of memory. According to Hering's theory, every stimulus leaves a physiological trace, or imprint, which underlies subsequent reproduction.

Memory is based on physiological processes that occur in humans in the hemispheres of the brain. Any damage to the cerebral cortex disrupts the ability to develop new skills. Amnesias (memory disorders) are usually caused by disturbances in the normal functioning of the cortex.

For understanding the physiological foundations of memory, the teachings of I.P. Pavlov about conditioned reflexes. The doctrine of the formation of conditional temporary connections is a theory of the mechanisms for the formation of the individual experience of the subject, i.e. the theory of “memory at the physiological level” itself. In fact, a conditioned reflex, as an act of forming a connection between new and already fixed content, constitutes the physiological basis of the act of memorization. To understand the causation of this act, the concept of reinforcement acquires significance. Reinforcement is the achievement of the immediate goal of the individual's action. In other cases, it is a stimulus that motivates or corrects an action (negative reinforcement). Reinforcement marks the coincidence of the newly formed connection with the achievement of the goal of the action. All characteristics of this connection, and, above all, the degree of its strength, are determined precisely by the nature of the reinforcement as a measure of the biological expediency of this action.

Thus, the physiological concept of reinforcement, correlated with the psychological concept of the purpose of the action, is a point of confluence of the physiological and psychological planes of analysis of the mechanisms of the memorization process. This synthesis of concepts, enriching each of them, allows us to assert that, according to its main vital function, memory is directed not to the past, but to the future. Consolidation of the results of successful actions is a probabilistic forecasting of their usefulness for achieving future goals.

The physical theory of memory is directly adjacent to the physiological theories of memory. According to the ideas of its authors, the passage of any nerve impulse through a certain group of neurons leaves behind a physical trace. The physical materialization of the trace is expressed in electrical and mechanical changes in the synapses, which facilitate the secondary passage of the impulse along the same path.

Modern neurophysiological research is characterized by a deeper insight into the mechanisms of fixation and preservation of traces at the neuronal and molecular levels.

The neurophysiological level of studying the mechanisms of memory at the present stage is approaching the biochemical one. This is confirmed by numerous studies, on the basis of which a hypothesis arose about the two-stage nature of the memorization process. At the first stage (immediately after exposure to the stimulus), a short-term electrochemical reaction occurs in the brain, causing reversible physiological changes in cells. The second stage, arising on the basis of the first, is the actual biochemical reaction associated with the formation of new proteins. The first stage lasts for seconds or minutes and is considered the physiological mechanism of short-term memory. The second stage, which leads to irreversible chemical changes in cells, is considered the mechanism of long-term memory.

Proponents of chemical theories of memory believe that the specific chemical changes that occur in nerve cells under the influence of external stimuli underlie the mechanisms of the processes of fixing, preserving and reproducing traces. This refers to various rearrangements of the protein molecules of neurons, and above all the molecules of the so-called nucleic acids. Deoxyribonucleic acid (DNA) is considered the carrier of genetic, hereditary memory, ribonucleic acid (RNA) is the basis of ontogenetic individual memory.

3. Types of memory

Types of memory are differentiated depending on what is remembered or reproduced. The most general basis for distinguishing its various types in memory is the dependence of its characteristics on the characteristics of the activity itself, in which the processes of memorization and reproduction are carried out. In this case, individual types of memory are singled out in accordance with the following main criteria:

1. According to the nature of the mental activity that prevails in the activity, memory is divided into:

motor;

· emotional;

figurative;

verbal and logical.

In various types of human activity, various types of mental activity can predominate: motor, emotional, sensory, intellectual.

Each of these activities is expressed in the corresponding actions and their products; in movements, feelings, images, thoughts. The specific types of memory serving them have received appropriate names in psychology: motor, emotional, figurative and verbal-logical memory.

Motor memory is the memorization, preservation and reproduction of various movements and their systems. There are people with a pronounced predominance of this type of memory over others. Other people, on the contrary, do not "notice" their motor memory at all. The great importance of this type of memory lies in the fact that it serves as the basis for the formation of various practical and labor skills, as well as walking and writing skills. Without movement memory, we would have to learn anew each time to carry out the corresponding actions. Usually a sign of a good motor memory is the physical dexterity of a person.

Emotional memory is the memory of feelings. Emotions always signal how the needs and interests of the individual are satisfied, how relations with the outside world are carried out. Therefore, emotional memory is important in the life and work of every person. Feelings experienced and stored in memory act as signals, either inciting to action, or holding back from actions that caused negative experiences in the past. The ability to empathize with another person is based on emotional memory.

Emotional memory can be stronger than other types of memory.

Figurative memory is a memory for ideas, pictures of nature and life, for sounds, smells, tastes. It is divided into visual, auditory, tactile, olfactory, gustatory. Visual and auditory memory are usually well developed and play a leading role in the life orientation of all normally developed people. Tactile, olfactory and gustatory memory can be called "professional" types, as well as the corresponding sensations, they develop especially intensively in connection with the specific conditions of activity. These types of memory can reach a high level of development under conditions when they must compensate or replace the missing types of memory.

Sometimes there are people who have the so-called eidetic memory. Eidetic images, or visual images of memory, are the results of the aftereffect of excitation of the sense organs by external stimuli. They are similar to representation in that they arise in the absence of an object, but are characterized by such a detailed visualization that is not available to ordinary representation. It can be assumed that, by analogy with eidetic visual memory, there is the same vivid auditory, maybe even tactile memory.

The content of verbal-logical memory is our thoughts. Thoughts do not exist without language, therefore memory for them is called not just logical, but verbal-logical.

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

2. According to the nature of the goals of the activity, memory is divided into:

involuntary;

arbitrary.

Memorization and reproduction, in which there is no special purpose to remember or recall something, is called involuntary memory. In cases where we set such a goal, we speak of arbitrary memory. Here, the processes of memorization and reproduction act as special, mnemonic actions.

Involuntary and voluntary memory are two successive stages in the development of memory.

3. According to the duration of consolidation and preservation of the material (in connection with its role and place in the activity), memory is divided into:

short-term

long-term;

operational.

The close attention of researchers is attracted to the processes that occur at the very initial stage of memorization, even before the traces of external influences are fixed. In order for this or that material to become fixed in memory, it must be processed by the subject in an appropriate way. Such processing requires a certain time, which is called the time of consolidation of traces. Subjectively, this process is experienced as an echo of an event that has just passed. These processes are unstable and reversible, but so specific, and their role in the functioning of the mechanisms of accumulation of experience is so significant that they are considered as a special type of memorization, preservation and reproduction of information - short-term memory.

Unlike long-term memory, which is characterized by long-term retention of material after repeated repetition and reproduction, short-term memory is characterized by very short retention after a single, very short-term perception and immediate reproduction.

The concept of "working memory" denotes mnemonic processes that serve actual actions and operations directly carried out by a person.

The criteria adopted as the basis for dividing memory into types are associated with various aspects of human activity that appear in it in an organic unity. The corresponding types of memory represent the same unity.

Conclusion

In living organisms, memory is involved in all manifestations of life: protection, nutrition, reproduction of their own kind, adaptation to the environment, and in humans, it is also involved in the process of his emotional and mental activity.

The basis of memory is physiological and psychological processes occurring in the body. Individual memory is closely connected with many structures, and above all with the central nervous system, therefore, when studying the mechanisms of memory, scientists first of all study the functioning of the brain.

Memory is a mental process of fixing, preserving and reproducing human experience, which is acquired as a result of human interaction with the outside world, in behavior.

Memory is one of the basic psychological concepts along with perception, consciousness, thinking, etc. In many philosophical teachings and psychological theories, memory was considered as the main ability of the human soul.

Thus, memory is an integral part of human life. Memory has many faces. Thanks to her, there is a past, not a present doomed to oblivion. Memory creates both man and history; writes a biography of the human race. That is why sometimes people add the eighth, miraculous miracle to the seven legendary, man-made wonders of the world - human memory.

List of used literature

1. Gippenreiter, Yu.B. Introduction to general psychology. Lecture course. Moscow: Che Ro, 1999

2. Nozhkina T.V., Pivovarova I.A., Prusova N.V. General psychology: a textbook for universities. M.: Exam, 2007

3. Rogov E.I. General psychology: a course of lectures. M.: VLADOS, 2006

4. Rubinstein S.L. Fundamentals of General Psychology: in 2 vols. T. I, M., 1989

5. Stern A.S. (under the editorship of Glazanova E.V., Erofeeva T.I., Sakharny L.V.). Introduction to Psychology: A Course of Lectures; M .: Flint: Moscow Psychological and Social Institute, 2003

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