Currently, the peculiarities of the development of verbal memory in children are becoming an urgent problem. before school age with hearing impairment.

In special pedagogy, there are a number of studies devoted to the analysis of the formation of verbal memory in children with hearing impairment and its use in the learning process: in deaf pedagogy, an activity-based approach is implemented (R.M. Boskis, N.G. Morozova, M.N. Nikitina, E. G. Rechitskaya), reveals the features of involuntary memorization of words by children with hearing impairment (L.V. Zankov, V.G. Petrova, T.V. Rozanova), sentences (D.M. Mayants) and connected texts (T.V. Rozanov), some aspects of voluntary memorization of verbal material were analyzed (D.I. Lebedev, T.V. Rozanova, I.M. Soloviev).

Verbal memory is considered one of the most complex forms mental activity, which is directly related to speech, the development of which in children with hearing impairment is slow and peculiar.

Verbal memory (memory-story) is expressed in memorizing and reproducing our words, nursery rhymes, jokes.

Among the types of memory, verbal and verbal-logical memory are distinguished.

Verbal-logical memory is a set of psychophysiological processes of memorization, preservation and reproduction of thoughts, concepts and verbal formulations.

Verbal memory is a type of memory that determines the ability to remember, retain and reproduce speech (verbal) information.

We can say that verbal memory is verbal memory. A.R. Luria identifies verbal memory as a more complex and higher specifically human type of memory.

A person not only uses words to designate objects, and verbal speech not only participates in the formation of ideas and storage of visual information. He receives the overwhelming amount of knowledge through the verbal system, perceiving oral information, reading books and storing in his memory the results of information obtained through speech.

Verbal memory is to an even lesser extent the direct fixation of words and the passive storage of the images evoked by them than the fixation and storage of the results of visual experience, deposited in the form of ideas.

Verbal memory is always the processing of verbal information, isolating the most significant from it, distracting from the side, unimportant and retaining those thoughts that come across in the verbal message. This means that the basis of verbal memory is the process of recoding the reported material, associated with a generalization of the central points of information.

Verbal memory is often called “associative” or “logical”. This is due to the fact that words evoke in us entire chains of a matrix of associative or logically related elements.

Verbal-logical memory, according to V.A. Krutetsky, is expressed in memorizing, preserving and reproducing thoughts, concepts, and verbal formulations. Thoughts do not exist outside of speech, outside of certain words and expressions. Reproduction of thoughts does not always occur in the same verbal expression in which they were originally expressed. In some cases, it is remembered and reproduced only general meaning material, the essence of thoughts, and their literal verbal reproduction is not required. In other cases, it is necessary to remember and reproduce the exact, literal verbal expression of thoughts (rules, definitions, etc.). However, literal reproduction of verbal material can occur without understanding its meaning, then its memorization will no longer be logical, but mechanical memorization. The form of thought reproduction depends on the level of speech development. The less developed a child’s speech is, the more difficult it is for him to express meaning in his own words. But in this case, it is precisely important to encourage him to retell the material in his own words.

Memorizing the meaning is remembering the general and essential aspects of the material and distracting from unimportant details and features. Isolating what is essential depends on understanding the material itself, what is most important and significant in it, and what is secondary. Consequently, memorizing and reproducing semantic material is closely connected with thinking processes, with the mental development of the child, with his stock of knowledge. Children, especially younger children, independently identify significant signs with great difficulty; they need the help of a teacher. As for details, children remember and reproduce them often very well, giving them disproportionate great importance, especially when these details have vivid clarity, specificity and emotional impact.

P.P. Blonsky emphasizes that since verbal memory exists for other people thanks to speech development, its development is socially conditioned.

According to P.P. Blonsky, socially conditioned memory does not appear immediately in ontogenesis. In its development, three main stages can be distinguished:

Simple reproduction;

Socially conditioned selective reproduction;

Competent memory using writing.

The development of verbal memory begins in the second year with reproductive verbal memory. Otherwise the child would not have learned the language. The fastest development of verbal memory occurs in preschool age. Following reproductive verbal memory and simultaneously with it, under the influence of upbringing and training, narrative memory develops (selective-reproducing verbal memory). This memory pushes memory-reproduction into the background, and in essence the development of verbal memory in childhood is mainly the development of precisely this memory. It begins to form in preschool childhood, but its most vigorous development occurs at school age.

There are three main groups of children with hearing impairments: deaf, hard of hearing (hard of hearing) and late-deafened children.

Deaf children have profound, persistent bilateral hearing impairment, which can be hereditary, congenital, or acquired in early childhood - before speech acquisition. If deaf children are not taught speech by special means, they become mute - deaf-mute, as they were called not only in everyday life, but also in scientific works until the 1960s Most deaf children have residual hearing. They only perceive very loud sounds(with a strength of 70 - 80 dB) in the range not higher than 2000 Hz.

Hard of hearing (hard of hearing) – children with partial hearing loss, leading to impaired speech development. Children with very large differences in the area of ​​auditory perception are classified as hard of hearing. A child is considered hard of hearing if he begins to hear sounds with a volume of 20–50 dB or more (first-degree hearing loss) and if he hears only sounds with a volume of 50–70 dB or more (second-degree hearing loss).

Late-deafened children are children who have lost their hearing due to some illness or injury after they have mastered speech, i.e. at 2 - 3 years of age and later. Hearing loss in such children can be different - total, or close to deafness, or close to that observed in the hearing impaired. Children may have a severe mental reaction to the fact that they do not hear many sounds or hear them distorted, and do not understand what is being said to them.

Research by domestic defectologists and psychiatrists (R.M. Boskis, T.A. Vlasova, M.S. Pevzner, V.F. Matveev, L.M. Bardenshtein, etc.) indicates that the main mechanisms of the detainee intellectual development in children with hearing impairments there is a slowdown and distortion of speech formation in the first years of the child’s life.

Children with hearing impairments demonstrate sufficient ability to perform quite complex constructive tasks (Koos cubes, creating models from construction sets based on samples, drawing, modeling, etc.), which significantly distinguishes them from oligophrenic children, whose visual constructive activity is much poorer and mostly has an imitative character.

At the same time, children with hearing loss exhibit insufficiency in those types of intellectual activity that are closely related to speech. They have difficulties with tasks that require speech formatting and speech reporting.

The selection and consolidation of individual properties of objects is impaired, as a result of which the formation of object concepts suffers. This, in turn, leads to the fact that the child cannot freely operate with ideas, and difficulties arise in their actualization.

Tasks on classifying objects, establishing the sequence of events, identifying the “fourth extra,” and comprehending plot pictures cause difficulties in verbally formatting the answer, while the method of completing the task, understanding the task set by the experimenter, indicate a sufficient level of intellectual development.

There are several methods for studying verbal memory in preschool children.

“10 Words” Methodology by A.R. Luria.

Purpose: to study the state of memory, identify mental status (exhaustion, fatigue), stability of attention.

Equipment: Tablet of 10 words.

Instructions: “Now I will read 10 words. Listen to them carefully, and then repeat. Next, I will read the same series of words again, and you will repeat it again. And so only 5 times.”

HOUSE FOREST CAT NEEDLE BROTHER NIGHT BRIDGE WINDOW HORSE TABLE

Methodology “Repetition of words and numbers.”

Research objectives: To identify an understanding of the meaning of the task; the ability to retain a series of words, a series of numbers in memory and repeat them, the skill of self-control; duration of concentration.

Equipment: cards with words and numbers.

Instructions: “Now we will play. I’ll call it, and you repeat it.” They name three familiar words and ask you to repeat them.

Then they name other words and ask them to repeat them in reverse order. The same for a set of numbers.

Methodology “Memorizing numbers” for the purpose of studying memory capacity.

The child is given the task of reproducing an increasing series of numbers in several attempts.

After each listening session, the child tries to reproduce the entire series. The experimenter notes the number of numbers that the child remembered and named correctly during this attempt, and reads out the next row.

In the “Reproduction of Stories” method, to study the volume and accuracy of reproduction, a story is read to children and they perceive it by ear. They then reproduce the story orally. When analyzing, it takes into account whether all semantic links are reproduced and what is omitted. The most preferred stories for memorization are: “The Jackdaw and the Doves,” “The Ant and the Dove,” “Logic,” “Columbus’s Egg,” “The Eternal King,” etc.

The “Self-control of children in the process of text reproduction” technique is carried out individually with children 4-6 years old. First, the child is read a fairy tale and asked to remember it. Then he tells what he remembers. Conclusions are drawn about the individual and age-related characteristics of self-control, about the predominance of one or another type of self-control in different periods of preschool childhood.

Bibliography

1. Blonsky, P. P. Memory and thinking [Text] / P. P. Blonsky. – M.: State socio-economic publishing house Leningrad – 215 p.

2. Boryakova, N. Yu. Pedagogical systems of training and education of children with developmental disabilities [Text] / N. Yu. Boryakova. – M.:AST Astel, 2008. –222 p.

3. Boskis, R. M. Deaf and hard of hearing children [Text] / M. R. Boskis. – M.: Publishing house “Soviet Sport”, 2004.

4. Luria. A. R. Theory of development of higher mental functions in Soviet psychology [Text] / A. R. Luria. – M.: Questions of Philosophy, 2003.

5. Stolyarenko, L. D. Fundamentals of psychology [Text] / L. D. Stolyarenko. – M.: Rostov-on-Don: Phoenix, 2005. – 672 p.

Nonverbal memory is the ability to encode, store and access memories of faces, shapes and images, melodies, sounds and noises, smells, tastes and sensations. Those. Nonverbal memory allows us to store and recall information whose content is not expressed in words (either verbally or in writing). This feature is of great importance as we use it in many everyday situations. Practice and cognitive training can help improve our nonverbal memory.

Types of memory.

• Depending on the type of information that we remember, memory is divided into: Verbal (if the information consists of words read or heard) and Non-verbal (if the information is not expressed in words).
• Depending on how long information remains in our memory and the type of its processing, the following types of memory are distinguished: Sensory memory, and.
• Depending on the organ through which we perceive information, memory is divided into the following types: and Spatial memory (vision), (hearing), Tactile memory (touch), Olfactory memory (smell) and Gustatory memory (taste).

Examples of nonverbal memory

• Nonverbal memory has important in various professions such as architect, designer, musician, artist, restaurant critic, etc.
• Non-verbal memory is also often used in the educational process, for example, when memorizing geographical maps, drawing or sketching. Young children are often given tasks in which they experiment with different textures.
• If we need to remember a map or GPS route, we use nonverbal memory. Failures in this type of memory can result in us not being able to follow a set route or, for example, not being able to remember whether overtaking was allowed road sign which we just passed.
• We also use non-verbal memory in our Everyday life, for example, when we try to remember a melody, someone's face or smell.

Pathologies and disorders associated with nonverbal memory problems

If we once had difficulty remembering someone’s face, details of a visited excursion or museum, this does not mean that we have any problems with non-verbal memory. However, there are a number of disorders associated with deficits in this cognitive ability that can lead to forgetting of even the most familiar nonverbal stimuli. Problems with nonverbal memory can significantly complicate our daily activities..

Nonverbal memory impairments are observed in various disorders. One of the diseases in which nonverbal memory is severely affected is Alzheimer's disease, however, these problems are also observed in other dementia. On the other hand, difficulties have been observed in people with depression when performing tasks that require the use of nonverbal memory. In addition, brain damage caused by stroke or traumatic brain injury (TBI), can also lead to deterioration of nonverbal memory.

How to measure and evaluate nonverbal memory?

Nonverbal memory allows us to solve many everyday problems correctly and quickly. Thus, assessing nonverbal memory can be useful in various areas of life: educational process(to know that some of the students may have difficulty remembering a certain topic or show poor performance in some subjects), in clinical settings(to know that the patient may not remember what medicine he needs to take, as well as the faces of familiar people, or will not be able to behave according to the situation), in professional field (to know if the architect will work effectively on projects and if the truck driver will be able to do his job correctly).

By using can effectively and reliably measure various cognitive abilities, including nonverbal memory. A test that offers CogniFit to assess non-verbal memory, based on the classic tests: NEPSY and Test of Malingering of Memory Impairments (TOMM). In addition to nonverbal memory, this test also measures reaction time, working memory, visual perception, naming memory, contextual memory, monitoring, visual memory, recognition, and processing speed.

• : Objects appear on the screen in the form of images or sounds. It is necessary to indicate in what format (image or sound) the object appeared last time, and whether it appeared at all.

How to restore or improve nonverbal memory?

All cognitive abilities, including nonverbal memory, can be trained to improve their performance. CogniFit gives you the opportunity to do it professionally.

is the basis for restoring nonverbal memory and other cognitive abilities. CogniFit offers a series of clinical exercises for the rehabilitation of nonverbal memory and other cognitive functions. The brain and its neural connections are strengthened by the use of functions that depend on them. Thus, if we regularly train non-verbal memory, the brain structures responsible for this ability will be strengthened.

CogniFit consists of an experienced team of professionals specializing in the study of synaptic plasticity and neurogenesis processes. This made it possible to create personalized cognitive stimulation program, which adapts to the needs of each user. This program starts with accurate assessment nonverbal memory and other fundamental cognitive functions. Based on the evaluation results, the cognitive stimulation program from CogniFit automatically suggests a personalized training regimen to strengthen non-verbal memory and other cognitive functions that are assessed to be weakened.

Training to improve non-verbal memory should be constant and regular. CogniFit offers assessment and rehabilitation tools to optimize this cognitive function. For correct stimulation you need to devote 15 minutes a day, two or three times a week.

CogniFit cognitive stimulation program is available online. A variety of interactive tasks await you in the form fun games for the brain, which can be played using a computer. At the end of each session CogniFit will show a detailed progress graph your cognitive state.

The classification of types of memory is complex system with many connections. Today, the most common approach to typifying memory is to identify the dependence of its characteristics on the specifics of the activity aimed at memorization and subsequent reproduction.

Memory is distinguished:

• according to the duration of data storage - long-term or short-term;
• by target activity – involuntary or voluntary;
• according to the characteristics of mental activity - figurative, emotional, motor (motor) and verbal-logical memory.

The largest group is represented by types of memory according to the characteristics of mental activity. All of them cannot fully exist and function separately from each other, since they interact very closely and the development of one is impossible without the progress of the other. However, the leading role is played by the verbal-logical branch, which, of all living organisms, is inherent only in humans. Many animals have motor, figurative and emotional memory in a primitive form, but only humans have verbal memory, and it must be developed intensively and systematically, starting from a fairly early childhood.

What is verbal-logical or verbal memory?

The main component of verbal memory is thoughts, thought processes, understanding of the phenomena being studied, analysis of judgments, the ability to draw conclusions, work with other people’s statements and thoughts heard from someone. As is already clear from the name this type memory consists of two components - logical and verbal.

The logical component, in contrast to the mechanical one, with the help of which a person remembers only the external data of an object/text, is aimed at understanding the meaning of the subject or topic being studied. Logical memory always involves mental work, in which the material is not simply memorized mechanically, but is preliminarily analyzed, broken down into logical fragments, from which important and secondary ones are then separated, relationships are built between all fragments, and thus the essence of the entire volume to be memorized is learned.

The result of any human mental activity is the verbal formulation of conclusions (it is impossible to convey thoughts without language) - it is also the verbal component of verbal memory. This component will not always be there an exact copy source material, it will rather reflect only its meaning. That is, a person can explain the essence of the question in his own words, without memorizing a book answer. On a special educational resource, anyone can test and practice everything existing species memory. The site's materials are developed on the basis of scientific theories by experts in the field of psychology and teaching, and are presented in a playful way, especially interesting for children.

Verbal memory is formed on three other types - motor, figurative and emotional, but at the same time it is the main one, and only the degree of development of adjacent types of memory will depend on it. She plays a leading role in the assimilation of any knowledge.

The degree of development of verbal-logical memory is a litmus test of a person’s erudition, the level of his training, and the quality of knowledge. The learning of any schoolchild is ensured by verbal and logical memory, so its capabilities must be used as fully as possible, which means it is important comprehensive development verbal-logical memory. The more it is applied in life, the more successful a person’s activities become. An excellent memory, of course, cannot replace a brilliant mind, but it will become a reliable assistant in solving problems of any complexity. Developed memory greatly reduces the time required to perform any mental operation.

Special exercises

The process of forming verbal-logical memory often occurs in preschool or early school age. The task of parents is to help children develop this type of memory by all available means, since the entire school curriculum is built on children’s ability to read, analyze, remember and retell information. It is especially important to work with children who have speech disorders, since they are worse than others in remembering new words, learning poems, and retelling fairy tales and events.

1. Complete the assignment. The child only needs to voice the sequence of actions that he must perform once: go to the kitchen, open the refrigerator, in the refrigerator there is a vegetable drawer in which you take a red and green apple, wash the apples, take a towel, dry them and bring them to the room, give the red one to your mother , and eat the green stuff yourself, or vice versa. The child must remember and follow the entire algorithm; if it doesn’t work out the first time, continue training. Instructions, of course, need to be changed and complicated over time.
2. Practice retelling. Read the texts and ask your child to retell them; if that doesn’t work, read again. Ask questions about the text that would stimulate thinking - why do you think you answered that way? main character? What fairy tale is the situation similar to, etc. By answering questions, the child learns to think, draw conclusions, and formulate statements.
3. Seven phrases. Tell your child seven phrases, for example: the dog is barking, the boy is crying, the fire is burning, it’s cold in winter, hot in summer, birthday, tomorrow is a day off. Let the child draw a picture for each phrase that would help him remember the phrase. At the end of the work, let him reproduce all the phrases from the pictures, help if necessary. Repeat the task the next day - will he remember or not?
4. Mosaic. This is the name of a task in which an adult is required to ask a child several different words, 7-10 pieces, and the child must unite them with a single story. That is, come up with a story with meaning in which the specified words would appear.
5. Group the words. Come up with 5-10 words that could be divided into groups: cup, parrot, table, titmouse, fork, sofa, chair, swallow, frying pan, board. Give your child the task of first repeating the sequence, and then breaking it into logical groups. Let him try to do this on his own; he will probably combine them in different variations, but this is only good, because it means that the child is thinking. If attempts do not lead to anything, suggest groups - furniture, birds, kitchen utensils.
6. What did you hear? Need to choose interesting poem and slowly read it to the child, and then ask him to depict (schematically) all the objects or animals that appeared in the poem.
7. Answer the question. The task is practically a school one. It is necessary to familiarize yourself with the text and answer questions about it, both direct and those that require reflection. The child must learn to read, understand the material and find answers to any complex questions in it.
8. Associations. Prepare pictures with various images, select logical words for them. For example: picture Christmas tree, word New Year, cup - tea, lightning - rain, etc. Lay out the pictures in front of the child and read the words, let him demonstrate his associations. Then explain the principle by which the selection is made, and ask them to supplement the pictures with other associative words, and not just those that you named. Christmas tree - New Year, firewood, bird's nest, pine needles, forest, picnic.
9. Lots of special games on .

Thanks to such simple and interesting tasks The child will develop not only memory, but also a replenishment of knowledge about the world around him, norms of behavior, and new skills and abilities will be instilled.

The material for memorization can be not only objects or their images, but also series of words, numbers, and entire texts.

There have been no studies examining the memorization of these types of material in preschool children with impaired vision.

In typhlopsychology, voluntary memorization of both words and numbers was mainly studied (A. A. Zotov, N. A. Glezdeneva, V. A. Lonina, V. F. Moreva, E. S. Naryshkina-Balysheva, O. Yu. Ovchinnikova) , and connected texts (L. V. Egorova and V. A. Lonina) among schoolchildren of junior, middle, and senior age in different conditions perception and activity.

In the voluntary memorization of words presented in the form of a series (12 words were offered), both similarities and differences are noted in primary schoolchildren with normal and impaired vision (V. A. Lonina). Improvement of memory is observed in the process of learning and development. Students of older age groups memorize and reproduce words better and more accurately with less time. It’s worse for the younger ones, especially first-graders. Memorization productivity increases with the number of repetitions and subsequent reproductions of the presented material, and differences in memorization productivity decrease both between age groups and between individual students.

A significant increase in the volume of words reproduced is noted after the third presentation in all age groups, and a slight increase in subsequent presentations.

Not all words presented for memorization are reproduced with equal success after each presentation. During the first three playbacks, especially during the first one, words located at the beginning and end of the row are updated better, words located in the middle are worse, i.e. The so-called “law of the edge” applies.

In addition to the “law of edge,” the memorization of words and their subsequent reproduction is influenced by the frequency of use of words in students’ speech practice. The more often a word is used and the more familiar the object it denotes, the better this word is remembered, retained in memory and more accurately reproduced.

Blind and visually impaired primary schoolchildren, compared to normally sighted ones, have a lower volume, accuracy and speed of memorizing words, and slower word reproduction. After the fourth reproduction of the material, the number of words reproduced by students did not increase. Increased fatigue and exhaustion began to take their toll, concentration of attention decreased, which prevented further activation of the processes of memorization, retention in memory and subsequent reproduction. For younger schoolchildren with visual impairments (primarily first-graders), even after the sixth presentation a significant number of unproduced words remained.

Fourth-graders with impaired vision remained at the level of first-graders with normal vision in terms of the number of words reproduced.

There are no significant differences in voluntary memorization of words between blind and visually impaired primary schoolchildren. However, in blind schoolchildren, the accuracy of word reproduction is less than in visually impaired students, and there are more substitutions based on functional characteristics.

Multiple (six times) presentation of words was not effective, which must be taken into account in organizing the educational process in schools for the blind and visually impaired.

A study of voluntary memorization of 10 words in a series, 15 pairs of words connected by associative connections, 15 pairs of words that do not have semantic connections and numbers in visually impaired students of secondary school age (V.F. Moreva) showed that the easiest to memorize and subsequent immediate reproduction were words connected by associations of similarity and contrast. The variability of individual differences in the productivity of memorizing numbers and words is significant, but by the 9th grade the differences in individual performance are reduced.

The material to be memorized can differ not only in nature (words, numbers, etc.), but also in the method of its perception - visual, tactile, auditory.

Research by V. A. Lonina, N. A. Glezdeneva, O. Yu. Ovchinnikova, A. I. and L. A. Zotov and E. S. Naryshkina-Balysheva was devoted to a comparative study of memorization with these methods of perception of a number of words and pairs words that have or do not have semantic connections.

In the voluntary memorization of words (two sets of 40 words each) among schoolchildren of different age groups with normal and impaired vision (blind and visually impaired), both similarities and differences are found.

As learning and development progress, memory improves. Memorization productivity increases with the number of repetitions and subsequent reproductions of the perceived material. Younger schoolchildren need more time to read words (with visual perception for the visually impaired and tactile for the blind). There were no significant differences in the success of memorizing words from different sets and under different conditions of their perception. There is only a tendency for some advantage of auditory perception over visual and tactile perception among students in grades 1–3, both blind and visually impaired.

The success of memorization depends on the degree of proficiency in regrouping and rethinking verbal material, which is something that younger schoolchildren are weak in.

Memorization of words occurs mainly meaningfully, with awareness of previously acquired meanings. During reproduction, those meanings of words are updated that are imprinted in the memory of schoolchildren not in isolation, but in connections and relationships with ideas about certain objects. The combination of words into groups is carried out according to their subject assignment to a certain life situation, similarity in meaning, according to their external features. The ability to regroup words when memorizing them reveals what was previously stored in verbal memory.

At the same time, visually impaired and blind students have lower success in memorizing words than their normally sighted peers. Often, the inaccuracy and diffuseness of visual images in visually impaired people and the inadequacy of tactile images in blind schoolchildren have a negative impact on the memorization of words and inhibit the actualization of the meanings that correspond to them. Insufficient differentiation, correlation and subordination of subject connections, less ramification of connections of each subject with other subjects prevent their unification according to one principle or another. All this reduces the ability of visually impaired and blind students to involuntarily rearrange words and creates additional difficulties in mastering mediated memorization techniques, which affects the strength and accuracy of memorizing the presented material. In this regard, they have more substitution errors, which is typical primarily for schoolchildren of the younger age group.

With the increase in the compensatory role of mental activity in understanding the world around us, visually impaired and blind students of middle and older age groups experience improvement in memory. The efficiency of memorization increases, the ability to group words increases, and the difficulties in mastering mediated memorization techniques decrease. And yet, using these techniques, visually impaired high school students in grades 10–11 were unable to outperform normally sighted seventh graders in memorization success, not to mention their peers.

Unlike the visually impaired, blind high school students are more successful in remembering and updating words. In terms of the number of words reproduced, they are ahead of normally sighted seventh graders and left behind their visually impaired peers. The differences are significant – 15–20%.

One more thing should be noted interesting feature: Blind high school students memorize words in blocks in which semantic connections are rarely traced. Another method is more often used - combining several words located nearby. In the visually impaired, and especially with normal vision, words are more often combined into semantic groups (at least three) and, in addition, they are also joined by words that do not belong to the groups, but are connected with them by functional characteristics.

The advantage of the auditory method of perceiving words is less pronounced in students of middle age groups. In older schoolchildren it almost does not appear.

For younger schoolchildren, the auditory method of perceiving material predominates in the educational process. For the visually impaired in the middle classes, this method is dominant (the pedagogical focus on vision protection also plays a role in this). For blind peers, everything higher value acquires a tactile mode of perception. At this age they already have a good command of Braille. In addition, the blind are beginning to use so-called “talking books.”

In normally sighted students of the same age group, the volume of memorization is at the same level with in different ways perception of words.

When reproducing words, errors and additions are allowed. Given words are replaced by those that are close in meaning or functional similarity. Unreproduced words remain even after they are re-perceived. This is more often observed in students with impaired vision in younger age groups.

In contrast to those with normal vision, schoolchildren with impaired vision showed greater variability in individual indicators of success in memorizing words under different conditions of presentation of the material.

There is no direct relationship between the success of memorizing and directly reproducing words on the acuity of central vision and the diagnosis of the disease.

A comparison of the volume of short-term memory when memorizing 15 pairs of words, related and unrelated in meaning, under conditions of tactile and auditory perception (A. I. Zotov and E. S. Balysheva) did not reveal significant differences in blind and visually impaired students. Indicators of long-term memory when memorizing in conditions of auditory perception in blind schoolchildren are slightly higher than in visually impaired and normally sighted students, which is explained by the peculiarities of the learning process of the blind, in which the auditory analyzer is used much more. In a large group of visually impaired people in middle and high school and those with normal vision, the visual type of memory predominates over the auditory type, which is also explained by the influence of learning conditions.

A comparative study of voluntary memorization of visual (pictures) and verbal (words written on cards) material in conditions of active activity with it (V. A. Lonina) showed that the productivity of material reproduction is determined by the level of mental activity that is carried out (logical grouping and explanation its principle), and also depends on the previous experience of involuntary memorization of pictures-objects in the same conditions of activity (classification and explanation of its principle).

For first-graders with normal and low vision, the volume of memorization of words written on cards turns out to be greater than the volume of reproduced visual material. For visually impaired fourth graders, this difference is insignificant. For normally sighted fourth-graders, the volume of memorization of images of objects and words is the largest and relatively equal (Table 5.1).

Table 5.1

Results of voluntary memorization of visual and verbal material,%

The children logically grouped cards with words presented for memorization without significant difficulties, with the exception of words related to the group sports accessories. However, first-graders found it difficult to find a basis for grouping and often could not find a correctly generalizing word for the formed group. And yet they independently carried out the grouping, although the level of generalization could be different.

The words that primary schoolchildren used to designate the logical groups they had identified were in most cases adequate and reflected generalization and inclusion in the class.

With the training and development of students, the processes of voluntary memorization improve. Thus, when reproducing the material presented for memorization in both series of experiments, children used the mental actions they had mastered of classification and logical grouping of object cards and word cards. Generalized mental actions with a focus on better and more accurate memorization were successfully used by students later in reproduction tasks.

Some children fully and accurately reproduced the presented material, using logical grouping that was adequate to its structure. Others also used logical grouping of material, but their reproduction productivity was lower than that of the children of the previous group.

Voluntary memorization of material, both visual and verbal, was carried out through the interaction of figurative and verbal systems. In the first series of experiments, when memorizing images of objects, the first signaling system was of greater importance. In the second, when memorizing words, on the contrary, the second signaling system had a predominant importance. Verbal material was remembered and reproduced somewhat more successfully than visual material. Errors made when recognizing and naming the objects depicted in the pictures persisted later during reproduction, despite the fact that the experimenter gave the correct name. The images of objects formed in these visually impaired children under conditions of defective visual perception had a negative impact on memorization: under the influence of internal interference, mnemonic traces were inhibited.

Representations did not have such an influence on the memorization of verbal material. The second signaling system played a predominant role in this case, so the productivity of memorization and reproduction was higher. Thus, the interaction of an image and a word in voluntary memorization depends on the type of material presented for memorization.

Visually impaired children have a fairly high potential for improving memory processes. They were able to effectively use and explain the logical grouping technique proposed by the experimenter. However, in order for this technique to become a mnemonic skill and be used in various conditions of activity - educational, work and other - a targeted correctional work to develop this skill and improve it.

The relationship between image and word is traced not only in conditions of memorizing different types of material, but also at different stages of performing mental and mnemonic tasks. Upon recognition specific subject wrong given by the child the name interfered with the established image of the object and had a negative impact on memorization and subsequent reproduction in conditions of impaired vision. The generalizing word, which denoted a logically identified group, on the contrary, helped to remember, retain the logical structure in memory and then reproduce it in full. The generalizing word contributed not only to the memorization of item cards or word cards, but also served as a support for reproduction.

Corrective work on memory development should include the formation of correct images of objects and verbal generalizations as a support for memorizing and subsequent reproduction of the material. Learning takes place first in terms of actions with objects or their images, and then actions are formed in the mental plane. When mastering generalized meanings and concepts that reflect the general and essential properties of objects, mental actions must be directed not only from the individual, particular case to the generalization, but also from the general to the individual.

The Missing Link in Memory This article covers two parts: auditory technique and motor articulation. Introduction is short review technique followed by step-by-step instruction, which explains the individual activities for each of the three stages of the course.

Introducing techniques to improve your verbal memory

How good is your verbal memory and how good is your verbal representation? Okay, let's try to start with a little problem to see how good your verbal representation is.

Try the following experiment. Imagine that you are swinging your arms straight in front of you. Then, imagine that you are waving your arms behind your back and you cannot see them. Easily? Focus on feeling the movement of your hands and the touch of air. Imagine the feeling of running your hand up and down to your lower back.

Imagine that you are speaking out loud and that you are hearing someone else speaking out loud. However, focus on awakening your ability to hear what is being said without using your inner voice.

It's not that simple, right?

Okay, now close your lips and imagine what it feels like to speak. You can not? Shouldn't you imagine the movements of the tongue, lips, palate, nasal passage and jaw. The reason you don't have this ability is because it is beyond our capabilities. Most of us can visualize it or know how to do it, but almost all of us cannot mentally induce this feeling of producing sound, let alone speaking or in general phrases. Would it surprise you to learn that improving this ability can improve verbal memory?

The confusing factor is how you can provide verbalization through the beat that is supposed to produce the sound. This can be easily achieved by articulating a vowel sound, a word or even a phrase, while trying to produce another sound. This is called blocking your inner voice. This will ensure that competing motor production is occupied or blocked and is not compensated for. Start simple, trying to articulate at least one vowel sound.

Try it by trying to pronounce the vowel sound "A" in your head while actually pronouncing the sound "E". The articulation of the vowel sound should interrupt (block) the “A” sound in your head. Once you practice, you will be able to articulate a word and then a phrase.

Steps

Improved auditory image

You should practice these exercises many times a day.

Play individual sounds. The idea is to try to remember sounds that cannot be represented by your inner voice (examples are below). Try to reproduce as many sounds as possible. Don't get too hung up on one sound. You should try to reproduce as many sounds as possible, and after a while return to the sounds that you do not succeed. The easiest time to do this is at night when you are relaxed.

• Alarm beeping.
• The note of a familiar or pleasant-sounding musical instrument (for example, a piano).
• The sound of a beep from a familiar game show.
• The noise of a crash.
• The sound of a pan falling.
• Closing the door.
• Cotton.
• The click of a button.
• A cup placed on the table.
• The squealing or screaming of a child or infant.
• Belching.
• Any other interesting sound you heard during the day.

1. Take a voice recorder, record a sound on it and play it back after a few seconds. Try to reproduce it as accurately as possible. Imagine this sound, and then, after a few seconds, play it on the recorder.

   Listen to pieces of classical or instrumental music. Try to remember the melody or keep it in your head. Make sure you focus on the quality of the sounds. Start with a few simple notes and then gradually move on to more complex melodies.

   Focus on remembering events from the day, such as where you had lunch. Try to remember some random sounds, such as the clinking of dishes service personnel, footsteps and the sound of pouring drinks.

   Read as many different notifications as possible throughout the day. It will be easier to hear them played in a voice that is familiar to you.

   If you have time during the day, try to get into the habit of naming the objects around you in a different voice, in your head. Use different voices for each object. Sometimes, it is worth blocking your inner voice.

   Read familiar children's books or comics. This should be done for about a quarter of an hour every evening. Don't be upset if you can't remember the texts word for word. The goal is to encourage the sound, not to memorize the book. Remember that you need to block your inner voice again and again.

   • Read them in a voice that is familiar to you. You may accidentally lose your voice. If this happens, then switch to a more characteristic voice or one that you heard recently.
   • Read the paragraph and then remember it. Once you have remembered the next passage, go back to the previous one. Then, read it out loud again, and repeat until you get a progression of passages.
   • Once you get good at it, move on to longer, less familiar novels.

2. Re-read your journal entries in a different voice.

   Motor representation

   This other part of the program deals with the sensory and motor components of speech.

   1. Gain a working knowledge of the phonetic alphabet and speech mechanics. This will give you the necessary mental foundation to recognize and understand the motor and sensory sensations of verbal articulation.

      • Mechanisms of speech are best represented teaching aids, using pictures showing the correct position of the tongue and lips, etc., for each sound, which in turn is associated with the study of phonetics. In the study of phonetics and speech mechanisms, illustrated and detailed instructions how each sound is produced, which can be found in the section “The Missing Link of Memory”, written by J. Rowan.

   2. Say a phrase, and then imagine yourself saying that phrase, focusing on the feeling of speaking. Then, try doing it in reverse: imagine the phrase and say it out loud, all the time concentrating on the feeling of each component of the speech.

      Do this task again. However, give yourself a secondary task designed to create interference. This use of a secondary task aims to suppress areas of auxiliary verbal representation functioning and drown out the benefits of therapy by forcing the substitute area to take on all the work.

   • In the initial stages of voice reproduction, it is best to present no more than two or three words. You will succeed in the word count by the end of this part. Try to imagine voices that are interesting, such as squeaky, deep, or accented. To make sure you are not using your inner voice, block it. If pronouncing a vowel sound interrupts your auditory imagination too much, it means that you are not concentrating on the sound you are producing. However, if this is hindering your development, then refrain from blocking your inner voice too often. The phrase will vary in clarity at first, but eventually it will gradually become clearer.
   • Also, it would be nice to learn how to play some musical instrument, on something simple. During the game, pay attention Special attention sounds You will have to learn the scale by listening to the notes in your head and pressing the correct keys on the instrument, not just by knowing the fingering of a particular part. Start with parts of melodies, two or three notes. This exercise is designed not only to learn how to play music, but also to learn to be attentive to sounds.
   • During the exercises and while reading the assignments, you can feel slight pain in one part of the head, and slight fatigue. Don't worry, because everything is as it should be. You are simply using an area of ​​the brain that you have never used before. If you have trouble sleeping, then here is your answer. Also, you may have vivid dreams, so don’t worry, because everything is as it should be.
   • Don't expect your sound imagination to improve dramatically right away. It will improve gradually, and eventually become as vibrant as the visuals we take for granted. At the beginning, the sound will come as a vague impression, but over time it will become clearer.
   • Take a voice recorder or mp3 recorder. Many Cell phones have this function.
   • Block out your inner voice. Make sure that the verbalization is processed in the beat that is supposed to produce the sound. This can be easily achieved by articulating a vowel sound, word or phrase when trying to recall another sound. This is called blocking the inner voice. Try to hear a vowel sound, word or phrase, such as "A", while you articulate the sound "E". The articulation of the vowel sound is complicated (blocked) by the reproduction of the sound “A” to oneself. This happens because the hearing centers have to take on all the work.
   • To others an important component This memory technique involves changing the order of the actions you perform. Listen to the phrase and sound, then play it in your head, then play it out loud and listen. It is very important. You need a starting point to work from, but you also need to be able to imagine and produce verbal articulation without any prompts, cues, or impulses.