Patterns of memory (conditions for successful memorization and reproduction) are associated with the forms of memory.

Involuntary memorization

The conditions for successful involuntary memorization are:

• strong and significant physical stimuli (the sound of a gunshot, bright spotlight);
• what causes increased orienting activity(cessation or resumption of an action, process, unusual phenomenon, its contrast with the background, etc.);
• stimuli that are most significant for a given individual (for example, professionally significant items);
• stimuli that have a special emotional coloring;
• what is most connected with the needs of this person;
• that which is the object of activity.

Thus, the conditions of a problem that we solve for a long time are remembered involuntarily and firmly.

Arbitrary memorization

But in human activity more often there is a need to specifically remember something and reproduce it under appropriate conditions. This is an arbitrary memorization, in which the task of remembering is always set, that is, a special mnemonic activity is carried out.

In the process of human development, voluntary memorization is formed relatively late (mainly by the period of schooling). This type of memorization is intensively developed in the teachings and.

Conditions for successful voluntary memorization are:

• awareness of the significance and meaning of the memorized material;
• identification of its structure, logical relationship of parts and elements, semantic and spatial grouping of material;
• identification of a plan in a verbal-textual material, key words in the content of each of its parts, presentation of the material in the form of a diagram, table, diagram, drawing, visual visual image;
• content and accessibility of the memorized material, its correlation with the experience and orientation of the subject of memorization;
• emotional and aesthetic saturation of the material;
• possibility of using this material in professional activity subject;
• installation on the need to reproduce this material in certain conditions;
• material, which acts as a means to achieve significant goals, plays an essential role in solving life tasks, acts as an object of active mental activity.

When memorizing material, it is essential to rationally distribute it in time, and actively reproduce the material being memorized.

mnemonics

If it is impossible to establish semantic connections in a heterogeneous material, artificial methods of facilitating memorization - mnemonics(the art of memorization): the creation of auxiliary artificial associations, the mental placement of the memorized material in a well-known space, a familiar pattern, an easy-to-remember rhythmic tempo. So, from school years everyone knows the mnemonic method of memorizing the sequence of colors of the light spectrum: "Every Hunter Wants to Know Where the Pheasant Sits."

Arbitrary memory is purposefully organized. Studies show that a person easily retains and reproduces only three or four isolated objects (with their simultaneous perception). The limited volume of simultaneous retention and reproduction of the material is due to retroactive and proactive inhibition (inhibition arising, respectively, from subsequent and previous influences).

edge factor

If the subject is given a series of 10 syllables, then the first and last syllables are easier to remember, and the middle ones are worse. What explains this fact? The first elements are not inhibited by previous impressions, and the last members of the series are not inhibited by subsequent elements. The middle members of the series, on the other hand, experience inhibition both from the side of the preceding (proactive inhibition) and from the side of subsequent elements (retroactive, reverse-acting inhibition). The specified pattern of memory (better memorization of extreme elements) is called edge factor.

If the memorized row consists of four elements, then the first, second and fourth are remembered first of all, worse - the third. Therefore, in quatrains, attention should be paid to the third line - the “Achilles heel” of the construction. It is characteristic that it is in the third lines of quatrains that poets often allow violations of the size in order to arouse increased attention to it. Here is how, for example, the first quatrain of N. M. Yazykov's poem "Muse" sounds:

The goddess of the strings survived

Gods and thunder and damask steel.

She did not give beautiful hands into chains

Ages of tyranny and depravity.

It is difficult to remember a list of 18 different items. But listing the hero's purchases dead souls» Nozdryova is not too difficult to remember. In this we are assisted by the author himself, who carries out the necessary contrast organization of the list. “If he [Nozdryov] was lucky enough to attack a simpleton at the fair and beat him, he would buy a bunch of everything that had previously caught his eye in the shops: collars, smoking tar, chintz, candles, kerchiefs for the nanny, a stallion, raisins, a silver washstand, Dutch canvas, grain flour, tobacco, pistols, herrings, paintings, grinding tools, pots, boots, faience utensils - as far as there was enough money.

When moving from memorizing one complex material to memorizing another, it is necessary to take breaks (for at least 15 minutes), which prevent retroactive inhibition.

The assumption that traces do not disappear at all, but are only inhibited under the influence of other influences, is confirmed by the phenomenon of reminiscence (Latin reminiscentia - recollection). Often, when playing material immediately after its perception, the number of elements retained in memory is less than the amount that a person can reproduce after a pause. This is due to the fact that during the rest period, the effect of inhibition is removed.

To expand the amount of arbitrary memory, it is necessary to give the memorized material a certain structure, to group his. It is unlikely, for example, that anyone can quickly remember a series of 16 isolated numbers: 1001110101110011. If you group this series in the form of two-digit numbers: 10 01 11 01 01 11 00 11, then they are easier to remember. In the form of four-digit numbers, this series is even easier to remember, since it no longer consists of 16 elements, but of four enlarged groups: 1001 1101 0111 0011. Combining elements into groups reduces the number of those elements that experience proactive and retroactive inhibition, allows you to compare these elements, i.e., include intellectual activity in the memorization process.

Rice. 1. Techniques for organizing an arbitrary mnemonic action

The productivity of semantic memory is 25 times higher than mechanical memory. Establishing connections, structure, principle, patterns of building an object is the main condition for its successful memorization. It is difficult to mechanically remember the numbers 248163264128256, but it is very easy to remember the same numbers if you establish a certain pattern in a number of numbers (doubling each subsequent number). The number 123-456-789 is easy to remember by finding the principle of its construction (Fig. 1).

Arbitrary memorization of figurative material is also facilitated by the identification of the principle of its organization (Fig. 2).

IN experimental studies it is found that the subjects "remember" more information than what was presented to them for memorization. If, for example, the sentence “Ivanov chopped sugar” is given for memorization, then when it is reproduced, the subjects often reconstruct this material as follows: “Ivanov chopped sugar with tongs.” This phenomenon is explained by the involuntary connection to the memorization of the judgments and conclusions of the individual.

So, memory is not a store of static information. It is organized by systematizing processes of perception and thinking.

Rice. 2. Remember and reproduce in the same sequence this series of figures (the task can be completed only when the principle of the arrangement of the figures is established)

At playback material as a support should be used those objects that structurally organized the field of perception, regulated the activity of the subject of memorization.

Memories are a special kind of reproduction. Memory- the assignment by the individual of figurative representations to a certain place and moment of his life. The localization of memories is facilitated by reproducing integral behavioral events, their sequence.

Reproduction associated with overcoming difficulties is called recollection. Overcoming the difficulties of recall is facilitated by the establishment of various associations.

Reproducible images of objects or phenomena are called representations. They are divided into types corresponding to the types of perceptions (visual, auditory, etc.).

The peculiarity of representations is their generality And fragmentation. Representations do not convey with the same brightness all the features and signs of objects. If certain representations are connected with our activity, then those aspects of the object that are most essential for this activity come to the fore.

Representations are generalized images of reality. They preserve the permanent attributes of things and discard the random ones. Representations are a higher level of knowledge than sensation and perception. They are a transitional stage from sensations to thought. But representations are always paler, less complete than perceptions. When presenting an image of a well-known object, for example, the facade of your house, you can find that this image is fragmentary and somewhat reconstructed.

The past is restored with the participation of thinking - in a generalized and indirect way. Consciousness of reproduction inevitably leads to a categorical, conceptual coverage of the past. And only specially organized control activity - comparison, critical evaluation - brings the reconstructed picture closer to the real events.

The material of reproduction is a product not only of memory, but of the entire mental originality of a given individual.

The material is remembered in the context of human activity. First of all, what was most relevant, significant in human activity, how this activity began and ended, what obstacles arose on the way to its implementation are stored in the memory. At the same time, some people better remember the facilitators, while others - the hindering factors of activity.

In interpersonal interactions, what is remembered more firmly is that which affects the most significant personal characteristics of the individual.

There are also personal tendencies to reconstruct the material stored in the memory. A person remembers events in the form in which he comprehends them in the process of perception. Already an elementary act of synthesis of perception and memory - recognition is distinguished by a number of individual characteristics. Poor memory for faces can be combined with good memory for other objects.

The accuracy and completeness of reproduction depend on the suggestibility and conformity of the individual, his tendency to fantasize. Significant deformations cognitive processes occur in emotionally stressed states.

So, memory is not a warehouse of finished goods. Her material is subject to personal reconstruction. The personal reconstruction of the reproduced material can manifest itself in the distortion of the semantic content of the source material, the illusory detailing of the reproduced event, the unification of disparate elements, the separation of related elements, the replacement of content with other similar content, the spatial and temporal mixing of events or their fragments, exaggeration, emphasizing personally significant aspects of the event, confusion functionally identical objects.

In the memory of a person, not only the actual side of events is preserved, but also their corresponding interpretation. Meaningful memorization is characterized by the inclusion of the material in the semantic (categorial-conceptual) field of the individual. Reproduction, restoration of past influences is not a "slump" of these influences. The degree of divergence of representations and real events at different people is not the same. It depends on the type of higher nervous activity individual, the structure of individual consciousness, value attitudes, motives and goals of activity.

It also functions intensively beyond the threshold of consciousness. At present, it is modeled with the help of electronic computers. However, these machines provide only information storage, while human memory is a constantly self-organizing process, a mental mechanism integrating the results of all mental processes, a mechanism for storing directly perceived and logically processed information.

Some people may have full, vivid representations after a single and involuntary perception of an object. Such representations are called eidetic(from Greek eidos - image). Sometimes there is an involuntary, obsessive, cyclical emergence of images - perseveration(lat. perseveratio - perseverance).

Memory is based on mental processes, which are performed at the initial meeting with the memorized material. Accordingly, during reproduction, the main role is played by the actualization of the material in terms of the functional connections of its elements, their semantic context, and the structural interconnection of its parts. And for this, the material in the process of imprinting must be clearly analyzed (divided into structural and semantic units) and synthesized (conceptually combined). The reserves of human memory are inexhaustible.

According to the calculations of the famous cyberneticist J. Neumann, the human brain can accommodate the entire amount of information stored in the largest libraries in the world. Alexander the Great knew by sight and by name all the soldiers of his army of many thousands. A. A. Alekhin could play from memory (blindly) with 40 partners at the same time.

Someone E. Gaon knew by heart all 2.5 thousand books he had read in his life, and could reproduce any passage from them. Numerous cases of outstanding figurative memory of people of artistic type are known. W. A. ​​Mozart could record a great musical composition by listening to it only once. Composers L. K. Glazunov and S. V. Rakhmaninov had the same musical memory. The artist N. N. Ge could accurately depict from memory what he had seen only once.

A person involuntarily remembers everything that attracts his attention: the captivating colors of spring evenings, the graceful outlines of ancient cathedrals, the joyful faces of people close to him, the smells of the sea and pine forest. All these numerous images constitute the figurative-intellectual fund of his psyche.

Everyone has the ability to significantly expand the amount of memory. At the same time, it is necessary to discipline the intellect - to single out the essential against the background of the secondary, actively reproduce the necessary material, widely use mnemonic techniques. The habit of remembering the right things is fixed, like any other skill. School folklore about “Pythagorean pants” and about “every hunter who wants to know where the pheasant is sitting” testifies to the indestructible desire of our mind to find a scheme, an association even where it is impossible to establish logical connections.

Each person has features of his memory: some people have a strong verbal-logical memory, others have a figurative one; some remember quickly, others need more careful processing of the memorized material. But in all cases it is necessary to avoid that which causes proactive and retroactive inhibition. And at the first difficulties of reproduction, the phenomenon of reminiscence should be used.

a special action, a specific task and the intention of which - to remember accurately, for the maximum period, with the aim of subsequent reproduction or simply recognition - determines the choice of methods and means of memorization, and therefore affects its results. Special means may be used to better retain the material in memory. Such memorization usually has a complex mediated structure. Common ways to memorize an arbitrary include:

1) drawing up a preliminary plan;

2) highlighting semantic strongholds;

3) semantic and spatial grouping of material;

4) presentation of the material in the form of a visual image;

5) correlation of the material with existing knowledge. Ceteris paribus, voluntary memorization is more productive than involuntary, provides greater systematicity, awareness of the assimilation of new knowledge and controllability of this process (-> learning). Depending on the mnemonic goals and the mnemonic techniques used, the efficiency of arbitrary memorization varies. When formulating mnemonic tasks, when it is determined how completely, accurately and for a long time it is necessary to remember, there is an orientation towards the selection of various features of the source material and certain methods and strategies of memorization are updated. An important role is played by the repetition of memorized material. As practice shows, the following methods are quite effective:

1) semantic grouping and highlighting key elements of the structure of memorized information;

2) linking new material with previously learned.

RANDOM MEMORY

memorization, in which there is a deliberate use of special means for better retention of material in memory. Depending on the mnemonic goals and used mnemonic techniques, the efficiency of arbitrary memorization is different. When formulating certain mnemonic tasks, when it is determined how completely, accurately and for a long time it is necessary to remember, there is an orientation towards the selection of various features of the source material and certain methods and strategies of memorization are updated. As practice shows, the following methods are quite effective: semantic grouping and highlighting key elements of the structure of memorized information; linking new material with previously learned.

Arbitrary memorization

Specificity. To better preserve the material in memory, special means are deliberately used. Depending on the mnemonic goals and the mnemonic techniques used, the efficiency of arbitrary memorization is different. When formulating certain mnemonic tasks, when it is determined how completely, accurately and for a long time it is necessary to remember, there is an orientation towards the selection of various features of the source material and certain methods and strategies of memorization are updated. As practice shows, the following methods are quite effective: semantic grouping and highlighting key elements of the structure of memorized information; linking new material with previously learned.

Introduction

Chapter 2

2.2 Modern techniques and methods of memorization

Conclusion

Bibliography

Introduction

Throughout human history, people have tried to come up with ways in which they could acquire any knowledge as firmly as possible. Since ancient times, the topic and technique of memorization has occupied inquisitive minds, was considered and systematized by the great people of the past. A special term appeared, borrowed from Greek - mnemonics, meaning the art of memorization.

The volume of general and professional knowledge in the world has increased many times over the last century compared to previous centuries. At the same time, there is an increasing increase in it, constant replenishment with an increasing amount of new information. Therefore, the development of memory, the improvement of the processes of memorization, preservation and reproduction of information is one of the most urgent tasks of a person in modern society. The study and application of certain methods, techniques and methods of memorization significantly contributes to the qualitative and quantitative improvement of memorization and retention of the necessary information in memory.

It is especially important to know these techniques for students and schoolchildren, since mastering educational material, general education or special information is their main area of ​​activity. And without the ability to process, analyze, assimilate, systematize and firmly retain in memory what has been studied, the learning process will lose all meaning for them.

Mastering the techniques of memorizing information is one of the issues of familiarization with the forms and methods scientific organization teaching students, develops their skills in working with educational and scientific literature, contributes to the successful acquisition of the knowledge necessary for educational and research activities.

The purpose of this abstract is to review the theoretical and practical advice to improve the memorization mechanism by applying certain methods and techniques.

Chapter 1

1.1 Memory as the basis of human mental activity

Our memory is based on associations - connections between individual events, facts, objects or phenomena reflected and fixed in our minds.

"Memory is a reflection of a person's past experience, manifested in remembering, preserving and then recalling what he perceived, did, felt or thought about."

The forms of manifestation of memory are very diverse. Their classification was based on three criteria: the object of memorization, the degree of volitional control of memory, and the duration of information storage in it.

According to the object of memory, they distinguish figurative, which includes visual, auditory, tactile, olfactory and taste memory; verbal-logical expressed in thoughts, concepts, verbal formulations; motor, also called motor or kinesthetic; emotional, the memory of the experienced feelings.

According to the degree of volitional regulation, goals and methods of memorization, memory is divided into involuntary(without a previously set goal to remember) and arbitrary(stretched by an effort of will).

According to the degree of duration of information storage, memory is divided into short-term, acting only a few minutes; long-term, characterized by the relative duration and strength of the perceived material and operational, which stores information only for the time necessary to perform an operation. The object of this work is the verbal-logical long-term arbitrary memory, which is the basis of successful education at the university.

Depending on how successfully a person remembers information, visual (visual), auditory (auditory), motor (kinesthetic) and mixed (visual-auditory, visual-motor, auditory-motor) types of memory are distinguished.

1.2 Memorization, its features

Memory as a mental activity is subdivided into the processes of memorization, preservation/forgetting, reproduction and recognition. Memorization is the establishment of a connection between the new and what is already in the human mind, "the consolidation of those images and impressions that arise in the mind under the influence of objects and phenomena of reality in the process of sensation and perception".

Memorization can be involuntary (random) or arbitrary (purposeful). Arbitrary memorization is ranked according to the degree of accuracy of the future reproduction of the material. In some cases, only the general meaning, the essence of thoughts, is remembered and reproduced. In other cases, it is necessary to memorize and reproduce the exact, literal verbal expression of thoughts (rules, definitions, etc.). Memorizing the meaning is memorizing the general and essential aspects of the educational material and distracting from irrelevant details and features. The selection of the essential depends on the understanding of the material itself, on what is the most important and significant in it, and what is secondary. It is closely related to the processes of thinking, with mental development man, with a stock of his knowledge. Memorization - a variant of the highest fidelity of reproduction with arbitrary memorization - in educational process used especially often. It implies "systematic, planned, specially organized memorization using certain techniques."

Reproduction of verbal material without understanding its meaning is not logical, but mechanical memorization, memorization of individual parts of the material without relying on the semantic connection between them. Material memorized mechanically, without sufficient understanding, is subject to more rapid forgetting ". "Meaningful (semantic) memorization is based on understanding the meaning, awareness of relationships and internal logical connection both between parts of the memorized material, and between this material and previous knowledge ".

Chapter 2

2.1 The emergence and development of mnemonics

Most of human history took place before the advent of writing. In primitive communities, the memory of life individual people, the history of families and tribes was transmitted orally. What was not kept in individual memory or transmitted in the process of oral communication was forever forgotten. In such unliterate cultures, memory was subject to constant exercise, and memories were subject to preservation and renewal. Therefore, the art of memory was especially important in the pre-literate periods of human history. So priests, shamans, storytellers had to memorize huge amounts of knowledge. Special people - elders, bards - became the guardians of social culture, able to retell epic narratives that capture the history of any society.

Even after the advent of writing, the art of memorization has not lost its relevance. A very small number of books, the high cost of writing materials, the large mass and volume of the written book - all this encouraged memorizing the text. A system of techniques that improve the use of memory - the so-called mnemonics - apparently, more than once independently arose and developed in many cultures.

The first texts on mnemonics known to us were created by the ancient Greeks, although in written sources the first mention of it belongs to the Romans. In the treatise "De oratore" ("On the speaker") of the Roman statesman and the writer Cicero contains the first mention of mnemonics. Cicero attributes the discovery of the rules of memorization to the poet Simonides, who lived in the fifth century BC. This first technique suggested keeping in mind a picture of some places and placing mental images of memorized objects in these places. As a result, the order of places will preserve the order of items. In such mnemotechnical systems, memories are stored by "binding" them to elements of a well-known environment - usually a house with its rooms, and the objects to be memorized are mentally placed along the chain of such elements. After that, they are easy to remember if the speaker follows this chain with his "inner vision", moving from one element to another. Another Latin text by an unknown author entitled "Ad Herennium" defines memory as a lasting preservation, assimilation by the mind of objects, words and their relative position. In this text we are talking about how to choose images that, among other things, can give an idea of ​​the organization of remembered objects.

The art of memorization was also developed by medieval monks who had to memorize a huge amount of liturgical texts. In the Middle Ages, it was mainly reduced to the methods of memorizing numbers and letters. It was believed that it was enough to memorize a sequence of drawings or inscriptions arranged in a circle, easily perceived by the eye, in order to, on occasion, recall the order of prayers or a list of vices and virtues. From the 14th century, the place of "recording" of remembered images began to be likened to a theater - a special "memory theater" with symbolic sculptures, similar to the statues of the ancient Roman forum, at the base of which it was possible to place objects to be memorized.

Books on mnemonics were written by Giordano Bruno. In his testimony to the tribunal of the Inquisition, he talks about his book called "On the Shadows of Ideas", which told about his mnemonic techniques. In his hands, theaters of memory became a means of classifying and comprehending the essence of the universe and nature, models of heaven and hell.

In the scientific world, memorization is carried out mainly through analogy, especially in the exact sciences. We try to understand the unknown by comparing it with what we already know. So, Rutherford in his theory compared electrons moving in orbits around the atomic nucleus with planets circling the Sun. Here the analogy is needed only in order to create a clear visual image.

Involuntary memory - it is a product and a condition for the implementation of cognitive and practical actions.

For the productivity of involuntary memorization, the place that this material occupies in the activity is important. If the material is included in the content of the main goal of the activity, it is remembered better than when it is included in the conditions, ways to achieve this goal.

Example1: In experiments for schoolchildren Grade 1 students were given five simple arithmetic problems to solve, after which, unexpectedly for the subjects, they were asked to recall the conditions and numbers of the problems. Schoolchildren of the 1st grade memorized numbers almost three times more than students. This is due to the fact that the first-grader's ability to add and subtract has not yet become a skill. It is a meaningful purposeful action for students of the 1st grade. For first-graders, operating with numbers was the content of the goal of this action, while for students it was part of the content of the method, and not the goal of the action.

Material that occupies a different place in the activity acquires a different meaning. Therefore, it requires a different orientation and is reinforced in different ways. The content of the main goal requires a more active orientation and receives effective reinforcement as an achieved result of the activity and therefore is better remembered than what concerns the conditions for achieving the goal.

Example2: Simple text - text of medium complexity - complex text with a plan.

Involuntarily, the material that causes active mental work on it is better remembered.

involuntary memorization will be the more productive, the more interested we are in the content of the task being performed. So, if the student is interested in the lesson, he remembers its content better than when the student listens only for “order”.

Arbitrary memorization - This a product of special mnemonic actions, that is, such actions, the main purpose of which will be memorization itself. The productivity of such an action is also related to the characteristics of its goals, motives and methods of implementation. At the same time, as special studies have shown, one of the main conditions for arbitrary memorization is a clear statement of the task of remembering the material accurately, completely and consistently. Various mnemonic goals affect the nature of the memorization process itself, the choice of its various methods, and, in connection with this, the result.

An important role in voluntary memorization is played by motives that encourage memorization. The reported information can be understood and memorized, but without acquiring sustainable significance for the student, it can quickly be forgotten. People who have not been sufficiently brought up with a sense of duty and responsibility often forget much of what they need to remember.

Mnemic tricks (Sharikov)

• analogy, association,
• Organizing the material
• Repetition,
• Establishment of logical connections,
• Recoding (lecture in your own words),
• interrupted action effect,
• Easier to remember in pieces
• Use of a developed type of memory.

Under the same conditions of working with the material(for example: classification of objects) involuntary memorization, remaining more productive in preschool and younger children school age, gradually loses its predominantly in middle school students and adults, giving way to arbitrary memorization.

Not only involuntary, but also random memorization has its reserves. Studies show that for successful memorization it is necessary that in the mind of the student there is a kind of internal setting for compulsory memorization. At the time of working with the material, he must give himself the order: "Comprehend and remember!".

The process of such arbitrary memorization consists of two interrelated stages.

The first stage of arbitrary memorization

At the first stage, the student performs the first part of the self-order, that is, comprehends the material. To do this, he slowly reads the given text, trying to understand its general idea.

Three points play a decisive role here, which must be taught to students. Usually they reach this when they become adults, and not everyone uses it. It's a pity, the "train" of the school has already left.

1. The continuous presence in the mind of the student of an arbitrary setting for the maximum activation of the imagination so that the described objects, phenomena, events are reflected in his images as brightly as possible. Imagination helps the student to memorize not mechanically, but by understanding the semantic connections between words. "In order to remember better, I read and at the same time imagine what I read" - unfortunately, very few people do this.
2. Continuous comparison of the perceived information with the knowledge that the student already has in this area, with his life experience. On this basis, individual elements, parts of the material are classified according to the degree of novelty for the student. Here it is necessary to proceed as follows. While reading, the student notes to himself along the way: "I already know this"; "This fact is partly already familiar, I met him there and there..."; "And this is completely unfamiliar material, it will need to be read on purpose, more thoughtfully." You can read with a pencil in your hands, making appropriate notes. Thus, the material is perceived as partially familiar, which greatly facilitates arbitrary memorization.
3. Continuous comparison of the content of individual sentences and thus highlighting the main and secondary (auxiliary) in the text; definition of the main idea of ​​the memorized material.

Only one implementation in this way of setting the mind to comprehend the text gives such a significant effect in terms of memorization that some students (especially high school students) stop working on mastering the given material at this point. You can understand them: after all, the execution of the second part of the self-order (that is, the actual memorization of the material) is associated with multiple monotonous repetitions, which, of course, cannot cause much interest. One of the tenth-graders wrote in the questionnaire about this: “I read and try to understand. If I don’t understand, I re-read it for the second time, for the third, until I understand.

The second stage of arbitrary memorization

And yet, if it is necessary to achieve deep and lasting memorization, it is necessary to carry out the second - "mnemonic" stage, in which the decisive role belongs to the volitional qualities of the student.

At the "mnemonic" stage of arbitrary memorization, the material is actually worked out on separate sentences. After reading the next sentence, the student reproduces it at the level of inner speech ("to himself"), while performing self-control over the text.

Self-confidence and voluntary memorization

An important condition for successful voluntary memorization is the student's confidence that he will cope with the task. Psychologists have proven this in such an experiment.

Adolescents and high school students were given a text for arbitrary memorization. Then, regardless of the results, they were randomly divided into two groups.

1. One group was told that there were gathered those who had a very good memory, allowing them to solve the most challenging tasks for memorization.
2. Students of the second group - on the contrary: that each of them has a memory of one or another weak link.

Then, the same control test was performed in both groups. In the second group, where the students' confidence in the ability to successfully cope with memory tasks was undermined to a certain extent, the results were 10% lower than in the first.

Hence the important conclusion for teachers and parents

All students, and especially those who have a weak memory, must be convinced in every possible way of the reality of achievement. good results subject to a diligent attitude to the performance of tasks for memorization.

"Repetition is the mother of learning"

Considerable attention should be paid to the organization of repetitions. It must be remembered that the term "repetition" can mean:

1. repetition immediately after reading at the level of inner speech "to oneself",
2. reproduction of what is perceived in terms of loud speech (active repetition),
3. association (alternation of the first and second types).

According to research, the best results are obtained by such a ratio, when approximately 40% of the time spent on the overall assimilation of this material is devoted to active repetition.

It is important that the transition from repeated perceptions to active repetition is not premature, otherwise the student will be forced to constantly look into the text. Of course, in principle, this can and should be done, but only to make sure that the process being carried out is accurate (and therefore prepared). The signal for such a transition should be the appearance of a "sense of knowledge" in the student. The very first attempt at reproduction will show how accurate this feeling is. Most often, it fails those children whose mental activity is characterized by increased impulsivity (choleric and melancholic temperaments).

In order to instill in students self-confidence and improve the "sense of knowledge", they should be encouraged to use a variety of technical means more widely - from such elementary ones as cards for memorizing words foreign language(On the one side - foreign word, on the other hand, the equivalent on mother tongue), and up to more complex, say, audio recordings. “When memorizing poetry and prose passages,” one of the seventh-graders reports, “I record my recitations on audio and immediately scroll through the recorded one.” And again, reports about the use of this technique are extremely rare in the questionnaires.