Klim Samgin is the author of the work. Gorky "Klim Samghin"

In children of early preschool age, involuntary, visual-emotional memory dominates. This means that the child most often does not set conscious goals for himself to remember anything. Memorization and recollection occur independently of his will and consciousness. They are carried out in activity and depend on its nature. The child remembers what his attention was directed to in the activity, what made an impression on him, what was interesting. Involuntary memorization, associated with the active mental work of children on certain material, remains much more productive until the end of preschool age than voluntary memorization of the same material. At the same time, involuntary memorization, which is not associated with the performance of sufficiently active actions of perception and thinking, for example, memorizing the pictures in question, turns out to be less successful than voluntary. Involuntary memorization in before school age can be durable and accurate. If the events of this time had emotional significance and made an impression on the child, they can remain in memory for the rest of their lives. Preschool age is a period freed from amnesia of infancy and early age.

First recollections of impressions received in early childhood, usually refer to an age of about three years(meaning adult memories associated with childhood). It has been found that almost 75% of childhood first memories occur between the ages of three and four years. This means that to given age, i.e. By the beginning of early preschool childhood, the child’s long-term memory and its basic mechanisms are connected. One of them is the associative connection of the memorized material with emotional experiences. The imprinting role of emotions in long-term memory begins to manifest itself already at the beginning of preschool age. Most normally developing children of primary and secondary preschool age have well-developed immediate and mechanical memory. They remember relatively easily even without special effort reproduce what they saw and heard, but only if it aroused their interest, and the children themselves were interested in remembering or remembering something. Thanks to such memory, preschoolers quickly improve their speech, learn to use household items, orientate themselves well in their surroundings, and recognize what they see or hear. In some cases, linguistically or musically gifted children also have well-developed auditory memory.

Some preschool children experience special kind visual memory which is called eidetic memory. The images of eidetic memory in their brightness and clarity are close to the images of perception. After a single perception of the material and very little mental processing, the child continues to “see” the material and perfectly reconstructs it. Even after a long time, remembering something perceived before, the child seems to see it again and can describe it in detail. Eidetic memory is an age-related phenomenon. Children who have it in preschool age usually lose this ability during school. In fact, this type of memory is not so rare, and is present in many children, but often disappears in adults: due to insufficient exercise of this type of memory. This type of memory can be developed by some people (for example: artists, musicians, where accurate reproduction of what was once perceived is required). Each person develops the most those types of memory that he uses most often. For younger preschoolers, involuntary memorization and involuntary reproduction are the only form of memory work. The child cannot yet set himself the goal of remembering or remembering something, and certainly does not use special techniques for this.

Transition from involuntary to voluntary memory

The development of memory in preschool age is characterized by a gradual transition from involuntary and immediate to voluntary and indirect memorization and recollection. By the end of preschool age, involuntary memory remains the dominant type of memory. The quality of involuntary memorization of objects, pictures, words depends on how actively the child acts in relation to them, to what extent their detailed perception, reflection, and grouping occur in the process of action. Thus, when simply memorizing pictures, the child remembers much worse than in those cases when he is asked to arrange these pictures in their places, for example, to set aside separate images for the garden, kitchen, children's room, yard. In older preschool age, there is a gradual transition from involuntary to voluntary memorization and reproduction of material. At the same time, in the corresponding processes, special perceptual actions are identified and begin to develop relatively independently, mediating mnemonic processes and aimed at better remembering, more fully and more accurately reproducing the material retained in memory. Despite significant achievements in mastering voluntary memorization, children turn to voluntary memorization and reproduction in comparatively in rare cases when appropriate tasks arise in their activities or when adults require it.

Children's memory productivity is much higher during play than outside of it. However, the youngest children, three-year-olds, have relatively low memory productivity even in play. The first special perceptual actions aimed at consciously remembering or remembering something are clearly visible in the activities of a 5-6 year old child, and simple repetition is most often used. The transition from involuntary to voluntary memory includes two stages. At the first stage, the necessary motivation is formed, i.e. the desire to remember or remember something. At the second stage, the mnemonic actions and operations necessary for this arise and are improved. By the end of preschool age, the process of voluntary memorization can be considered formed. His inner psychological sign is the child’s desire to discover and use logical connections in the material for memorization. It is believed that with age, the speed at which information is retrieved from long-term memory and transferred to working memory, as well as the volume and duration of working memory, increases. It has been established that a three-year-old child can operate with only one unit of information located in this moment time in RAM, and a fifteen-year-old – seven such units. In one experiment, children aged 3 to 8 years old were shown 10 different pieces of wood laid out in one row along their length, and were asked to simply look at this row. A week, and then a month later, they were asked to lay out this series from memory.

The first interesting result of the experiment was that after a week younger preschoolers could not remember the sequence of bars, but nevertheless will restore it, choosing one of the following options for the row arrangement: a) choosing several equal bars; b) selection of long and short bars; c) making groups of short, medium and long bars; d) reproduction of a logically correct, but too short sequence; e) compiling a complete initial ordered series. Next result was that after six months without any new presentations of memorized material, the children’s memory spontaneously improved in 75% of cases. Those children who were at level (a) moved on to constructing a series of type (b). Many moved from level (b) to (c) or even (d). From level (c) children moved to the next, etc. (based on materials Nemov refers to Istomin???)

With the help of mechanical repetitions of information, children of older preschool age can remember it. They show the first signs of semantic memorization. With active mental work, children remember material better than without such work. Memory stores ideas, which in psychology are interpreted as a generalized memory. The transition to thinking from a visually perceived situation to general ideas This is the child’s first break from purely visual thinking. The memory of a preschooler, despite its apparent external imperfection, actually becomes the leading function, occupying a central place.

MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION

ALTAI STATE TECHNICAL UNIVERSITY

them. I.I. Polzunova

Faculty of Construction and Technology

in the discipline “Social and psychological foundations of communication”

on the topic of: The influence of age on memory characteristics.

Completed by: Greku I.Yu.

stud. gr. S-35

Checked by: Staroselets O.A.,

Associate Professor of the Department of Computer Science and Technology,

Ph.D. Philol. n.,

Barnaul 2013

Individual characteristics of memory in preschool children

Individual characteristics of memory are associated with personality characteristics. Even people with good memory do not remember weight, and people with poor memory do not forget everything. This is explained by the fact that memory is selective. What suits a person’s interests and needs is remembered quickly and firmly. Second, individual differences are found in memory performance. It is possible to characterize a person’s memory depending on how developed his or her individual memory processes are. We say that a person has a good memory if he is different:

1) speed of memorization,

2) durability,

3) fidelity

4) the so-called memory readiness.

But memory can be good in one respect and bad in another.

Individual qualities of memory can be combined in different ways.

1. The best is a combination of fast memorization and slow forgetting.

2. Slow memorization is combined with slow forgetting.

3. Fast memorization is combined with fast forgetting.

4. Memory characterized by slow memorization and rapid forgetting is characterized by the lowest productivity.

The predominant formation of one type of memory is associated with personality characteristics and the characteristics of human activity. Thus, artists have well-developed emotional memory, composers have auditory memory, artists have visual memory, philosophers have verbal-logical memory.

The predominant development of figurative or verbal memory is in connection with the relationship between the first and second signaling systems, with the typological features of higher nervous activity. The artistic type is distinguished by the predominant development of figurative memory, the thinking type is distinguished by the predominance of verbal memory. The development of memory also depends on a person’s professional activity, since in activity the psyche is not only manifested, but also formed: a composer or pianist remembers melodies best, an artist - the color of objects, a mathematician - types of problems, an athlete - movements.

The type of memory determines how a person remembers material - visually, auditorily or using movement. Some people, in order to remember, need to visually perceive what they are remembering. These are people of the so-called visual memory type. Others need auditory images to remember. This category of people has an auditory type of memory. In addition, there are people who, in order to remember, need movements and especially speech movements. These are people who have a motor type of memory (in particular, speech-motor).

It is necessary to pay attention to the fact that memory types should be distinguished from memory types. Types of memory are determined by what we remember. And since any person remembers everything: movements, images, feelings, and thoughts, then different types memories are inherent in all people and do not constitute their individual characteristics. At the same time, the type of memory characterizes how we remember: visually, auditorily or motorically. Therefore, the type of memory is an individual characteristic of a given person. All people have all types of memory, but each person has a specific type of memory.

Belonging to one type or another is largely determined by the practice of memorization, that is, by what exactly a given person has to remember and how he learns to remember. Therefore, a certain type of memory can be developed through appropriate exercises.

Memory development does not occur by itself. This requires a whole system of memory education. The cultivation of positive memory properties is greatly facilitated by the rationalization of a person’s mental and practical work: order in the workplace, planning, self-control, the use of reasonable methods of memorization, the combination of mental work with practical work, a critical attitude towards one’s activities, the ability to abandon ineffective work methods and borrow from other people effective techniques. 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 different. Protecting the brain from unnecessary information explains, in particular, the phenomenon of hypnopaedia, i.e. learning in a dream. During sleep, some mechanisms that protect the brain from excess information are turned off, so memorization occurs faster.

The capabilities of natural memory are manifested to the greatest extent in preschool age. In preschool age, memory is faster than other abilities in terms of development; the child looks at a picture, sees an unusual object and begins to reason, remembering something from his life baggage. The ease with which preschool children remember poems, counting rhymes, riddles, and fairy tales is explained by the rapid development of their natural memory. The child remembers everything that is bright, beautiful, unusual, and attention-grabbing. A child remembers involuntarily, in other words, he remembers without wanting to.

In preschool age, the main type of memory is figurative. Its development and restructuring are associated with changes occurring in different areas mental life of the child. Improving analytical and synthetic activity entails a transformation of representation. During preschool age, the content of motor memory changes significantly. Movements become complex and include several components. The verbal-logical memory of a preschooler develops intensively in the process of active mastery of speech while listening and reproducing literary works, storytelling, and communicating with adults and peers. The preschool period is the era of the dominance of natural, immediate, involuntary memory. The preschooler retains the dependence of memorizing material on such features as emotional appeal, brightness, voice, intermittency of action, movement, contrast, etc. Elements of voluntary behavior are the main achievement of preschool age. An important point in the development of a preschooler’s memory is the emergence of personal memories.

By the end of preschool childhood, the child develops elements of voluntary memory. Voluntary memory manifests itself in situations when the child independently sets a goal: to remember and remember.

However, the fact that memory develops most intensively in a preschooler compared to other abilities does not mean that one should be content with this fact. On the contrary, the child’s memory should be developed as much as possible at a time when all factors are conducive to this. Therefore, we can talk about the development of a child’s memory starting from early childhood.

It is reliably known: you should not skip these years, otherwise an irreversible process will occur. Time is lost - opportunities are lost to easily and painlessly learn the main thing for this age. Preschoolers are unusually sensitive to various kinds of influences, and if we do not notice the results of some influences, this does not yet indicate that they do not mean anything. Children, like a sponge, absorb impressions and knowledge, but do not immediately produce results.

From the point of view of the famous psychologist P.P. Blonsky, first of all, children retain in their memory the movements they performed, then the feelings and emotional states they experienced are remembered. Next, images of things become available for preservation, and only at the highest, final level can the child remember and reproduce the semantic content of what he perceives, expressed in words.

Motor memory reveals itself already in infancy, when the baby begins to grasp objects with his hands, learns to crawl, and walk. At an early age, a child learns to run, jump, wash himself, fasten buttons, and lace shoes. In preschool age, the work of motor memory becomes more and more complex. Sports, dancing, and playing musical instruments require the child’s ability to remember, retain, and reproduce increasingly complex movements in a certain order. This, of course, requires special training under the guidance of an adult, who first shows the children the sequence of movements and then monitors the correct execution of them.

Emotional memory stores impressions of relationships and contacts with others, warns against possible dangers or, conversely, pushes one to take action.

Children's memory is especially rich in images of individual specific objects once perceived by the child: the taste of a drink and cake, the smell of tangerines and flowers, the sounds of music, the fur of a cat soft to the touch, etc. This is a figurative memory - a memory of what is perceived with the help of sense organs: sight, hearing, touch, taste, smell. Therefore, figurative memory is divided into visual, auditory, olfactory, gustatory, and tactile. Due to the fact that vision and hearing are most important in humans, visual and auditory memory are usually best developed.

Some preschool children have a special type of visual memory - eidetic memory. It is sometimes called photographic memory: a child, as if taking a photograph, very quickly, vividly, clearly imprints certain objects in his memory and then can easily remember them down to the smallest detail, he seems to see them again and can describe them in every detail. Eidetic memory is an age-related feature of preschoolers; when moving to primary school age, children usually lose this ability.

D.B. Elkonin: “Preschool age plays an important role in general development human memory. Even simple observation of preschoolers reveals the rapid development of their memory. A child relatively easily remembers a large number of poems, fairy tales, etc. Memorization often occurs without noticeable effort, and the volume of what is memorized increases so much that some researchers believe that it is in preschool age that memory reaches the culmination point of its development and then only degrades.”

It is worth noting this feature of children's memory. Children's ideas about unfamiliar things often turn out to be vague, unclear and fragile. For example, after visiting a zoo, the images of animals preserved in the child’s memory fade, merge, and “get confused” with the images of other objects. The fragmentation (shred-likeness) of children's ideas is a consequence of the fragmentation of their perception. Some things fall out over time, some are distorted or replaced by others. Such a memory error is a direct consequence of the immaturity of children's perception and the inability of children to use their memory.

Verbal memory - memory for information presented in verbal form - develops in a preschooler in parallel with the development of speech. Adults begin to set the task of remembering words to children already in early childhood. They ask the child the names of individual objects, the names of the people who are next to him. Such recollection is important, first of all, for the development of communication and relationships of the child with other people. In early preschool age, the child remembers poems, songs and nursery rhymes especially well, that is, those verbal forms, which have a certain rhythmicity and sonority. Their meaning may not be entirely clear to the child, but they are perfectly imprinted in memory precisely because of the external sound pattern, to which the child is very sensitive. Memorizing literary works - fairy tales, poems - in older preschool age occurs through the development of empathy for their heroes, as well as through the implementation of mental actions with the characters.

Thus, in the research of R.I. Zhukovskaya it is shown that children remember poems better in which they can directly put themselves in place actor. Middle and older preschoolers remember poetry better with the help of active play or mental actions. For example, a boy, after reading a poem three times, remembered only 3 lines; after participating in a dramatized game based on this poem - 23 lines; after playing again and showing pictures - 38 lines. Thus, active action - playful or mental - significantly increases verbal memorization.

For older preschoolers, elements of logical memorization also become available, which is based not on literal, mechanical reproduction of the material, but on certain norms of presentation grasped by the child. This type of memory usually manifests itself when remembering content that is understandable to children. For example, when retelling a fairy tale, children can, without violating the sequence of presentation of the material, miss some details or add their own. So, if you teach older preschoolers how to select pictures for words in order to then remember the words from the pictures, then the children gradually learn such logical memorization techniques as semantic correlation and semantic grouping (according to Z. M. Istomina).

Children's memory is surprisingly plastic. Rhymes, songs, replicas of movie and cartoon characters, unfamiliar foreign words, seem to “stick” to the child. The child most often does not set conscious goals for himself to remember anything. He remembers what his attention was drawn to, what made an impression on him, what was interesting. This is an involuntary memory. Psychologist P. I. Zinchenko, who studied involuntary memorization, found that its productivity increases if the task that is offered to the child involves not just passive perception, but active orientation in the material, performing mental operations (inventing words, establishing specific connections ). Thus, when simply looking at pictures, a child remembers much worse than in cases where he is asked to come up with a word for the picture or to separate images of objects for the garden, kitchen, children's room, yard, etc.

At the age of four or five years, voluntary memory begins to take shape, which suggests that the child forces himself to remember something with the help of will. The simplest example of the manifestation of voluntary memory is a situation when a child diligently memorizes a poem before a matinee. Let's look at how voluntary memory works. At first, the child only identifies the task: “We need to remember the poem.” At the same time, he does not yet have the necessary techniques for memorization. They are given by an adult, organizing the repetition of individual lines, then stanzas, and also guides recall with the questions “What happened then?”, “And then?”. The child gradually learns to repeat, comprehend, connect material for the purpose of memorization and, in the end, realizes the need for these special memorization actions (repetition, tracing the semantic sequence, etc.).

The most favorable conditions for mastering voluntary memorization and reproduction occur in play, when memorization is a condition for the child to successfully fulfill the role he has taken on. The number of words that a child remembers, acting, for example, as a buyer who needs to buy certain items in a store, turns out to be higher than the number of words remembered at the direct request of an adult.

There are features of memory development associated with the gender of the child. In boys and girls, the rate of maturation of various brain formations does not coincide; the rate of development of the left and right hemispheres, which differ significantly in their functions, is also different. It has been established that girls have significantly goes faster development of functions of the left hemisphere in comparison with boys, and in boys compared to girls - of the right. What does this have to do with memory? Scientists have found that the left hemisphere, to a greater extent than the right, is responsible for conscious voluntary acts, verbal-logical memory, rational thinking, and positive emotions. The right hemisphere plays a leading role in the implementation of involuntary, intuitive reactions, irrational mental activity, imaginative memory, and negative emotions.

An important point in the development of memory in preschool age is that it begins to occupy a significant place in the development of the child’s personality. The child begins to remember himself. Psychologist A. N. Raevsky found that 10.8 percent of the earliest memories of adults date back to two years, 74.9 percent of memories date back to three to four years, 11.3 percent occur in the fifth year of life, and 2.8 percent - on the sixth. Preschoolers increasingly turn to adults with these kinds of requests: “Tell me what I was like when I was little,” and with these kinds of questions: “Do you remember, yesterday you said...” It is important and interesting for a growing child to grasp the connection between the past and the present . This is how his memory develops and his inner world develops.

Thus, having considered the theoretical aspects of individual characteristics of memory in preschool children, we came to the following conclusions:

1. Memory is a psychological process that performs the functions of remembering, preserving and reproducing material.

2. The basic processes of memory are remembering, storing, reproducing and forgetting.

Memorization occurs when a person perceives objects and phenomena, which leads to changes in the nerve plexuses of the cerebral cortex. Temporary conditioned reflex connections (memory traces) are formed. Memorization can be either voluntary or involuntary, i.e. proceed independently of a person’s will. Voluntary memorization can take place in two ways: through mechanical fixation; and be meaningful, i.e. logical.

Preservation is a process when traces of memory do not disappear, but are recorded in the nerve plexuses, even after the pathogens that caused them disappear.

Reproduction, along with memorization, forms the basis of mnemonic activity; the recall stage is the basis of cognitive processes. Reproduction occurs in three phases: recognition, recollection and reproduction or reminiscence.

Forgetting is the opposite process of preservation.

Our memory processes are interconnected with all mental processes, and especially - which is extremely important - with thinking processes. Human memory is a conscious, meaningful process. This is her characteristic core feature. Since memory is included in all the diversity of human life and activity, the forms of its manifestation are extremely diverse. The most important features, integral characteristics of memory, which determine how productive a person’s memory is: duration, speed, accuracy, readiness, volume of memorization and reproduction.

3. Memory in preschool age, according to V.S. Mukhina, is predominantly involuntary in nature. This means that the child most often does not set conscious goals for himself to remember anything. Memorization and recollection occur independently of his will and consciousness. They are carried out in activity and depend on its nature. The child remembers what his attention was directed to in the activity, what made an impression on him, what was interesting.

The quality of involuntary memorization of objects, pictures, words depends on how actively the child acts in relation to them, to what extent their detailed perception, reflection, and grouping occur in the process of action. Thus, when simply memorizing pictures, the child remembers much worse than in cases where he is asked to arrange these pictures in their places, for example, to put aside separate images for the garden, kitchen, children's room, yard. Involuntary memorization is an indirect, additional result of the child’s actions of perception and thinking.

Features of memory in children of primary school age

At primary school age, memory, like all other mental processes, undergoes significant changes. Their essence is that the child’s memory gradually acquires the features of arbitrariness, becoming consciously regulated and mediated. “Memory at this age becomes thinking.”

The transformation of memory is due to a significant increase in requirements for its efficiency, a high level of which is necessary when performing new tasks that arise during educational activities. Now the child must remember a lot: learn the material literally, be able to retell it close to the text or in his own words, and in addition remember what he has learned and be able to reproduce it through long time. A child’s inability to remember affects his academic performance and ultimately affects his attitude towards learning and school.

The ability of younger schoolchildren to voluntarily memorize varies throughout their education in primary school. First-graders (as well as preschoolers) have a well-developed involuntary memory, which records vivid, emotionally rich information and events in the child’s life. However, not everything that a first-grader has to remember at school is interesting and attractive for him. Therefore, immediate memory is no longer sufficient in this case.

Improving memory in primary school age is due, first of all, to the acquisition during educational activities of various methods and strategies of memorization related to the organization and processing of memorized material. However, without special work aimed at developing such methods, they develop spontaneously in children and often differ significantly between students in grades 1-2 and 3-4. For children 7-8 years old, situations are typical when it is much easier for a child to remember something without using any means than to remember it with the help of special organization and comprehension of the material. To the question: “How did you remember?”, a child of this age most often answers: “I just remembered that’s all.”

As learning tasks become more complex, the “just remember” attitude ceases to be justified, which forces the child to look for ways to organize the material. The most important are the methods of semantic memorization that underlie logical memory. The basis of logical memory is the use of mental processes as a support, a means of memorization. Such memory is based on understanding.

Primary school age is the most “sensitive” for the development of higher forms of voluntary memorization, therefore purposeful developmental work is most effective during this period.

Semantic memory is based on understanding, i.e. on the activity of thinking, and is associated with the development of language. In the process of semantic memorization, first of all, connections suitable for memorization are created - large structural units of recall, the so-called mnemonic supports, which allows one to overcome the limitations of short-term memorization. The connections used for memorization are not independent, but auxiliary in nature; they serve as a means of helping to remember something. The most effective will be mnemonic supports that reflect the main ideas of any material. They represent enlarged semantic units. For children with underdeveloped memory, the main ways to compensate for it lie in the development of semantic memory: the ability to generalize material and highlight the main ideas in it.

Peculiarities of memory in children of senior school age.

Mastering educational material requires teenagers to be more high level educational and cognitive activity than in junior classes. They will have to learn scientific concepts and sign systems. New requirements for the assimilation of knowledge contribute to the gradual development of theoretical thinking, the intellectualization of perception processes occurs, and the ability to highlight the main, essential things develops.

In children of primary school age (11 - 12 years old), mechanical memory dominates, that is, without logical connections (69%). Younger teenagers are not able to master the material by focusing only on mechanical memorization, which is typical for their age.

Determination of the type of memory by the method of reproducing differently perceived words.

Analyzing the information received, it is clear that in children aged 11 to 12 years, the leading type of memory is visual memory (45%), and the least developed is the motor-auditory type of memory (10%).

The reason for this result is that at primary school age children read a lot, absorb information through vision; at the age of 11-12 years, schoolchildren receive information from the external environment around them.

At the age of 15 to 16 years in adolescents, the largest percentage is in motor-auditory (43%) and combined (33%) memory.

Considering the dominant types of memory in children of different school ages, we come to the conclusion that: Logical memory prevails over the mechanical one in older schoolchildren, this, in my opinion, confirms the conclusions about the transition of the leading role from memory to thinking in older school age. Posing the question in this form removes the problem of mechanical and logical memory as two successive stages of its development, since the main thing in this case is the study of the development of mental functions and their change with age. This approach allows us to study in the age aspect not only the relationship between memory and memorization, but also other mental functions.

Peculiarities of memory in adults.

Despite tons of scientific works devoted to the study of memory, it still remains a mystery, both for the common man and for specialists involved in studying the capabilities of the brain. It is believed that with age, the ability to memorize declines sharply. That’s why old people are so forgetful and children remember everything new so well. However, it must be remembered that weakening memory in adults directly related to the general condition of the body. For example, overwork leads to the loss of a large number of nerve cells. Since stress, lack of sleep and other troubles are the companions of an adult, then a mature person has much less opportunity to show off an excellent memory than his younger brother. But there is no need to be discouraged.

Currently, when scientists and psychologists have collected in their works full information about memory and summarized the data of many experiments, they came to the consensus that this is the highest mental function, but otherwise their opinions differ somewhat, in connection with this many definitions appeared.

As Sereda G.K. points out: “Memory, being a cognitive mental process, consists of remembering, preserving and subsequent reproduction by a person of his experience under the influence of life circumstances. Memory is “a process that is a product of a previous action and a condition of a future action (process, experience).”

Memory is the highest mental function belonging to a person, the formation of which begins along with the development of the brain as early as the third week of intrauterine development. At the same time, this mental process is not independent function, and is closely connected with personality, inner world person, his interests. As a result, improvement and further development and memory occurs due to changes in a person’s relationship with the outside world. Memory as a psychological process is carefully stored and tries to scrupulously restore various elements of the experience gained, these include:

1. intellectual;
2. emotional;
3. motor-propulsion.

Memory, as a complex mechanism, consists of a number of special characteristics. The most important factors that determine its productivity are volume, accuracy, speed of memorization, readiness for reproduction and duration. Let's look at each characteristic in more detail.

Memory capacity is a person’s ability to simultaneously retain a significant amount of information.
Speed ​​of memorization is a certain ability of a person to spend the least amount of time on the memorization process.

Memorization accuracy is a person’s ability to recall certain facts and events that he has encountered in life, without losing the content of the information.

Memory duration is a person’s ability to retain the experience he has experienced for a significant period of time.

Readiness to reproduce information is a person’s ability to very quickly reproduce certain information in the mind.

Mechanisms of memory

The issue of memory mechanisms is quite complex and is being studied whole line Sciences: physiology, biochemistry and psychology. Physiologists in their research emphasize that the process of storing information in any person is associated with the formation of neural connections (associations). Biochemists claim that human memory is based on changes in the composition of ribonucleic acid (RNA) and other biochemical structures in his body. Psychologists point out that there is a direct dependence of memory on the orientation of the individual and the nature of a person’s activity.

Human memory is connected with the systems of the body, its analyzers and is included in different kinds activities. Forms of manifestation of this mental process extremely diverse, because memory serves all types of human activity.

Types of memory

The type of memory classification is based on three main criteria:

The nature of the memorized material;
the nature of the goals of the activity;
duration of information storage.

From point of view first criterion(the nature of the memorized material) motor, emotional, figurative and verbal-logical memory are distinguished:

Motor memory- this is memorization, preservation and reproduction of movements. It serves as the basis for the acquisition of labor, sports skills, writing, speaking, playing musical instruments, etc. good development This memory is physical dexterity, a person’s agility in external objective actions.

Emotional memory- This is a person’s memory for emotions and feelings. Remembering an event can in itself be pleasant or unpleasant. A person can again experience what was previously experienced, and no less vividly than before.

Figurative memory exists in the form of images of previously perceived objects, phenomena, events, i.e. in the form of presentations. A distinction is made between specific ideas (the idea of ​​this particular vase, this particular person) and generalized ones (the idea of ​​the vase in general, of the person in general). The first representations are distinguished by greater detail and brightness, the second by greater preservation of essential features that determine the object’s belonging to a certain class of objects. In turn, figurative memory is divided into individual species according to the leading analyzer: visual, auditory, tactile, gustatory and olfactory.

Verbal-logical memory- a specifically human type of memory, “subjugating” previous types. Its content is thoughts, concepts as generalized forms of reflection of reality, logical forms of thinking. It is precisely because this memory exists in unity with speech that it is called verbal-logical, or verbal.

From point of view second criterion(the nature of the goals of the activity) distinguish involuntary and voluntary memory:

Involuntary memory is the memorization and reproduction of information by a person, in which there is no specific goal to remember or remember something.

Voluntary memory is a type of memory in which memorizing and reproducing information will act as special, mnemonic actions, that is, a person sets a specific goal to remember or recall information.

From point of view third criterion(duration of information storage) distinguish instant, short-term and long-term memory:

Instantaneous or sensory memory occurs at the receptor level and retains the physical characteristics of stimuli for up to 2 seconds. This type memory stores information in the form in which it is provided by the senses without subsequent transformation. The main function of sensory memory is to provide the time necessary for preliminary analysis of information and its translation into short-term memory.

Short-term memory retains information after a single perception and immediate recall (information storage for up to 30 seconds). Information enters short-term memory from sensory or long-term memory in the form of a memory of something, the information is processed and interpreted by the brain, and then a decision is made to erase the trace or transfer it to long-term memory. As a manifestation of short-term memory, operative memory serving current human actions is considered.

Long-term memory provides storage of a large amount of information for a long time. Long-term memory is distinguished: episodic (for life events, incidents), semantic (for generalized knowledge about the world, concepts, relationships between them), autobiographical (for personally related events and their assessments, most clearly manifested in memories, writing memoirs).

Memory processes

As the basis of memory processes, various functions performed by it in human life and activity are considered. Memory processes include: remembering, storing, reproducing and forgetting.

Remembering information- this is a certain memory process through which a person imprints traces, introduces new elements of sensations, perception, thinking, and develops a system of associative connections.

Memorization of any information by a person is always selective: not all information that affects the senses is stored in our memory. The success of memorizing this or that information depends on: the motives, goals and activities of the individual. Types of memorization process differ according to certain criteria:

Storage time of information in memory;
goals of activities that include memorization processes.

Saving information- is always determined by the amount of her participation in a person’s life. There are different types of storing material in memory: long-term and short-term memory.

Reproduction of information - This is a process that allows you to update fixed content in the psyche by extracting information from a person’s long-term memory, as well as transferring it into operative memory.

Forgetting information- this process of human memory turns out to be deeper in the case when certain material is included in the activity very rarely or not at all. Forgetting any information directly depends on time, the content of the material, and its awareness. The more the material was understood, the longer it will take to forget it.

Features of memory development in preschool children

Preschool age of children is characterized by intensive development of the ability to memorize and reproduce information. The memory of a preschooler during this period is involuntary. The child does not try to set specific goals for memorizing the material. Everything happens regardless of his will and consciousness. Memorization and recollection are carried out in the child’s activities. The baby remembers what was interesting.

It is in preschool age that the transition from involuntary to voluntary memory processes occurs. Now memory is characterized by the fact that it is aimed at remembering certain objects and is associated with the fact that the baby sets a goal to remember and remember certain material.

Voluntary forms of memorization and reproduction in children begin to take shape in middle preschool age. At first, the child sets only the task itself to remember or recall. The recall task is highlighted earlier.

Preschoolers remember easily interesting songs, counting rhymes, rhymes. This material is of great interest.

A child, having memorized the material, literally reproduces it, since the child has an insufficient supply of words and expressions, and there is a small number of synonyms in speech. This is what makes it difficult to replace some words with others and convey the full content of the material. But the baby’s limited speech capabilities do not at all mean that he does not understand what he remembered and reproduced.
But still, the leading type of memory in preschool children remains involuntary memory. But children access voluntary memory very rarely. This mainly happens when certain tasks arise in the child’s daily activities or at the request of adults. Involuntary memorization of information by a child is associated with the intellectual work of children on certain material, and it remains leading until the end of preschool age.

In preschool age, liberation from amnesia of infancy and early childhood occurs. Main feature development of the cognitive sphere of a preschool child is that in the course of development a new system of functions of the child is formed. It lies in the fact that memory becomes the center of the baby’s consciousness. It is memory, as a psychological process in preschool age, that plays the leading role. This allows for the retention of ideas that psychologists around the world interpret as “generalized memory.”

Dear parents, if you have any questions related to your child’s memory, our consultants will help you understand and advise you on this topic.

Gorky Maxim

The Life of Klim Samgin (Part 1)

A.M.Gorky

Life of Klim Samgin

Part one

Ivan Akimovich Samgin loved the original; therefore, when his wife gave birth to a second son, Samghin, sitting at the bedside of the woman in labor, began to convince her:

You know what, Vera, let's give him some rare name? Tired of these countless Ivans, Vasilys... Eh?

Tired of the pangs of childbirth, Vera Petrovna did not answer. The husband thought for a minute, fixing his dove eyes out the window, into the heavens, where the clouds, torn by the wind, resembled both an ice drift on the river and the shaggy hummocks of a swamp. Then Samghin began to list with concern, piercing the air with a short and plump finger:

Christopher? Kirik? Vukol? Nicodemus? He destroyed each name with a crossing-out gesture, and after going through a dozen and a half unusual names, he exclaimed with satisfaction:

Samson! Samson Samghin, here! It's not bad! Name biblical hero, and my surname - my surname is peculiar!

“Don’t shake the bed,” the wife quietly asked. He apologized, kissed her hand, exhausted and strangely heavy, smiling, listened to the angry whistle of the autumn wind, the plaintive squeak of the child.

Yes, Samson! The people need heroes. But... I'll think about it. Maybe Leonid.

“You tire Vera with trifles,” Maria Romanovna, the midwife, sternly remarked while swaddling the newborn.

Samghin looked at his wife’s bloodless face, straightened her hair of an extraordinary golden-moon color scattered on the pillow, and silently left the bedroom.

The woman in labor recovered slowly, the child was weak; fearing that he would not survive, Vera Petrovna’s fat but always ill mother hurried to baptize him; christened, and Samghin, smiling guiltily, said:

Verochka, in last minute I decided to call him Klim. Klim! A common name, it does not oblige you to anything. How are you, huh?

Noticing her husband’s embarrassment and the general discontent of the family, Vera Petrovna approved:

I like.

Her words were law in the family, and everyone got used to Samghin’s unexpected actions; he often surprised people with the originality of his actions, but he enjoyed a reputation both in his family and among his acquaintances happy person who manages everything easily.

However, the child’s unusual name markedly emphasized him from the very first days of his life.

Klim? - friends asked, looking at the boy especially carefully and as if guessing: why Klim?

Samghin explained:

I wanted to call him Nestor or Antipas, but, you know, this stupid ceremony, priests, “do you deny Satan”, “blow”, “spit”...

The family also had reasons - each with their own - to treat the newborn more carefully than his two-year-old brother Dmitry. Klim was in poor health, and this increased his mother’s love; the father felt guilty for giving his son an unfortunate name, the grandmother, finding the name “peasant”, believed that the child had been offended, and Klim’s child-loving grandfather, the organizer and honorary trustee of a vocational school for orphans, was fond of pedagogy, hygiene and, clearly preferring the weak Klima, healthy Dmitry, also burdened his grandson with increased care for him.

The first years of Klim’s life coincided with the years of a desperate struggle for freedom and culture of those few people who courageously and defenselessly put themselves “between a rock and a hard place,” between the government of a mediocre descendant of a talented German princess and an illiterate people dulled into slavery by serfdom. Deservedly hating the power of the king, honest people in absentia, with great sincerity, they fell in love with the “people” and went to resurrect and save them. To make it easier to love a peasant, they imagined him as a creature of exceptional spiritual beauty, adorned him with the crown of an innocent sufferer, the halo of a saint, and valued his physical torment above the moral torment that the terrible Russian reality generously rewarded the best people countries.

The sad hymn of that time was the angry groans of the most sensitive poet of the era, and the question addressed by the poet to the people sounded especially alarming:

Will you wake up full of strength?

Or, fate obeying the law,

You've already done everything you could

Created a song like a groan

And spiritually rested forever?

The amount of suffering experienced by fighters for freedom of cultural creativity is incalculable. But the arrests, prisons, and exiles of hundreds of young people to Siberia increasingly inflamed and intensified their struggle against the huge, soulless mechanism of power.

The Samgin family also suffered in this struggle: Ivan’s elder brother Yakov, after serving almost two years in prison, was exiled to Siberia, tried to escape from exile and, caught, was transferred somewhere to Turkestan; Ivan Samgin also did not escape arrest and prison, and then he was expelled from the university; cousin Vera Petrovna and Marya Romanovna’s husband died on the way to Yalutorovsk, into exile.

In the spring of 79, Solovyov’s desperate shot clicked, and the government responded with Asian repressions.

Then several dozen determined people, men and women, entered into single combat with the autocracy, and for two years they hunted him as if he were wild beast, finally killed him and were immediately betrayed by one of his comrades; He himself tried to kill Alexander II, but, it seems, he himself broke the wires of the mine intended to blow up the Tsar’s train. The son of the murdered man, Alexander the Third, awarded the title of honorary citizen to the man who attempted to kill his father.

When the heroes were destroyed, they - as always happens - found themselves guilty of having raised hopes but failed to realize them. The people who had favorably watched the unequal struggle from afar were oppressed by the defeat more severely than the friends of the fighters who remained alive. Many immediately and wisely closed the doors of their houses in front of the fragments of a group of heroes who had been admired yesterday, but today could only be discredited.

Gradually, skeptical criticism of “the importance of personality in the process of creating history” began - criticism, which after decades gave way to immoderate admiration for the new hero, “ blonde beast"Friedrich Nietzsche. People quickly became wiser and, agreeing with Spencer that “you cannot develop golden behavior from leaden instincts,” they concentrated their strength and talents on “self-knowledge,” on issues of individual existence. They quickly moved towards accepting the slogan “our time is not the time broad tasks."

A most brilliant artist, who felt the power of evil so amazingly subtly that he seemed to be its creator, the devil exposing himself, this artist, in a country where most of the masters were slaves just like their servants, shouted hysterically:

"Humble yourselves, proud man! Be patient, proud man!"

The Samgins' house was one of those rare houses in those years where the owners were in no hurry to turn off all the lights. The house was visited, although not often, by some gloomy, quarrelsome people; they sat in the corners of the rooms, in the shade, and spoke little, smiling unpleasantly. Different heights, different clothes, they were all strangely similar to each other, like soldiers of the same company. They were “not from here,” they were traveling somewhere, they came to Samghin at a crossroads, and sometimes they stayed overnight. They were also similar to each other in that they all obediently listened to Maria Romanovna’s angry words and, apparently, were afraid of her. And Father Samghin was afraid of them, little Klim saw that his father, in front of almost each of them, guiltily rubbed his soft, gentle hands and kicked his leg. One of them, black, bearded and probably very stingy, said angrily:

In your house, Ivan, it’s stupid, like in the Armenian joke: everything is ten times larger. For some reason they gave me two pillows and two candles for the night.

Samghin's circle of city acquaintances had narrowed significantly, but still, in the evenings, out of habit, people gathered at his place who had not yet overcome the mood of the previous day. And every evening Maria Romanovna, tall, bony, with black glasses, an offended face without lips and a lace black cap on her half-gray hair, with large, gray ears sticking out sternly from under the cap, would majestically appear from the outbuilding in the depths of the courtyard. Varavka, a broad-shouldered, red-bearded lodger, came down from the second floor. He looked like a dray driver who suddenly became rich and, having bought someone else's clothes, shyly pulled them on himself. He moved heavily, carefully, but still shuffled his soles very noisily; His feet were oval, like fish dishes. Sitting down at the tea table, he first carefully tested the chair to see if it was strong enough? Everything on him and around him crackled. it creaked and shook, the furniture and dishes were afraid of him, and when he walked past the piano, the strings hummed. Doctor Somov appeared, black-bearded and gloomy; stopping at the door, on the threshold, he looked at everyone with bulging, stone eyes from under mustache-like eyebrows, and asked hoarsely.

In this article we will turn to the novel “The Life of Klim Samgin”. A summary of it will become our main topic. But first, let's talk a little about the structure and intent of the work.

About the product

“The Life of Klim Samgin” is classified as an epic novel and is considered the largest work of Maxim Gorky. The work consists of 4 books that were written from 1925 to 1936 (the year of the writer’s death).

The idea of ​​the work “The Life of Klim Samgin” ( summary present below), according to Gorky himself, is to show a hero-intellectual, of which there were many during the first revolution of 1907. These people at first warmly supported the workers and revolutionary movement, however, it gradually becomes clear that they are not on the same path with the new Soviet Russia. The main goal is to show the reason why their positioning of themselves as a superclass group is incorrect.

To put it simply, Gorky portrayed an intellectual who went from revolutionary to emigrant.

Maxim Gorky, “The Life of Klim Samgin”: summary

Ivan Akimovich Samgin, a populist intellectual, had a son. His father decided to give him a peasant and, in his opinion, unusual name - Klim, which immediately made the boy special among other children - Lyuba Somova, whose father was a doctor; Boris, Varvara and Lydia, sons of Varavka's lodger; Igor Turoboev, who studied at a military school with Boris; Alina Telepneva and Konstantin Makarov, friends from the gymnasium; orphans of Ivan Dronov, who lived with the Samgins. Things are pretty good between Klim and these kids. difficult relationships, since the boy is constantly trying to stand out, to be somehow different from those around him. Boris became Klim's main rival. Their enmity did not subside until Boris and Varvara died - the children fell through the ice while skating.

Klim studies at the gymnasium. At this time, he was first overcome by an interest in women. The boy's mother, noticing this, decides to bribe the seamstress Rita so that the young man's first sexual experience will be “safe.” Rita agrees, although she is in love with Doronov. Klim becomes aware of all this. This leads to the young man becoming disappointed in all women, even his mother.

Makarov falls in love with Lydia, but after a quarrel with the girl he decides to commit suicide. Samghin manages to save his friend, which he later regrets - he liked Lida himself.

Students

M. Gorky (The Life of Klim Samgin) tried to portray a hero typical of his time. The summary (Part 1 is stated above) shows how well the writer succeeded in this, despite the fact that his hero was constantly trying to look special.

After graduating from high school, Klim went to St. Petersburg. For him, his student days began. Samghin has new circle communication, which included: Dmitry, Klim’s older brother, a student participating in the revolutionary struggle; Serafima Nekhaeva, who had a weakness for everything decadent; Marina Premirova; Kutuzov, a future Bolshevik and active revolutionary similar to Lenin; Vladimir Lyutov, descended from merchants, student; Elizaveta Spivak and her musician husband. However, even in the new company he tried to be different, exposing everything critical analysis. For this, his new acquaintances dubbed him “smart guy.”

Lyutov falls in love with the capricious Alina Telepneva, who first agrees to become his wife, and then refuses because she fell in love with Turboev. The theme of rivalry between a wealthy man (Lyutov) and an impoverished aristocrat (Turboev) is clearly evident here.

Holidays at the dacha and failure in love

Klim lives at the dacha with his other St. Petersburg acquaintances. Quite a lot about the political and philosophical sentiments of the late 19th and early 20th centuries can be learned from the novel “The Life of Klim Samgin.” Chapter-by-chapter summaries describe the controversies younger generation about the West and Russia, about philosophy It turns out that Lyutov is a Russian anarchist. Samghin tries to take a special philosophical position in these disputes, but in the end he does not take any position at all. At the same time, Klim tries to confess to Lydia that he loves her, but is refused.

Samghin goes to Moscow. Here he meets new people, Moscow intellectuals, who differ from St. Petersburg in their pronounced “Russianness.” Among them: Uncle Chrysanthus, Pyotr Marakuev, Varvara Antipova and Semyon Diomidov.

A drinking party takes place at Lyutov’s apartment, at which Yegor Ipatievsky, a defrocked deacon, reads his poems about Vaska, Christ and the “unchangeable ruble.” Their meaning boils down to the fact that even in hatred he serves Christ. Lyutov admires poetry. Klim again feels superfluous.

Nicholas I arrives, after which things happen tragic events on the Khodynka field, where many people were crushed when the coronation was celebrated. Samghin looks at the crowd and thinks about the insignificance of the individual during mass psychosis.

There is a final break between Klim and Lydia, after which the girl leaves for Paris. Samghin goes to an industrial exhibition in Nizhny Novgorod. Here he meets Inokov, a peculiar poet and colorful newspaperman.

New acquaintances

As a supporter of the revolution, M. Gorky places appropriate accents in his work. “The Life of Klim Samgin” (a summary of the books can be found in this article) is a work about the fact that a person who does not have clear convictions and does not belong to a certain social group, unable to achieve anything in life.

Klim meets with Tomilny, who is confident that the path to truth runs through unbelief. This Nietzschean thought turns out to be close to Samghin. The hero meets the provincial historian Kozlov, a monarchist and guardian who denies both the revolution and the revolutionary spirit.

Samghin meets Kutuzov, who is just as self-confident as Kozlov, although he holds opposing views. Kutuzov says that the intelligentsia are “revolutionaries out of boredom.” A search takes place at Klim’s house, after which the hero talks with Popov, the gendarmerie captain. The military man makes him understand that Klim will never become a revolutionary.

First arrest and Moscow unrest

The events of the novel “The Life of Klim Samgin” (summary) are again transferred to Moscow. Here Klim actively communicates with the top of the liberal intelligentsia - Tagilsky and Preis. Kutuzov arrives, next to whom Samghin understands that the real revolution is being prepared away from him and his inner circle of intellectuals. Makarov talks about philosophical teaching N.F. Fedorov and the place of women in history.

Ivan Akimovich, Klim's father, dies in Vyborg. Samghin goes to the funeral and meets his brother. Somova and Klim are arrested. After interrogation by the police, Samghin is offered to become an informant. Klim refuses, but he has the idea that he did wrong. Samgin and Varvara Antipova have a love affair, after which the girl has to have an abortion.

Student unrest begins in Moscow. Samghin finds himself in a crowd near the Manege, he experiences fear. Police agent Mitrofanov helps him out. Klim goes to the village, where he witnesses peasant robberies. The hero develops a fear of men.

Unrest in Moscow continues. Klim joins love affair with Nikonova, who turns out to be a police informant.

Revolution of 1905

Seriously changed (January 9, 1905) the life of Klim Samgin. A summary of the chapters tells that Samghin begins to mentally support the revolutionary movement. Klim ends up in prison, he is suspected of revolutionary activities.

The revolution of 1905 begins. Samghin is located in Moscow. Here Somova begins organizing sanitary stations where the wounded could be helped. Klim happily supports Kutuzov and the revolution - “let everything go to hell.” However, he understands that what is happening affects his interests as well. Turoboev dies. Makarov recognizes the spiritual crisis of the intelligentsia. Turoboev's funeral takes place. Samgin, Alina Telepneva, Lyutov and Makarov find themselves in a dangerous situation, from which the thief Sashka Sudakov and the Black Hundreds rescue them.

Rusgorod

Description begins revolutionary events in the novel “The Life of Klim Samgin”. The summary depicts Klim, who finds himself in the thick of combat events - on the barricades. Leading the revolutionary crowd is Comrade Yakov. Detective Mitrofanov is executed before the hero's eyes. Then he sees the death of Anfimyevna. Klim realizes with horror that he has become an involuntary hostage to the events taking place around him.

Klimov goes to Rusgorod on behalf of Kutuzov - he needs to pick up money for the Bolsheviks. On the train, he talks to a tipsy lieutenant, who tells him how scary it is to shoot people on orders.

Klim meets Marina Zotova, a rather rich woman who considers herself one of the people with popularly thoughts. She believes that the reason for the revolution is that the intelligentsia does not know the people and never knew them. Here, in the company of Marina’s acquaintances, Samgin is finally convinced that he is far from the “people’s element”, cut off from it. Klim becomes a witness brutal murder governor.

Lydia returns from abroad, Samghin is completely disappointed in her.

Abroad

M. Gorky brings his hero to a completely logical conclusion. The life of Klim Samgin (the summary confirms this) continues abroad. First he goes to Berlin, where he is overcome by boredom. Then Klim meets his mother in Switzerland, but realizes that they have become complete strangers. Samghin is left completely alone. News arrives from Geneva - Lyutov committed suicide.

In Paris, Klim meets with Marina Zotova. Berdnikov and Popov offer Samghin to become a secret agent for a woman, promising a good pay, but the hero refuses.

Return

Completely incomprehensible and extra person depicts Gorky. “The Life of Klim Samgin”, the summary is proof of this, is a description of the tragedy that befell the intelligentsia during the revolution.

Klim, realizing that his loneliness abroad has only increased, returns to Russia. Marina Zotova is killed. Bezbedov is suspected of her murder, and dies in prison before the trial begins.

Varvara dies. In Moscow, Samghin is trying to organize a liberal-independent newspaper. News arrives about the death of L.N. Tolstoy, which excites and frightens everyone around.

World War I

“The Life of Klim Samgin” is coming to an end (a brief summary is given above in parts). The first one flares up World War, which in the novel symbolizes destruction collective intelligence. Samghin goes to Borovichi to the front. There he meets second lieutenant Petrov, who is an example of the corruption of military officers. The moral decline of the army is confirmed by the episode of the murder of Tagilsky by an angry officer.

Klim returns from the front. Here he finds himself at an evening where he says that people will become united only when they understand that they are alone in the universe.

The year 1917 begins, and with it the fate of the main character remains unclear, since the novel has an open ending. Most likely this is due to the premature death of Gorky himself, who never managed to finish the most voluminous work in his life.

This is how the epic novel “The Life of Klim Samgin” ends (summary). "Brifley" is a resource where you can read the entire work.