Memory is one of the most valuable properties of human life. In psychology it is considered one of the main cognitive processes. Besides, it is a peculiar basis of any knowledge.
Memory is the most complicated mental process. Memory is a remembrance, preservation and subsequent reproduction of circumstances of life and activity of a person, his past experience. The development of memory is one of the most urgent pedagogical problems. The formation of a creative person, striving to know the world around him, is impossible without purposeful pedagogical activities to develop his memory, attention, thinking and imagination. However, a significant number of teachers do not cope with the solution of this problem. The lack of psychological and pedagogical knowledge is evident, the arsenal of diagnostic and correctional forms and methods used is poor, and the inability of teachers to ensure the process of self-development of the student's personality is manifested.
In primary school, the amount of information that should be kept in memory increases. The practice of working at school shows that the better a child's memory is developed, the less his or her need to use thinking for memorizing. Nevertheless, associative memory has certain disadvantages that will negatively affect learning. The fact is that associatively memorable information is connected sequentially, forming an associative chain, and cannot be perceived simultaneously and holistically. The child can reproduce the text in a row, at first, but cannot imagine any separate parts in a holistic or selective way, and it is difficult if it is necessary to state separate fragments. If a fragment "fell out" of
the child cannot continue to tell the story until he or she is prompted to do so by this particular detail of the text. He reproduces only literally, in the sequence as he remembered, but not in the sense, can not retell briefly, in their words, to highlight the main content, to make a general conclusion, make a summary or plan. He cannot compare, analyze individual parts of the text he retold, it is difficult to answer questions on the text, if the answers are not prepared in advance, that is, in fact, does not own the material.
Thus, the main reasons for the disruption of learning activities are the shortcomings and disharmony of the students' intellectual development. Therefore, it is necessary in the process of a comprehensive psychological examination to identify shortcomings or disharmony of the student's development, to understand (or predict) the causes of failure, to choose the most effective methods of prevention and correction of problems in education and school disadaptation in general.
What is memory?
Memory is usually understood to mean memorizing, preserving, and then reproducing the circumstances of a person's life and activity, as well as his or her past experience.
The most common classification of mnemonic processes is the division of memory into four types depending on the peculiarities of the material of memory and reproduction: motor memory - it is memory for different movements and their systems, allowing to form practical and labor skills; emotional memory - it is memory for feelings; figurative memory - includes visual, auditory, tactile, olfactory and taste memory; allocate and verbally - logical (verbal) memory. Depending on the nature of the activity in the course of which memorization and reproduction is performed, memory can be divided into involuntary, characterized by the absence of a predetermined purpose and special methods of memorization, but with the obligatory interaction of the subject with objects, and arbitrary (deliberate memorization or remembrance of something).
By the way of memorizing, the mechanical memory, which is not based on memorizing, and the semantic memory, based on generalized and systematized associations, reflecting the most important and essential aspects and relations of objects, are distinguished.
In terms of duration of memorization and preservation, the material is divided into short-term and long-term. In addition, the operational memory, which serves the direct human actions, is also distinguished.
Special attention should be paid to memory processes, each of which is subject to specific laws. These include: memorization, which takes three forms: recording, defined as the short-term and long-term preservation of material presented once for a few seconds; involuntary memorization - the preservation of repeatedly perceived material in the memory; intentional memorization (memorization) - memorization in order to preserve the material in memory; preservation - more or less long retention in memory of certain information; reproduction, which is a recreation of the material stored in memory, leaking.
