Features of memory properties in primary school age
Annotation
The article reveals the concept of memory and its features. The main processes are distinguished as memorization, saving, reproduction, recognition. Memory has basic principles: association by contiguity, by similarity, by contrast. The main properties are capacity, storage speed, storage duration, playback accuracy, playback speed, and noise immunity. There are four genetic stages of memory: motor, affective, figurative, and verbal. The main categories into which memory is divided, types of memory are revealed. The definition of imprinting is given.
Key words: memory, imprinting, primary school age, properties of memory, associations, genetic stages, processes, types, types of memory, categories of memory.
By memory we mean the mental process of capturing, preserving, and reproducing past experiences [10]. Perceptions, thoughts, feelings, aspirations, movements and actions that a person had in the past do not disappear without a trace, they remain in the form of certain images of memory, they are commonly called representations and concepts that are organically included in subsequent
mental activity. V.G. Krysko considered memory to be a complex mental activity. He identified the following processes:
1. Memorization-storing new information in memory. It is a mandatory part of any study, training.
2. Saving-keeping the memorized information in memory.
3. Reproduction-recall of information.
4. Playback can be considered the main function, the main purpose of memory.
5. Recognition-the manifestation of a peculiar sense of familiarity when re-perceiving any phenomena that have already taken place in the past experience [7].
According to O. O. Gonina, memory is a complex mental process that consists of several particular processes related to each other [3]. Psychological science solves a number of complex problems that are associated with the study of memory processes, namely: the study of how traces are imprinted, what are the physiological mechanisms of this process, what conditions contribute to this imprinting, what are its boundaries, what techniques can allow you to expand the volume of captured material.
Attempts to explain the connection between mental processes in memory and reproduction have been made since ancient times. Aristotle tried to deduce the principles by which our ideas could connect with each other. Later, these principles were called associations. They are widely used in psychology. These principles are as follows:
Association by contiguity - images of perception or any representations evoke those representations that in the past were experienced simultaneously with them or immediately after them. For example, the image of a school friend can evoke events from our life that have a positive or negative connotation.
Association by similarity - images of perception or certain representations cause representations in our consciousness that are similar to them in some way.
Association by contrast - images of perception or certain representations cause in our consciousness representations in some respect opposite to them, contrasting with them. For example, by imagining something black, we can thereby evoke the image of a dwarf [8].
A. G. Maklakov believed that memory, like other mental processes, has certain properties. Select them:
1. Capacity is a spatial characteristic of memory, determined by the maximum possible amount of information stored by memory.
2. Speed of memorization is a temporary characteristic of memory, which consists in the rapid assimilation and consolidation of incoming information in memory.
3. Storage duration is a time characteristic of memory, determined by the period from the receipt of information in memory to its disappearance or significant distortion that changes the essence of the relevant information.
4. Accuracy of reproduction is information characteristic of memory, reflects the degree of error-free reproduction of information and is characterized by the degree of difference between the original information received in memory and its analog during reproduction.
5. Playback speed is a time characteristic of memory, due to the speed of extracting the necessary information from memory.
6. Noise immunity is the energy characteristic of memory, consists in the ability of memory to resist the effects that are side effects in relation to its work with relevant mnemic material and prevent its full-fledged memorization, storage or reproduction [9].
B. S. Volkov also identified four genetic stages of memory:
1. Motor-the psychological mechanism of memorizing motor actions. It is responsible for storing information about motor functions.
2. Affective memory – that is, emotional memory. It is able to cause experiences, to be a kind of projection of previously received sensations and sensory images caused by this on what is happening at the moment.
3. Figurative-a type of memory that is associated with the memorization and reproduction of sensory images of objects and phenomena.
4. Verbal-memory, which is responsible for the ability of a person to remember various information provided in verbal form [1].
According to Rubinstein, memory, depending on the nature of the activity in which memory and reproduction are performed, can be divided into:
1. involuntary memory, carried out without the participation of the will and largely determined by the characteristics of stimuli and their significance for the individual;
2. arbitrary memory, characterized by a pre-set goal and special (mnemic) techniques of memorization.
According to the method of memorization, memory is divided into:
1. mechanical memory, which is not based on understanding,
2. semantic memory, which is based on generalized and systematized associations that reflect the most important and essential aspects and relationships of objects.
N. I. Khromov identified another category of memory: according to the duration of memorization and preservation of material:
1. Short-term-the ability to remember information for a short period of time.
2. Long-term-the ability to remember information for a long time.
In addition to these two, they also allocate RAM that serves directly performed actions by a person.
There are two types of memory: genetic (hereditary) and lifetime.
Hereditary memory stores information that determines the anatomical and physiological structure of the organism in the process of development and innate forms of species behavior (instincts). It is less dependent on the conditions of the body's vital activity in comparison with the long-term memory accumulated during life. The information in the hereditary memory is stored in the DNA molecules (deoxyribonucleic acid), consisting of long coiled chains. At the same time, each cell of the body contains all the hereditary information. As a carrier of hereditary information, DNA has a number of special properties. It is resistant to damaging factors, is able to correct some of its damage, which stabilizes its information composition. These and a number of other properties ensure the reliability of hereditary information.
Lifetime memory is a repository of information obtained from the moment of birth to death. It is significantly more dependent on external conditions. There are several types and forms of lifetime memory. One of the types of in - life memory-imprinting (imprinting) - is intermediate between genetic and in-life memory.
Imprinting is a form of memory that is observed only in the early period of development, immediately after birth. It consists in the simultaneous establishment of a very stable specific connection of a person or animal with a specific object of the external environment. This connection can manifest itself in following any moving object, first shown to a person in the first hours of life, in approaching it, in touching it. Such reactions persist for a long time, which is considered as an example of learning and long-term memorization from a single presentation. Imprinting differs significantly from ordinary memorization in that long-term non-binding does not weaken the reaction, but it is limited to a short, well-defined period in the life cycle and is irreversible. In normal training, what is shown last has the greatest influence on behavior, whereas in imprinting, the object shown first has the greatest importance. Imprinting as a form of lifetime memory is very close to hereditary in terms of durability, the inviolability of the trace, and the inescapable nature of its manifestations.
In child and pedagogical psychology, one of the central places is occupied by the problem of psychological characteristics of primary school age. Primary school age is considered to be the age of children from about 7 to 10-11 years. Just at this time, children are taught in primary classes. We will describe some characteristic features of this period. Physical development:
1. Increase in height and weight
2. Development of endurance.
3. The bone system is formed.
4. Analytical and synthetic functions of the cortex are developed.
5. The ratio of the processes of excitation and inhibition changes.
V. M. Kozubovsky believes that teaching is the main activity of a student, and the main duty is to acquire new knowledge, skills and abilities, to accumulate systematic information about the surrounding world, nature and societу[4]. But children do not immediately want to learn. The desire to learn depends on many factors, namely: the desire to get a good grade, the praise of parents or teachers, the approval of peers.
At first, an interest is formed only in the process of educational activity itself without realizing its significance, but after the interest in the results of one's educational work arises, an interest is formed in the content of educational activity, in the acquisition of knowledge. This is the most favorable ground for the formation of the primary school student's motives for teaching high social order, associated with a truly responsible attitude to educational activities. The formation of interest in the content of educational activities, the acquisition of knowledge is associated with the experience of students with a sense of satisfaction from their achievements. This interest should be supported by the approval and praise of the teacher. When a teacher praises a student for even the smallest success, the smallest progress, the child feels a sense of pride, a special boost of strength.
The teacher for children is an indisputable authority, which has a great educational impact on children. The authority of the teacher is the most important prerequisite for teaching and upbringing in the lower grades.
It is also important to remember that children entering school experience a crisis of 7 years - a crisis in the development of a child that occurs when a child moves from preschool to primary school age. The child during this period tends to imitate adults, he begins to form a social Self. " L. S. Vygotsky notes that the child, entering the crisis of seven years, loses naivety and spontaneity[2].
In primary school, educational activities stimulate such mental processes that are directly related to the knowledge of the surrounding world — sensations and perceptions. Younger students are distinguished by sharpness and freshness of perception, a kind of contemplative curiosity. The younger student perceives the environment with a lively curiosity, which reveals more and more new sides to him every day.
L. D. Stolyarenko emphasized differentiation - the most characteristic feature of students ' perception. where inaccuracies and errors in differentiation are made when perceiving similar objects. The next feature of the perception of students at the beginning of primary school age is its close connection with the actions of the student. Perception at this level of mental development is associated with the practical activity of the child. To perceive an object for a child means to do something with it, to change something in it, to perform some actions, to take it, to touch it. A characteristic feature of students is a pronounced emotionality of perception.
During the learning process, there is a realignment of perception. So it rises to a higher level of development, takes on the character of purposeful and controlled activity. Perception deepens, becomes more analyzing, differentiating, takes on the character of organized observation.
The attention of primary school students, according to A. Faber, is characterized by some age-related features. The main one is the weakness of voluntary attention. The possibilities of volitional regulation of attention, its management at the beginning of primary school age are limited. The arbitrary attention of the younger student requires the so-called close motivation. If we take older students, then their arbitrary attention is supported even if there is a distant motivation (they can force themselves to focus on uninteresting and difficult work for the sake of a result that is expected in the future), but for a younger student it is very difficult to force themselves to work intently only if there is a close motivation (the prospects of getting an excellent mark, earning the praise of the teacher, doing the best job, etc.).
Having got acquainted with the peculiarities of primary school age, we will highlight more specifically the main features of the mental processes of primary school students. Features of thinking. The main mental actions and techniques, such as: comparison, the allocation of essential and non-essential features, generalization, definition of the concept, the allocation of the effect and causes are developed in primary school age (V.I. Davydov, L. S. Vygotsky, S. A. Rubinstein). The lack of formation of full-fledged mental activity leads to the fact that the knowledge acquired by the child is fragmentary, and sometimes simply erroneous, which seriously complicates the learning process, reduces its effectiveness (M. K. Akimova, V. T. Kozlova, V. S. Mukhina).
Features of perception. Throughout the entire primary school age, the development of individual mental processes is carried out. When children come to school, they have already developed some perception processes (simple types of perception are formed: size, shape, color). In younger students, however, their perception improves, becoming a more manageable and purposeful process.
Features of attention. According to L. V. Cheremoshkina, the age-related features of attention in younger schoolchildren are: the comparative weakness of voluntary attention and its low stability. They have much better developed involuntary attention. Gradually, the child learns to direct and sustainably maintain attention on the right, and not just externally attractive objects. The development of attention is associated with the expansion of its scope and the ability to distribute attention between different types of actions. It is important to set educational tasks correctly, so that the child, while performing his actions, can and should follow the work of his friends.
E. O. Smirnova believes that the productivity of the memory of primary school children depends on the understanding of the nature of the task and on the mastery of the appropriate techniques and methods of memorization and reproduction. Involuntary and voluntary memory within learning activities is developed in different ways. Involuntary memorization in the 1st grade is higher than voluntary, since children have not yet formed special techniques for meaningful processing of material and self-control. As the techniques of meaningful memorization and self-control are formed, voluntary memory in second-and third-graders is in many cases more productive than involuntary memory.
T. B. Nikitina believes that systematic educational activity helps to develop such an important mental ability as imagination in children. The development of imagination goes through two main stages. Initially recreated images very roughly characterize the real object, are poor in details. The construction of such images requires a verbal description or picture. At the end of the 2nd grade, and then in the 3rd grade, the second stage occurs, and this is facilitated by a significant increase in the number of signs and properties in the images.
From the age of 9, N. I. Khoroshevsky explains, children already begin to control their emotions and behavior. The child learns to express his feelings, anger verbally (he used to do it with crying or fists), can be ironic, discuss something or someone.
In the opinion of E. V. Komarovskaya, primary school students develop such moral qualities as:
1 conscience;
2 a sense of responsibility for yourself, friends, class;
3 empathy for someone else's misfortune;
4 protest against injustice [5].
Primary school age is very important for laying the basic qualities of character, human psychology, it is at this age that children begin to distinguish between good and evil, good and bad, evaluate their actions and others, learn the rules and norms of communication. The child begins to form an internal position (his own opinion, self-esteem, attitude to people and events).
Children of primary school age begin to realize themselves as a person, they form self-esteem, and it is important to help them in its formation. If the child constantly makes comments and points out failures, then he can become insecure, he has a low self-esteem. And if you support, encourage and help, then an adequate self-esteem will be formed
G. Kraig believes that the period of primary school age is important because at this time hard work and independence are laid [6]. A child at this age wants to be like an adult, to become independent. He strives to do everything himself, learns to make decisions and be responsible for them. It is important to trust the child with household chores, to give feasible assignments at school, to give the right to choose.
The child's behavior is also significantly influenced by family education. If the child is not followed or, on the contrary, overprotected, then he can become capricious and stubborn. It is important to raise the child correctly.
Thus, we can conclude that memory is a complex process that has many properties, has a multi-valued structure and affects the mental activity of a person. And the younger school age is the time when children begin to develop the main mental processes, there is an experience of collectivist activity, hard work and independence are laid, self-esteem develops. It is important to properly educate the child, give him any tasks, so that he learns from childhood to be independent, well-mannered and hardworking.
List of used literature:
1. Volkov, B.S. Junior student: how to help him learn / B.S. Volkov. - M .: Acad. Project, 2004 .-- 280 p
2. Vygotsky, LS Imagination and creativity in childhood / LS Vygotsky. Vygotsky. - M., Education, 2000. -- 214 p.
3. Gonina, O.O. Psychology of primary school age: textbook: for undergraduate students in the areas of "Psychology" and "Psychological and pedagogical education" / O.O. Gonin. - Moscow, 2014.-- 105 p.
4. Kozubovsky, VM General psychology: cognitive processes: textbook / VM. Kozubovsky. - 3rd ed. - Minsk: Amalfeya, 2008.-- 400 p.
5. Komarovskaya, E.V. How to help a student: develop memory, perseverance and attention / E.V. Komarovskaya. - Moscow, Phoenix, 2011.-- 99 p.
6.Кraig, G. Psychology of development / G. Craig. - SPb .: Peter, 2000 .-- 300 p.
7. Krysko, V.G. Psychology and pedagogy: schemes and comments / V.G. Krysko. - M .: Vlados - press, 2001 .-- 104.
8. Lapp D., The art of remembering and forgetting / D. Lapp. - SPb .: Peter, 2003 .-- 114 p.
9. Leontiev, A.N. Memory development / A.N. Leontiev. M., Education, 2000 - 360 p.
10. Meshcheryakova, B.G. Big encyclopedic dictionary. / B.G. Meshcheryakova, V.P. Zinchenko. - 3rd ed., Add. and revised - SPb .: PRIME-EVROZNAK, 2006 .-- 290 p.
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