Lecture
Это окончание невероятной информации про память.
...
reproduce not what he is interested in, but what the school curriculum provides. Under the influence of school requirements, memorization and reproduction become more and more arbitrary and become much
|
It is interesting Childhood amnesia One of the most amazing features of human memory is that there is a type of amnesia that everyone suffers: almost no one can remember what happened to him in the first year of his life, although it is this time that is most rich in experience. For the first time, Freud, who called him the amnesia of childhood, drew attention to this curious phenomenon. He discovered this phenomenon by observing that his patients are generally unable to recall the events of the first three to five years of their life. At first, you might think that this is not unusual, since the memory of events is erased with time and a lot of time has passed between early childhood and adult life. But childhood amnesia cannot be reduced to ordinary forgetting. Most 30-year-olds can remember a lot about their years in middle school, but very rarely anyone from 18-year-olds will be able to say something about their life at the age of three, although the time interval is about the same for both years (about 15 years). In some studies, people were asked to reproduce and date memories from their childhood. The earliest memories of most of them were related to events that took place when they were three years old or more; very few, however, were able to state their memories prior to the age of one year. But one problem is connected with their reports: one can never be sure that a “recollected” event did occur (it is possible that a person reconstructed what he thought was happening). This problem was overcome in the experiment, where the subjects were asked a total of 20 questions about an event from their childhood, about which it was known that it happened - the birth of a younger brother or sister; details of such an event can be checked with another person. The questions asked of each subject concerned events that occurred when the mother left for the hospital (for example, “What time of the day did she leave?”), When she was in the hospital, and when the mother and the baby returned home. The subjects were students, and their age at the time of the birth of a brother or sister ranged from one to 17 years. The results of this study showed that if a brother or sister was born before the subject reached the age of three, he could not remember anything about it. If the birth had to be carried Why does childhood amnesia occur? Freud believed that this was due to the suppression of the sexual and aggressive sensations experienced by a small child in relation to his parents. But such an explanation predicts amnesia only for events involving sexual and aggressive thoughts, whereas in fact childhood amnesia applies to all events. A more appropriate explanation is that childhood amnesia is a consequence of the enormous difference between the experience of coding information in young children and the organization of memories in adults. In adults, memories are arranged in categories and schemes (for example, she is such and such a person, this is such a situation), and young children encode their experiences without generalizing them and not associating them with adjacent events. After the child begins to assimilate the connections between events and divide events into categories, early experiences are lost. Why does this transition from infant to adult form of memory organization occur? One of the reasons is biological development. The hippocampus - the brain structure involved in the consolidation of memories - matures about a year or two after birth. Therefore, events occurring in the first two years of life cannot be consolidated sufficiently, and, therefore, they cannot be subsequently reproduced. Other reasons for the transition to adult memory are best explained on a psychological level. These include cognitive factors, in particular the development of speech and the beginning of schooling. Both speech and the type of thinking brought up by the school create new ways of organizing experiences that may be incompatible with the way children experience coding experience. What is curious, the development of speech reaches its first peak at the age of three years, schooling begins with five years, and, apparently, in the period between three and five years, the amnesia of childhood ends. By: Agknison R. L., Atninson R. S., SmigE. E. and others. Introduction to psychology: A textbook for universities / Per. from English under. ed. In, P. Zinchenko. - M .: Trivola, 1999 |
more active, so schooling from a certain point of view can be viewed as a comprehensive system for training the memory of a young person. In the process of learning, a schoolchild learns to set himself differentiated tasks of memorizing educational material, that is, determines the method of memorizing and reproducing information depending on the level of its complexity and gradually masters meaningful memorization.
In itself, the development of memory does not occur. This requires a whole system of education of memory. The development of positive properties of memory is greatly facilitated by the rationalization of human mental and practical work: order in the workplace, planning, self-control, the use of reasonable methods of remembering, combining mental work with practical, critical attitude to their activities, the ability to abandon inefficient methods of work and borrow other people effective tricks. Some individual differences in memory are closely related to special mechanisms that protect the brain from unnecessary information. The degree of activity of these mechanisms in different people is different. The protection of the brain from unnecessary information is due, in particular, to the phenomenon of hypnopia, i.e. learning in a dream. In the dream state, some of the mechanisms that protect the brain from excessive information are turned off, so memorization is faster.
A special place in the study of memory occupy memory disorders. Studies of the pathology of memory are important in theoretical terms, as they allow us to find out which structures or factors are involved in the course of mnemonic activity, and also to compare data on broken links of mnemonic activity with the system of views developed by Russian psychologists on the formation of memory processes.
The basis of memory disorders may lie a variety of factors that give rise to various types of disorders, most of which are classified as amnesia. Amnesia is a violation of memory in the form of loss of the ability to preserve and reproduce previously acquired knowledge. Thus, one of the most studied disorders of direct (involuntary) memory is memory impairment of current events while maintaining relatively good memory of past events. This type of memory impairment is called fixation amnesia. Such patients can correctly call events from their childhood, school life, dates of public life, but they cannot remember whether they had dinner today, their relatives visited, the doctor talked with them today, etc. A number of experimental data indicate that in this case it is a violation of reproduction.
Memory disorders often extend not only to current events, but also to the past: patients do not remember the past, confuse it with the present, shift the chronology of events, that is, they are disoriented in time and space. In such patients, memory impairment is often progressive in nature: first, the ability to memorize current events decreases, events of recent years are erased in memory, and partly - of a long time past. In this case, we are talking about progressive amnesia. Along with this, the distant past preserved in memory acquires special relevance in the mind of the patient. Violations of this kind are developed according to the "law of the reverse course of memory" proposed and substantiated by the French psychologist Theodioule Ribot (1839-1916).
At the end of the XIX century. T. Ribo formulated a pattern ( Ribot's law ), according to which memory destruction during progressive amnesia, for example, in cases of disease or in old age, have a certain sequence. First, memories of recent events become inaccessible, then the mental activity of the individual begins to be disturbed. There is a loss of memory for feelings and habits. Finally, instinctive memory disintegrates. In cases of memory recovery, the passage of the same stages occurs in the reverse order.
|
From the history of psychology Phenomenal memory “I began to study Sh. With the usual curiosity for a psychologist, but without much hope that the experiments will give something remarkable. However, the first tests changed my attitude and caused a state of embarrassment and confusion, this time not with the subject, but with the experimenter. I suggested to Sh. A series of words, then numbers, then letters, which I either read slowly or presented in written form. He listened carefully to the series or read it and then repeated the material offered to him in the exact order. I increased the number of elements presented to him, gave 30, 50, 70 words or numbers - this did not cause any difficulties. Sh. Didn’t need any memorization, and if I presented a series of words or numbers to him, slowly and separately reading them, he would listen attentively, sometimes asking to stop or say the word more clearly, sometimes wondering if he heard the word correctly, asked him again . Usually during the experience he closed his eyes or looked at one point. When the experience was over, he asked for a pause, mentally checking the withheld, and then smoothly, without delay, reproduced the entire read series, Experience has shown that with the same ease he could reproduce a long series and in the reverse order - from end to beginning; he could easily say which word follows which ones and which word was in the row before the ones named. In the latter cases, he paused, as if trying to find the right word, and then - easily answered the question, usually without making mistakes. He was indifferent to whether meaningful words or meaningless syllables, numbers or sounds were presented to him, whether they were given verbally or in writing; he only needed one element of the proposed series to be separated from the other by a pause of two or three seconds, and the subsequent reproduction of the series did not cause him any difficulties. Soon, the experimenter began to experience a feeling turning into confusion. The increase in the series did not lead Sh. To any noticeable increase in difficulties, and one had to admit that the volume of his memory has no clear boundaries. The experimenter turned out to be powerless in the seemingly simplest task for the psychologist - measuring the amount of memory. I appointed Sh. The second, then the third meeting. They were followed by a number of meetings. Some meetings were separated by days and weeks, some by years. These meetings further complicated the position of the experimenter. It turned out that S.'s memory did not have clear boundaries not only in its volume, but also in the strength of holding traces. Experiments have shown that he, with success and without appreciable labor, can reproduce any long series of words given to him a week, a month, a year, many years ago. Some of these experiments, which invariably ended in success, were carried out 15 to 16 years later (!) After the initial memorization of a series and without any warning. In such cases, Sh. Sat down, closed his eyes, paused, and then said: "Yes, yes ... it was in your apartment ... you sat at the table, and I was on the rocking chair ... you were in gray suit and looked at me like that ... here ... I see what you told me ... "- and then followed an unmistakable reproduction of the read series. If we take into account that Sh., Who by this time had become a famous mnemonist and had to memorize many hundreds and thousands of rows, this fact became even more surprising. ” Of; Luria A.R. Little book on the big memory: the mind of the mnemonist // Chrestomathy on Psychology. The psychology of memory. Under. ed. Y. 6. Gip-pekreyter, V. Ya. Romanova. - M .: Chero, 1998. |
The development of the disease begins with a loss of memory for a while, then memory is lost for recent events, and then for long gone. First, facts are forgotten, then feelings, the last memory of habits is destroyed. Memory recovery is in reverse order. For example, in the event of a memory disorder in polyglots, the last thing they forget is their native language. And when recovering memory functions, they first of all have the ability to speak their native language.
In other cases, the memory may be disturbed by its dynamics. Such patients memorize well for some period of time and
produce material, but after a short time can not do it. If a person with such a violation of memory is offered to memorize 10 words, then after the second or third presentation he will remember 6-7 words, after the fifth - only 3 words, and after the sixth - 6-8 again. These patients reproduce in detail, in detail, the contents of the fable, the story, then suddenly they are not able to convey a very easy plot. Thus, in this case, mnemonic activity is intermittent. Its dynamic side is disturbed.
Patients with lesions of the frontal lobes of the brain, as a rule, do not lose memory, but their mnemonic activity can be significantly hampered by the pathological inertness of the stereotypes once arisen and by the difficult switching from one link of the storage system to another.
Studies conducted in recent decades have allowed us to come closer to the characterization of those memory impairments that occur with cerebral mental disorders. If these disorders cause weakness and instability of the excitations in the cerebral cortex, memory impairment can result in a general decrease in the amount of memory, difficulty in memorizing and light inhibitory traces of interfering influences.
Interestingly, in cases of mental retardation, violations of logical memory can occur against the background of well-preserved mechanical memory, which in some cases can be satisfactory in its scope.
. What is the hypothesis of G.Linch and M. Beaudry?
G. Lynch and M. Beaudry suggested the following hypothesis. Repeated impulses in the neuron associated with the process of memorization, presumably, are accompanied by an increase in the concentration of calcium in the postsynaptic membrane, which leads to the splitting of one of its proteins [3, C.91]. As a result, masked and previously inactive protein receptors (glutamate receptors) are released. By increasing the number of these receptors, a state of increased conductivity of the synapse occurs, which can last up to 5-6 days.
These processes are closely associated with an increase in the diameter and an increase in the activity of the so-called axial synapse - the most plastic contact between neurons. At the same time, new spines on the dendrites are formed, and the number and size of synapses increase. Thus, the morphological changes accompanying the formation of a memory trace are experimentally shown.
Bibliography for answering questions
2. Kondakov, I.M. Psychological dictionary. - M., 2000. - 427 p.
.Maryutina, TM Psychophysiology. - M .: Publishing house MGPPU, 350 p.
.Pryazhnikov, N.S. The psychology of labor and human dignity. - M .: Academy, 2004. - 318 p.
.Stolyarenko, LD, Fundamentals of Psychology. - Rostov n / a: Phoenix, 2002 - 672 p.
.Physiology of higher nervous activity / HH Danilova, A.L. Krylov. - Rostov n / a: Phoenix, 2005. - 478 p.
1. Give the characteristic of memory as a cognitive mental process.
2. What memory theory do you know?
3. Expand Aristotle’s views on the problem of associations.
4. Tell us about the memory studies conducted by G. Ebbingauz.
5. What is quasi-demand and how does it affect the productivity of memorization?
6. Give a description of the main types of memory.
7. Describe the main types of memorization.
8. What do you know the basic techniques and methods of arbitrary memorization?
9. Tell us about the study of the processes of memorization in the works of P. I. Zinchenko and A. A. Smirnov.
10. Describe the processes of reproduction and recognition.
11. What do you know about voluntary and involuntary reproduction?
12. What is the difference between the process of reproduction and recognition?
13. What is the connection between recognition and reproduction with such processes as will and thinking?
14. Tell us about the law of forgetting, discovered by G. Ebbingauz. What methods and techniques aimed at slowing the process of forgetting do you know?
15. Tell us about the phenomena of retroactive inhibition and retrograde amnesia.
16. Tell us about the individual features of memory.
17. What are the main memory disorders you know?
1. Atkinson R. Human memory and the learning process / Trans. from English under the general ed. Yu. M. Zabrodin, B. F. Lomots. - M .: Progress, 1980.
2. Bobsky P.P. Selected pedagogical and psychological works: In 2 tons. T. 2 / Ed. A. V. Petrovsky. - M .: Pedagogy, 1979.
3. Wayne A. M., Kamenetsky B. I. Memory of a person. - M .: Science, 1973.
4. Granovskaya R.M. Elements of practical psychology. - SPb .: Light, 1997.
5. Zinchenko 77. I. Immune memory. - M .: Publishing house of the Academy of Pedagogical Sciences of the RSFSR, 1961.
6. Lindsay P., Norman. Processing information in humans: Introduction to psychology / Trans. from English by ed. A.R. Luria. - M .: Mir, 1974.
7. Leontiev A. N. Selected psychological works: In 2 tons. T. 1. / Ed. Century Century Davydov and others - M .: Pedagogy, 1983.
8. Luria A.R. Attention and memory. - M .: Eed-Moscow State University, 1975.
9. Rubinstein S. L. Fundamentals of general psychology. - SPb .: Peter, 1999.
10. Smirnov A. A. Problems of the psychology of memory. - M .: Enlightenment, 1966.
11. Readings on general psychology: The psychology of memory / Ed. Yu. B. Gippenreiter, V. Ya. Romanova. - M .: Publishing House of Moscow State University, 1979.
Часть 1 10. Mental processes Memory, memorization, preservation, reproduction, recognition
Часть 2 10.3.1 Memory Specifications - 10. Mental processes Memory, memorization, preservation,
Часть 3 Sample Questions and Answers - 10. Mental processes Memory, memorization,
Comments
To leave a comment
General psychology
Terms: General psychology