Sometimes I stand on the stairs
I'm trying to guess:
I was about to get up

Or maybe go down?

Ram Dass

Some people are born with a phenomenal memory, an example of this is Julius Caesar and Alexander the Greatwho knew by sight and by name all their soldiers - up to 30,000 people. The Persian king Cyrus possessed the same abilities. Each of the 20,000 inhabitants of Athens was known by famous Themistocles and Socrates . And Seneca was able to repeat 2000 unrelated words heard only once. Jews from the Polish religious community"Chasse Pollack" could absolutely accurately name the position of each word on any page of all 12 volumes of the Talmud.Dominic O'Brien, a six-time world champion in the use of memory reserves, set a huge number of records for memorizing information, including memorizing a deck of cards in 33.8 seconds; 18 decks of cards in one hour; and over 2000 binary digital combinations in less than 30 minutes! Very often you can hear people say: "He was lucky, he has a phenomenal memory!". This indicates that people are aware of the importance of memory both for everyday life and for professional activities. For most professions, memory is a very valuable tool. Those with above-average memory have an advantage. Along with the existence of "extremely good memory", cases of really bad memory are very rare. Everyone has memory.

Indeed, we all have memory. And if some voluntarily admit that they have a bad memory, it just means that they do not know how to use it. We all remember enough ideas, facts, data. Without it, life would be impossible. Why, then, do we remember some people and cannot remember the names of others, easily remember some meetings and are forced to write down others, perform some tasks, but completely forget about others, remember some information and quickly forget others? The answer is very simple: when we remember something well, it means that we have applied effective memorization techniques, consciously or unconsciously. If we could not keep something in memory, then the memorization process went wrong.

1. Types of memory and their features

Depending on the activity of storing the material, instantaneous, short-term, operational, long-term and genetic memory are distinguished.

Instantaneous (iconic) memoryis a direct reflection of the image of information perceived by the senses. Its duration is from 0.1 to 0.5 s.

short term memorysaves for a short period of time (average about 20 s.) generalized perceived information, its most essential elements. The amount of short-term memory is 5 - 9 units of information and is determined by the amount of information that a person is able to accurately reproduce after a single presentation. The most important feature of short-term memory is its selectivity. From instant memory, only the information that corresponds to the actual needs and interests of a person gets into it, attracts his increased attention. "The brain of the average person," said Edison, "does not perceive even a thousandth of what the eye sees."

RAMis designed to store information for a certain, predetermined period required to perform some action or operation. The duration of RAM is from a few seconds to several days.long term memoryis capable of storing information for an almost unlimited period, while there is (but not always) the possibility of its repeated reproduction. In practice, the functioning of long-term memory is usually associated with thinking and volitional efforts.

genetic memorygenetically determined and passed down from generation to generation. Obviously, human influence on this kind of memory is very limited (if at all possible). Depending on the analyzer prevailing in the process of memory functioning, motor, visual, auditory, tactile, olfactory, gustatory, emotional and other types of memory are distinguished. In humans, visual perception is predominant. So, for example, we often know a person by sight, although we cannot remember his name. Responsible for the preservation and reproduction of visual imagesvisual memory.It is directly related to a developed imagination: what a person can visually imagine, he, as a rule, remembers and reproduces more easily. auditory memory - this is a good memorization and accurate reproduction of various sounds, for example, musical, speech. A special kind of speech memory is verbal-logical, which is closely related to the word, thought and logic.

motor memoryis the memorization and preservation, and, if necessary, reproduction with sufficient accuracy of diverse complex movements. It is involved in the formation of motor skills and abilities. A striking example of motor memory is the handwritten reproduction of a text, which, as a rule, implies the automatic writing of symbols once learned.emotional memoryis a memory of experiences. It is involved in the work of all types of memory, but it is especially manifested in human relationships. The strength of material memorization is based on emotional memory: what causes emotions in a person is remembered without much difficulty and for a longer period.The possibilities of tactile, olfactory, gustatory and other types of memory are very limited compared to visual, auditory, motor and emotional memory; and do not play a special role in human life. The types of memory considered above only characterize the sources of initial information and are not stored in memory in a pure form. In the process of memorization (reproduction), information undergoes various changes: sorting, selection, generalization, coding, synthesis, and other types of information processing. According to the nature of the participation of the will in the process of memorizing and reproducing the material, memory is divided intovoluntary and involuntary

Involuntary memory functions automatically, without much effort on the part of a person. Involuntary memorization is not necessarily weaker than voluntary, in many cases it surpasses it.

2. Ways to improve memory

Good memory has three components: natural memory capacity, memory state and memory fitness.

The natural potential of memoryThis is what nature has given us. And this fact has to be taken for granted.

Memory status- this is the component that significantly changes the potential of memory. The capabilities of the human brain are gigantic: the number of cells in the human brain is 14 billion, and the number of connections between them is incalculable. But the brain itself is a very complex dynamic structure, sensitive to almost everything, from magnetic storms to the chair you are currently sitting in. And something helps us improve memory, and something, on the contrary, reduces the capabilities of the brain to a minimum. Below we will look at what needs to be done in order to improve memory.
Memory training- these are already your regular psychophysical efforts on how to improve your memory. A series of regular exercises and workouts can greatly improve your memory.

2.1. Physical exercise

During physical activity, the brain is better supplied with blood and oxygen, and this alone deserves to visit the gym regularly (2-3 times a week). No less important is the fact that at the time when the muscles work, a number of hormones are released that are necessary for work.

2.2. Complete nutrition

Carbohydrates.

The brain makes up only 5% of the body's weight, but consumes 50% of the energy. The main source of energy is carbohydrates. Carbohydrates useful for the brain are found in cereals. Especially useful are buckwheat and oatmeal. Useful pasta from durum wheat and potatoes. In a lower concentration, but no less necessary for memory, carbohydrates are found in vegetables, fruits and berries, the best for memory are peach, banana, pear. Well, the most concentrated natural
If carbohydrates are not supplied to the body in sufficient quantities, then you will “think slowly”, you will feel tired, because your brain simply will not have enough energy. Carbohydrates in the diet should be about 70%.

Squirrels.

The role of protein for the brain and memory is huge. Proteins are the building material for both nerve cells and neurotransmitters, without which the process of memorization is impossible; and for hormones that determine brain activity. Proteins also perform the function of receiving and moving energy - even if you eat carbohydrates well, but your body does not have enough proteins, then you will also feel tired and depressed, because energy cannot be absorbed by cells or delivered to the necessary parts of the brain. Therefore, regularly at least 3 times a week, meat must be present in your menu. Beef is considered especially useful. On other days you can consume fish, milk, cottage cheese and eggs are very useful for memory. The diet should be about 15% protein.

Fats.

Along with carbohydrates, fats act as a source of energy. With the normal use of food rich in carbohydrates and proteins, a person receives enough fat. The fact that vegetable fats are preferable to animal fats is a well-known fact. The only thing you need to pay attention to is fish oil.Omega 3polyunsaturated fatty acid directly affects the mental capabilities and memory of a person. Therefore, if you really want to improve your memory, then your menu should contain at least 2 times a week fatty fish: herring, salmon, trout, salmon. Fat in the diet should be 15%.

2.3. Foods to improve memory

For the full functioning of memory, many useful substances and their compounds are needed, and each product contains the elements necessary for memory.

Banana - a source of highly digestible carbohydrates, the most important amino acids: carotene, tryptophan (serotonin proneurotransmitter), methionine, vitamins B1, B2, PP, C. Banana is the best breakfast for memory.

Eggs - a storehouse of substances necessary for a good memory. Quail eggs are especially rich in nutrients. They contain vitamins A, B1, B2, PP. Important amino acids: lysine, cysteine, methionine, glutamic acid, tryptophan. Source of highly digestible protein.

germinated cereals. Germinated wheat and rye contain phosphorus, potassium, magnesium, manganese, calcium, zinc, iron, selenium, copper, "smart vitamins" of group B: B1, B2, B3, B5, B6, B9, as well as E, F, biotin . These substances normalize the work and energy supply of the brain and heart, endow stress resistance, increase immunity and protect brain cells from aging.

Honey - the best source of carbohydrates. It should be used instead of sugar, as it consists of brain-healthy, easily digestible fructose and glucose. Also, honey is a source of almost all the necessary trace elements: it contains 22 out of 24 that are in human blood. oily fish - herring, salmon, trout, salmon. Source of essential fatty acid "Omega 3", which is important for the functioning of the nervous tissue. Its deficiency leads to degenerative diseases of the brain. This acid is not synthesized by the body, and it must be consumed with food, and in fatty fish it is especially abundant.

STUDY:

3.1. The problem of memory development

Currently, representatives of various sciences, such as psychology, biology, genetics, cybernetics, medicine and others, are concerned about the problems of memory development. Each of these sciences has its own questions, due to which they turn to the problems of memory, their own system of concepts, respectively, their own theories of memory. But all these sciences, taken together, expand our knowledge of human memory, mutually complement each other, allow us to look deeper into this, one of the most important and mysterious phenomena of human psychology. We decided to investigate how the memory of the students of our school is developed. The research was conducted among eighth grade students of our school. A total of 55 students from three classes took part in the testing. The children were given two methods.

For the first study, we usedTest "Long-term memory"(Appendix 1)

The main task of which was to find out the volume of short - and long-term memory of all the test subjects of the class by determining the number of memorized words after each of the five readings of twenty words of the test.

Working process: Twenty words of the test are pronounced .. The subject writes down the words after the next reading in random order (closing the results of the previous reading).

If by the fifth reading the test person has reproduced all twenty words - the result is satisfactory, if by the third - good.

Table of results No. 1 8 "A" class

From the table, it can be seen that 7% the guys coped with the task on the third attempt and, unfortunately, only 28% The boys completed the task to the fullest.

Table of results No. 2 8 "B" class

Table (2) shows that only three ( 12% ) the guys coped with the task for the third reading, which means they have a good short-term memory. By the fifth reading only 11( 44% ) students coped with the task in full.

Results table 8 "B"

It can be seen from the table that 25% the guys did a good job, but only 44% were able to reproduce the words in full.

Long-term memory test. After 30 minutes, repeat the words. If two-thirds of the words - a satisfactory assessment.

Table of results in 8 "A"

Analysis of the test for long-term memory in 8 "A" class showed that in 13 students this type of memory is developed satisfactorily. Unfortunately, this is only 52% of the total number of students in this class.

Table of the results of the test 8 "B"

Analysis of the test for long-term memory showed that 9 students have a satisfactorily developed memory, and this 56% of the total number of students in the class.

Table of the results of the test 8 "B"

The analysis of the test showed that 6 students, that is 37% children in this class have a sufficiently developed long-term memory.

The next step is the associative memory test. Speak words with a connection in meaning. This result is compared immediately after reading and after half an hour with the memorization of twenty test words that are not related in meaning. On a sheet of paper, the results of the test are recorded in a table for all testees and a conclusion is made about personal differences in memory and the value of the associative (built on associations, semantic) memory of the test subject. (Appendix 2) Formula: the number of correctly reproduced abstracts divided by the number of highlights in the text and multiplied by one hundred percent.

Results table: 8 "A"

Analysis of the test for associative memory showed: 8 students ( 57% ) completed the task by 50%, and not a single student completed the task by 100%.

Results table 8 "B"

Analysis of the associative memory test showed:13( 52% ) students completed the task by 50 percent or more, and not a single student completed the task by 100%.

Results table: 8 "B"

Analysis of the associative memory test showed: 7 ( 44% ) students completed the task by 50%, and not a single student completed the task by 100%.

Adding the numbers obtained by both methods for each student, then dividing the sum in half, we found the average memorization productivity in each class.

90-100 is an excellent result. 70-90 is a very good result.
50-69 is a good result.
30-49 - a satisfactory result.
10-29 is a bad result.
0-9 - very bad. Results of the study: using these methods, we were able to determine the degree of memory development in this group of students. Analysis of the tests showed that long-term memory is sufficiently developed only in 48% of children, which means that more than half of the children have difficulty remembering educational material and reproducing it, which, in turn, leads to a decrease in academic performance and the quality of knowledge.

Things are even worse with the development of associative memory. The study showed that only half of the children completed the task by 50%, and not a single student was able to complete the tasks by 100%. Summarizing the results of both methods, we obtained the following data: in grade 8 "a" - 79%, in grade 8 "b" - 72% and in grade 8 "c" only 56% of children have a result above the average generalized value of the development of long-term, short-term and associative memory.

Also, at the parallel of the 8th grade, testing was carried out using the "Intellectual lability" method (Appendix 2) in order to determine success in learning and mastering a new type of activity. The technique reflects the child's ability for short-term intensive activity, reveals the ability to focus on the conditions of the task, fulfill and take into account several requirements at the same time, possess an accurate analysis of various signs, requires the subjects to have a high concentration, switchable attention. The test results are presented in Table 2. 78% of students took part in the test.

Table Level of intellectual lability

The table shows that the classes are dominated by a low and very low level of intellectual lability, which indicates a reduced concentration and shifting of attention. Most of the children have difficulty in keeping the instructions, repeated repetition of the instructions is necessary, there is a tendency to gradually get involved in the work, some students have a slower pace of work, there is a distortion of the instructions, which indicates difficulties in perceiving information by ear. Thus, we can conclude that there is a reduced volitional regulation, the dependence of attention on interest.

Research results:

Using these methods, we were able to determine the degree of memory development in this group of students. Analysis of tests showed that long-term memory is sufficiently developed only in 52% of children, which means that almost half of the children have difficulty remembering educational material and reproducing it, which in turn leads to a decrease in academic performance and the quality of knowledge. Therefore, we decided to offer several techniques for the development and improvement of memory.

Findings:

Often, low student grades are trying to be explained by his laziness and negligence. But our research has shown that most children simply cannot master the educational material. They have scattered attention and no memorization skills. These children have not been taught to learn! First of all, for such children, it is necessary to introduce additional classes with a psychologist, and only then additional classes in the subject, electives, and use other methods and ways to increase the level of academic performance.

Currently, there are many methods that allow children and adults to monitor their health, train memory and attention.

In this paper, we offer several techniques for the development and improvement of memory. These techniques are simple and affordable, can be useful for both adults and children.

Studies have shown that a fair number of students have memory problems. In this regard, the recommendations of this work can be used during parent-teacher meetings, class hours. In the lessons of biology and life safety.

For the fruitful work of the brain and memory, a full-fledged varied diet is necessary. It has already been proven that proper nutrition helps to strengthen memory. Certain substances are able to accelerate and stimulate the biochemical processes occurring in brain cells. It is important to monitor their constant intake into the body either with food or as part of special vitamin-mineral complexes. Many substances accumulate in the body, and their lack of nutrition does not appear immediately, especially for certain amino acids, vitamins and trace elements. Therefore, the most important condition for a good memory is to eat regularly and varied.

Conclusion:

Remember the five rules of hygiene for your brain: 1. Give more oxygen to the blood, 2. Get enough sleep, 3. Do not smoke, 4. Beware of alcohol, 5. Beware of certain drugs.

General conditions for successful memorization.

1 . Do not be lazy. A lazy person, both in thoughts and in actions, does not have a good memory

2. If you want to remember something, focus on the process of remembering. Listen, think, draw parallels with your own life or with knowledge already gained.

3 . If you forgot something: a number, the meaning of a word, the singer's name, your parents' phone number, before you immediately go to the right folder, dictionary, Internet or phone book, try to remember what you forgot yourself for a few minutes.

4 .Read good books, then write down the plot and the names of the characters in brief. From time to time, look through the notes and restore what you have read in your memory. This will help not only train your memory, but also be known among friends as an erudite personality: who else can easily remember the name of Don Quixote's horse or the sequence of chapters in A Hero of Our Time?

5. Move more, dance + tsui, play sports. Physical activity improves brain blood circulation, activates mental processes that provide perception, processing and reproduction of information.

6 . Remember - to memorize without understanding, without seeing the images before your eyes, without retelling the text in your own words, is unprofitable. Further RAM cramming will not work.

7. When remembering the name of the person just introduced to you, mentally associate it with your friend or famous person with the same name and be sure to add something from yourself: “Ksenia. Like Ksenia Sobchak, only a brunette, married and does not lead Dom-2. And the nose is similar. Believe me, this new friend Xenia will be remembered for a long time.

8. Professional memorizers of huge numbers are people with a developed imagination. They represent the number in the form of animals, plants and inanimate objects. For example, two is a swan, one is a pillar in the middle of the road, eight is a nesting doll, six is ​​a castle, etc. And when memorizing the phone, they compose entire stories. Try it yourself: phone 333-18-10: three swallows flew up to the pole and saw a matryoshka sitting on a nearby pole and chewing a bagel.

9 . Repetition is the mother of learning. You better not say. Only it is better to repeat not five times in a row immediately after reading, but once within five days. And better at night.

10. Read relevant literature. A lot of practical and, most importantly, memorable tips on how to improve your memory can be gleaned from books: S. Peunov. “Notes for memory”; B. Sergeev. "Secrets of memory"; Günther Carsten, Martin Kunz. “Excellent memory is the way to success. How to remember names, facts, dates, phone numbers and addresses”; Gary Small. "Bible of Memory"; Daniel Lapp. “Incredible possibilities of your memory”; Igor Matyugin. How to memorize numbers. The great secret of Sherlock Holmes, or 18 effective ways to memorize numbers, etc.

11 . Do not consider needlework as an occupation for grandmothers or housewives. Weaving baubles, cross-stitching, stringing beads - all these actions activate the brain and memory.

12. When preparing for an exam or a speech at work, surround yourself with smells that stimulate memory processes - light an aroma lamp with essential oils: rosemary, lemon or mint.

13 . Learn the poems of your favorite poets. Memorizing one small poem every day (if it’s difficult, then a quatrain is enough) and arranging poetry evenings for friends or relatives at the end of the week, after a few months you will feel how your memory has noticeably improved.

14. Psychologists have proven that the study of foreign languages ​​is the best way to prevent senile insanity, and hence to improve memory.

Appendix 1

TEST "Long-term memory"

Objective. Determination of the state of long-term and short-term memory.

Control tasks.Find out the volume of short - and long-term memory of all the subjects of the class by determining the number of memorized words after each of the five readings by the teacher of twenty words of the test.

Method #1. Memorization of twenty words of the test.

Working process: The teacher says twenty words of the test. It is not desirable if some of them describe the objects that surround the subject during the test. The subject writes down the words after the next reading in random order (closing the results of the previous reading)

Test progress: The teacher reads twenty words of the test, they should not be repeated

To assess short-term memory, plot the following graph:

On the abscissa axis, set aside the number of repetitions, along the ordinate - the number of memorized words.
If by the fifth reading the test person has reproduced all twenty words - the result is satisfactory, if by the third - good. If the number of memorized words increases and is set to the maximum, then we can say that there is no psychological exhaustion. If the test person remembers few words and, after two or three repetitions, reproduces them less and less, then they say with full confidence that psychological exhaustion is observed. If, in addition to the necessary words, a person begins to express his own, not offered in the test, then this moment is regarded as a sign of a weakening of mental activity.

Method #2. The text is remembered and reproduced with a connection according to its meaning.

Long-term memory test. After 30 minutes repeat the words. If two-thirds of the words - a satisfactory assessment. After that, they say words with a connection in meaning (the teacher himself comes up with, for example, when the word titanic says the largest passenger liner). This result is compared immediately after reading and after half an hour with the memorization of twenty words of the test that are not related in meaning.

On a sheet of paper, the results of the test are recorded in a table for all testees and a conclusion is made about personal differences in memory and the value of the associative (built on associations, semantic) memory of the subject

Conducting test analysis. The results are recorded in the form of a protocol. Draw conclusions from your research.

EXPERIMENTAL MATERIAL FOR METHOD 1.

20 proposed words and their serial numbers. Do not look at the text, on the sheet write down the words with numbers in order.

1. Conscience 2. Explosion 3. Verb 4. Tattoo 5. Logic 6. Relationships 7. Candle 8. Cherry 9. Clay 10. Dictionary 11. Neutron 12. Margarine 13. Candy 14. Economy 15. Gost 16. Belarus 17. Scissors 18. Deserter 19. Porridge 20. Paper You can calculate the quality of memorization by the formula: the number of correctly reproduced words divided by the number of proposed words and multiplied by one hundred percent

EXPERIMENTAL MATERIAL TO METHOD 2.

Read the test for a minute. It highlights in bold type and numbered ten main thoughts. Try to reproduce them keeping the original sequence. In 1912 catastrophe occurred in the Atlantic Ocean. Hugepassenger steamerwho was on the first flight from Europe to America, faced in the fog with a floating ice mountain - iceberg. one) Got a hole and began to sink.2) commanded the captain. But the boats turned out not enough. 3) They were only enough for half of the passengers.Women and children - to the gangplank, men to put on life belts>, came the second command. 4) The men silently moved away from the side. steamer slowlyplunged into dark cold water. 5) Here it is boarding the last boat.6). And suddenly shouting to the gangway rushed some fat guywith a face twisted in fear.7) Pushing women and children aside,he tried to jump into the boat.8) I heard a click - this isthe captain fired his pistol. 9) The coward fell on deck dead.10) But no one looked back in his direction.

Formula: the number of correctly reproduced abstracts, divided by the number of highlights in the text and multiplied by one hundred percent. Adding up the numbers from both

Methods, then dividing the amount in half, you will find the average memorization productivity.

Application2

DIAGNOSTICS OF LEARNING ABILITY

Methodology "Intellectual lability" (12-15 years old) modified by S. N. Kostromina. A modified version of the "Intellectual lability" methodology for adolescents and youth. It is used to predict success in learning and mastering a new type of activity. The technique requires the subjects to have a high concentration of attention, quick response to the proposed task, as well as a given speed of execution, which together reflects the child's ability for short-term intense activity. In addition, the methodology includes a number of tasks that reveal the ability to focus on the conditions of the task, fulfill and take into account several requirements at the same time, and have an accurate analysis of various features.

Within a limited amount of time (3-4 seconds), the subjects must complete simple tasks on a special form, which are read out by a specialist. The form is a sheet divided into 25 numbered squares. Each task has a strictly defined square and must be performed in it. The technique can be applied both frontally and individually.

Instruction: “Listen carefully to the task and the number of the square. You can't ask again. The task I read is not repeated. We work quickly. Attention! Begin!"

1. (Square number 1). Write the first letter of the name Sergey and the last letter of the first month. 2. (Square number 2). Write the numbers 1, 6, 3. Circle the odd ones. 3. (Square number 4). Write the word "steam" backwards. 4. (Square number 5). Draw a rectangle. Divide it with two horizontal and two vertical lines. 5. (Square number 6). Draw four circles. Cross out the first circle, and underline the third. 6. (Square number 7). Draw a triangle and a square so that they intersect. 7. (Square number 8). Write the word "chalk". Under the consonants, put an arrow pointing down, and under the vowels, put an arrow pointing to the left. 8. (Square number 10). If today is not Wednesday, then write the penultimate letter of the word "book". 9. (Square number 12). Draw a rectangle and a rhombus next to it. In the rectangle write the sum of the numbers 5 and 2, and in the rhombus write the difference of these numbers. 10. (Square number 13). Draw three points so that when they are connected they form a triangle. 11. (Square number 15). Write the word pen. Cross out the vowels.12. (Square number 17). Divide the square with two diagonal lines. Mark the intersection point with the last letter of the name of our city.13. (Square number 18). If in the word "synonym" the sixth letter is a vowel, then put the number 1.14. (Square number 20). Draw a triangle with a circle in it.15. (Square number 21). Write the number 82365. Cross out the odd numbers.16. (Square number 22). If 54 is divisible by 9, check the box.17. (Square number 19). If the third letter in the word "gift" is not "and", write the sum of the numbers 6 and 3.18. (Square number 23). If the words "house" and "oak" begin with the same letter, put a dash.19. (Square number 24). Write the letters "M", "K", "O", enclose the letter "M" in a square, the letter "K" in a circle, the letter "O" in a triangle.20. (Square number 25). Write the word salute. Circle the consonants.

Form for answers to the methodology "Intellectual lability"

When conducting a study, the experimenter is required to clearly pronounce the task and the number of the square, since the numbers of tasks and squares on the form do not match.

Evaluation is based on the number of errors. An error is any task that is skipped, not completed, or completed with an error.

Performance standards: 0-2 errors - high lability, good learning ability; 3-4 - average lability; 5-7 - low learning ability, difficulties in retraining; more than 7 errors - little success in any activity.

The technique does not require much time to conduct research and process results, at the same time, it has a high level of information content and accuracy in predicting success in learning.

Appendix 3

Yoga exercises to improve memory

Exercise 1 leave an object in front of you (mug, apple, salt shaker). Calmly and carefully consider the subject, trying to remember all the details. Close your eyes and try to remember the object as accurately as possible - remember its size, details. Open your eyes and see what you missed in your mental image. Note missing details. Close your eyes and refine your mental image. Open your eyes again and see what you have missed. Repeat the exercise several times. The mental image of the object must match the original in all details.

Exercise 2 having mastered exercise 1, reproduce the mental image of the object and try to draw it. The success of a drawing is determined not by artistic talent, but by the details that you remember and display in the drawing. After completing the drawing, carefully inspect the subject to identify missing details.

Exercise 3 H start by looking at the details, not by memorizing the general appearance of the subject. Don't try to take in the whole subject at a glance - perceive individual details, memorize them, then move on to the next details, and so on.

Exercise 4 P put 7 different items on the table and cover them with a handkerchief. Remove the handkerchief, examine them for 10 seconds, then close the objects and try to describe them in as much detail as possible on paper. Gradually increase the number of items to 15. This exercise can be varied: passing by the shop windows, remember the items on display

Exercise 5 P put an object on the table, cover it with a handkerchief. Open the object for exactly 1 second, cover again with a handkerchief. Try to describe the subject in as much detail as possible.

Exercise 6 look at the domino bone and name the number of points without counting immediately. Then look at two bones, and so on. An easier variation of this exercise is that a card is carried before the eyes of the exerciser and asked to name it and say the suit. The exercise is performed slowly at first, gradually the exercise time is reduced to a cursory glance.

Exercise 7 N Start by reading a few words at a glance, then whole phrases, passages, and so on.

Exercise 8 B Take a quick look around the room, trying to capture a "mental photograph" of the furnishings, the height of the ceilings, the color of the wallpaper, the size of the windows, and so on. Leave the room and write down what you saw on paper. Then return to the room and compare the description with the actual setting. Repeat until you get the perfect result.

Exercise 9 V In the evening, remember and write down all the activities that you performed and all the people you met.

Appendix 4

Tests for the development of memory

Features of our memory, each person are unique. It involves both styles of thinking, and the richest experience of personal emotional experiences, knowledge, aspirations and preferences. The great thing about memory is that as soon as attention is paid to it, it immediately becomes prettier, and it only gets better in the future. The older you get, the more experience you have behind you, the richer the associative connections can be, and they are the basis of long-term memorization.
In order to get acquainted with the features of one's own memory and determine the desired directions for its development, it is periodically tested. The question “why is my memory like this at the moment” should be left “for later” - it belongs to the fields of psychology and psychotherapy. To get started, I offer you 22 tests for different types of memory.

For each test, the type of memory that is being tested is indicated; also for all tests there are common tasks

1. it is desirable to complete tasks-tests as soon as possible (fix the time of each test with a stopwatch, as well as the quality of the results you get);

2. learn to regularly, independently conduct such testing, and find ways to significantly improve the results;

3. learn how to write your own tests for various particular tasks.

Test 01: involuntary memory.

First, read the text once, then close it and quickly answer the question.

Text: Gilyarovsky met Anton Pavlovich Chekhov at the Gymnastics Society, which was located in the Redlich house on Strastnoy Boulevard. Chekhov was shocked by the strength and dexterity of a new acquaintance. Once, in his presence, Vladimir Alekseevich twisted a thick poker into a ring.
- It must be saved! exclaimed Anton Pavlovich.
Then Gilyarovsky straightened the poker, tied it in a knot and hung it on the cover of the vent of the Dutch oven - as a keepsake.
Questions:
Where did Gilyarovsky and Chekhov meet?
How did Vladimir Alekseevich twist the poker?
What did Anton Pavlovich exclaim?

Test 02. Involuntary memory, motor.

How many steps are on the stairs that you walk on the most?

Test 03: Short-term memory, words.

Read the words once, then close them, and write down what you remember, if possible, in the original order.
Tree, armchair, child, round dance, bird, lattice, freedom, scales, house, hairstyle.
Test 04: Short-term memory, numbers.

Look at the numbers once, then close them, and write down what you remember: 8200519729

Test 05: Associative memory.

In 5 minutes, find the largest number of similar properties of 2 objects: CAT and APPLE.

Test 06: Photographic memory.

Choose a material to remember, at least 10 units, or a part of the interior. Ask an assistant to make permutations and / or replacements of objects while you close your eyes for 5-10 seconds. Open your eyes, find all the changes.

Test 07: Verbal-logical, associative memory.

In a minute, name as many words as you can that start with the letter M.

Test 08: Figurative memory, in the modality of smell.

Remember-feel the 10 most favorite smells-aromas. Will the aroma of bread be in your top ten?

Test 09: Figurative memory, in the modality of taste.

Remember, feel what delicious you ate yesterday for breakfast.

Test 10: Associative memory, memory for names.

How many people, owners of the name ANNA, close and distant acquaintances, or just famous people, can you remember in a couple of minutes?

Test 11: Figurative memory, in the modality of hearing and emotions.

When was the last time you heard a good joke, who told it, with what features, in what situation.

Test 12:Figurative memory, in the modality of emotions.

Test 13. Figurative memory, in the modality of touch and motor skills.

Remember your trip to the store, and how you - physically - held each purchase in your hands in the store itself, and how you sorted out the purchases at home.

Test 14:Chronological memory. Remember all the birthdays of people close and famous to you and all other holidays of the next month.

Test 15:Figurative memory, spatial.

Remember in detail - visualize your route from home to work, or to a place of study, or to the nearest park: what turns, what buildings and structures are on your way, what signs; how the route is located in relation to the cardinal points.

Test 16:Verbal-logical memory, for foreign words.

Remember and write down a dozen brand names, trademarks, with roots from European languages ​​(examples: Beeline = bee route, English; Dolce Vita = sweet life, Italian).

Test 17:Figurative memory, in the modality of emotions, memory for dreams.

Recall in detail some one good vivid dream. What phenomena in dreams do you remember most easily?

Test 18:Long-term memory, literary.

Remember and mark-write down 10 any literary works; then for each work, in order, indicate the author and the main character (or several characters).

Test 19:long-term memory, music.

Remember and mark-write down 10 any pieces of music you know; then sing the motive of each.

Test 20 Long-term memory, visual.

Remember and mark-write down 10 any films (cartoons) you know; then remember - visualize the faces of your favorite characters for each movie (cartoon).

Test 21:Long-term memory, event.

Recall and mark-write down 10 any interesting meetings for you over the past year. Then visualize the details of each meeting.

Test 22. "Yesterday".

It reveals the accents, character and individual characteristics of remembering and memorizing information, allows you to "deeper get acquainted" with your own memory. Write down all the events of yesterday in a chart, starting from waking up, at 30-minute intervals (once a year, try to "test yourself" at intervals of 15 or 5 minutes).

List of used literature and Internet resources:

G. A. Vartinyan, A. A. Pirogov CNS memory mechanisms. L., Science, 1988 http://www.syntone.ru/library/psychology_dict/vidy_pamjati.php

Remember information through mechanical memory. But in this way the child does not build logical relationships, the material “learned” today can be completely forgotten in just a couple of days. Therefore, teach your child to look for associations and parallels when memorizing. So knowledge will not just be mixed in the head, but lined up in a certain interconnected sequence. Thanks to associative memorization, it will not be difficult to reproduce the necessary information, moreover, with the help of images, information will be stored in memory.

You can come up with a wide variety of associations, these can be various drawings or phrases. Remember how first graders learn the alphabet: each letter corresponds, considering which, the kid remembers them. Or everyone knows the phrase indicating the order of the colors in the rainbow: "Every hunter wants to know where the pheasant sits." In the same way, you can remember dates, etc. The main thing is to come up with stable associations.

Usually children remember information faster and better if they understand what it is for. Indeed, sometimes it is not clear to the student why he needs to know the declensions or. Therefore, explain to the child where the memorized material is useful to him, try to tell about it as excitingly as possible.

There are many games for the development of the child's memory. Various puzzles, puzzles, crosswords, lotto will help the student not only train memory but also broaden your horizons. In addition, you can play them with the whole family, and a friendly atmosphere in the circle of close people is the key to the successful development of a small personality.

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• Exercises for the development of memory in younger students and children

Advice 2: How to develop attention and memory in a small child

In order for the child to develop correctly and harmoniously, parents must help him in this. There are many effective exercises for the development of memory and attention.

Excellent memory and attentiveness will become for the child the key to success in future studies and even work. That is why the parents of the baby should pay special attention to their development. Classes with a child for the development of memory and attention should be regular and systematic. Simple and exciting exercises will help in this.

1) Together draw small pictures on a piece of paper. Let the child look at them for a couple of minutes. Then take the second sheet and ask him to reproduce the drawings in the same order.

2) Draw numbers from 1 to 50 on a large drawing paper. Let each number be of a different color, size and texture. When you have finished drawing, try counting from 1 to 50 and vice versa. Due to the different types of numbers, this will be difficult to do. This exercise is great for developing visual memory. The resulting drawing paper with numbers can be used repeatedly.

3) Learn small poems, fables and proverbs. This can be done during an interesting game. Or even acting out skits.

4) In the evening, discuss the events of the day. Develop your child's associative memory. To do this, ask him not only about the events of the day, but also about the smells, colors, melodies, tastes that he felt.

Does your son or daughter find it difficult to study at school? He cannot remember what the teacher said in the lesson, is it difficult for him to learn a poem or retell a story? Does your child have a bad memory? Concentration disorder? An extensive and complex modern curriculum is a big burden for newly minted students. However, you can cope with difficulties if you help your child improve memory and attention. Often the problem lies precisely in the lack of these qualities. How to improve them in a child?

The main reasons for the decline in memory and attention in schoolchildren

If a student is inattentive in class, it is difficult for him to remember new information, perhaps it is simply difficult for him to sit still in order to concentrate. But some children really need the help of their parents. To provide it, you need to understand why children can have such problems with memory and attention. There are several reasons for this, let's find out.

Poor food quality. What your son or daughter eats will certainly affect the functioning of his body in general, and the activity of the brain in particular. The lack of trace elements and vitamins can lead to impaired blood circulation in the brain, and this is fraught with a deterioration in its work. As a result, it becomes difficult to concentrate, think and remember.
Lack of physical activity. If a student is not engaged in physical education, he loses a lot. Movement - sports, gymnastics, stimulate blood circulation, contribute to oxygenation of all tissues and organs, including the brain. Without this, it is impossible to improve the ability to remember and be attentive.
Lack of sleep. Healthy full sleep helps to strengthen the nervous system, and it is closely related to brain activity. If a student does not get enough sleep, he becomes lethargic and distracted, in this state he will not be able to memorize, teach, analyze information qualitatively.
So, in order to help the student develop attention and memory, organize high-quality nutrition, good rest and accustom him to sports. What is meant by quality nutrition?

How to improve memory in a child of school age?

We do not recommend drugs that improve memory and attention, since it is worth resorting to them only on the advice of a doctor.

Foods to improve memory in children

Some parts of the brain are responsible for memory. But if this organ does not receive the vitamins and substances necessary for its effective work, memory may also weaken. For children whose bodies are constantly developing and growing, it is even more important to take vitamins to improve brain activity. Then their memory will develop. What foods should be included in a child's diet?

1. Fatty fish contain a very valuable element for the brain - omega-3. This acid stimulates cerebral circulation, strengthens the vessels of the head. In addition, fish is a source of iodine, which helps keep the mind clear. Include fish from the salmon family, mackerel, halibut in your child's diet. To replenish the reserves of omega-3 in the body, it is enough for children to eat fish 2 times a week.
2. Broccoli is a must-have vegetable if you want to help your child improve their memory. Broccoli contains a lot of potassium and magnesium, these elements are necessary for the work of the vessels of the brain. A decrease in brain activity in children is often associated with a lack of boron. This trace element is also present in the chemical composition of broccoli.
3. Carrots - think it's only good for the eyes? No, this root vegetable contains a substance that protects the brain cells responsible for memory. It is called luteolin. Be sure to cook carrot dishes for children - salads, meatballs, juices, casseroles.
4. Rosemary is a spice that can expand the vessels of the brain, stimulating normal blood circulation in them. Due to this, the tissues and parts of the brain are saturated with oxygen, which has a positive effect on improving memory.
5. Walnut - contains a huge amount of unsaturated fatty acids that improve memory and brain function in general.
In addition to creating favorable conditions for the development of memory and attention in a child, which were described above, you can use various exercises. Scientists compare our brain and its abilities to a muscle that can be pumped up.

What exercises will help improve memory and attention in children?

Regular activities with children aimed at developing attention will help improve their memory. Judge for yourself - we easily remember what interests us. It is interest that draws our attention to the object, and the brain remembers the necessary information. Use this technique whenever you are with your child. First, he needs to be interested, then he will concentrate on the perception of information, which means he will remember it faster.

How to improve attention in a child of school age?

How to develop attention? Play games with your student. Here are some examples.

1. Let the baby look around the room, trying to remember all the items. After leaving the room, let him list everything that is in the room of blue color or any other.
2. A similar attention game - remember the items, name what is missing. When the child leaves their premises, remove a few things - a candlestick, a toy, a remote control. Let him try to determine what is missing in the room.
3. Look at the picture together for 1 minute. Name what objects are depicted there, without peeping, how many flowers are in the illustration, what animals are there.
Regular activities aimed at developing attention, as well as the right diet, sports and healthy sleep will help the baby learn to concentrate and remember the necessary information. Do not scold him for poor performance, but interest and help.

There is an opinion that all children are divided into "capable" and "incapable" of learning. Almost everyone thinks so, and this is quite understandable, because all children are really divided into "capable" and "incapable" of learning, and this has always been the case.
In order to teach everyone, the teacher needs to prepare and conduct the so-called multi-level lesson, which takes into account the abilities of each child. This is not easy to do, and, as a result, such lessons are rare. They are called "open", that is, demonstration, and show that it is possible to work this way, but only occasionally.

However, there is a way out, and it was found a long time ago. A typical school lesson is prepared for an "average" student (a student with "average ability"). About half of these children in the class. They work in class. Those who are “above average” (about a quarter of them) have a rest during the lesson, having time to do their business along the way. Those who are “below average” (also about a quarter of them) are “absent” from the lesson, but they are also busy with something. The teacher periodically “pulls” both those and others so that they do not cease to realize themselves as participants in the general process.

Students from the last quarter often have problems with "achievement", but if everything is fine with behavior and diligence, then they are "made" to do well with the tacit consent of society. This state of affairs has long been considered the norm. Sometimes it happens that the teacher can not get the work done in the classroom. There can be two reasons: either the teacher simply does not know how to do this (lack of knowledge and experience), or the class is dominated by students with “low abilities” (there is no one to work with).

What to do?
In fact, there is a solution to the problem. But one small assumption has to be made. We will have to admit that all children are initially (from birth) equally capable of learning, if there is no physiological pathology. “Inability” to learn is not an innate, but an acquired quality, which, moreover, tends to accumulate. Teachers know this better than others.

What is the cause of "non-learning", eliminating which you can always achieve good results?

The answer to this question is very simple: misunderstood words. This is not the only cause of learning disabilities, but it is the main one, because by eliminating only it, we immediately get excellent results. A child (and an adult too) does not just begin to think well and learn new material. He is interested and willing to learn. Take any problem that the student cannot solve. Ask him how he understands the words that make up the condition of the problem. Help him clarify those that he misunderstands or does not understand at all. After that, ask him to read the condition of the problem again. What happens next, you yourself will want to tell me.

This reason was first established and described by L. Ron Hubbard in the second half of the last century, when he began to seriously study the problems of education. Anyone who has mastered the technology of learning and applies it never ceases to be amazed at how it works. A boy who abandoned all school textbooks a long time ago, after several classes using learning technology, reads a physics textbook even at breaks. After clarifying a few chemical terms, the student happily declares that she loves chemistry. Try asking any student what this or that term means.

For example, "mathematics" or "physical education". Listen to what he will answer you. And then by all means look what the explanatory dictionary writes about it. Just in case. One girl in a music school was asked what "solfeggio" is? She replied that this was Marya Ivanovna's office on the second floor. Having heard such an answer, Maria Ivanovna finally began to listen to the employees of the CIS Applied Education, who had been trying unsuccessfully for many days to convey to her the importance of clarifying misunderstood words.

One can stubbornly deny that learning technology works and continue to argue that there are children who cannot be taught. I declare with all responsibility: this is an excuse to allow “marriage” in education with impunity. With the help of learning technology, you can teach any student. And it is much easier to start doing this at an early age than in the 6th or 9th grade to rake up those "blockages" of misunderstood words that have accumulated throughout his life.

Simply put, with an individual approach during the training of students, thinking becomes more productive. But on the other hand, the child must have the appropriate mental development to increase the level of learning. By the way, it is worth noting right away that many teachers believe that learning depends on the level of intelligence of the child. That is, simply put, if the level is low, then no matter how much you teach a child, he will still not learn anything. This statement is absolutely wrong. The level of intelligence, first of all, depends precisely on the methods of teaching, and also, importantly, on the personal qualities of the teacher. In order to educate schoolchildren and raise their level of thinking, it is necessary that the teacher always be able to find a special approach to each child. It's no secret that every person has a certain way of thinking, because it's not for nothing that people are conditionally divided into humanists and technicians. Therefore, in order to teach you to think better, you need to choose the area that is easier for the child, and through it, find ways to teach complex subjects.

Development Methods

It is worth noting that it is easier and easier to teach schoolchildren at a younger school age. This is not surprising, since elementary school students often really want to learn new things and are sincerely upset if they do not succeed. But middle and high school students have slightly different priorities. Education and knowledge cease to be their main goal. Their mental development is much more difficult to improve and motivate children to learn something new, especially if it is difficult for them.

If we talk about specific methods to improve thinking and increase intelligence, then of course, it is immediately worth focusing on the development of memory. The more information a person can remember, the higher his intelligence becomes. But on the condition that he can not only accumulate the information received, but also process it. Otherwise, the rapid memorization of large amounts of information, without their subsequent processing, may be a sign of low intelligence, but on the contrary, various mental and mental illnesses.

In order to improve mental development and memory, teachers need to remember that work with primary school students should be carried out in a playful way. You can't just force a child to learn a verse. He needs to be interested in this poem. Therefore, modern teaching methods offer a variety of forms of conducting lessons in the form of a game.

Tests

In order to correctly determine the methods of teaching a particular student, you need to know exactly the level of his intelligence and thinking. That is why there are special psychological tests. They are divided into different blocks, each of which is aimed at a specific area. After the child passes the tests, the teacher can determine how developed the child is, what teaching methods are best to use, and what kind of information the student will perceive the easiest and fastest.

In order for children to be sufficiently developed and have a large stock of knowledge and skills, they need to be engaged from early childhood, improving their memory and constantly offering new information. But even in the case when the child did not get enough before entering school, this gap can always be filled in the lower grades. You just need the right approach, patience and desire of the teacher.