Memorization: types, conditions for effective memorization

Introduction

Psychology is the science of the human psyche, studying the patterns of mental phenomena.

All mental phenomena are conventionally divided into three groups: mental properties, mental states and mental processes [2; 3; 5]. These groups of mental phenomena differ from each other, first of all, in their duration and stability in a person’s mental life. Mental processes function directly at a given current moment in time, mental properties are the most stable psychological characteristics of a person, and mental states are short-term and occupy an intermediate position between mental processes and mental properties.

All mental processes , in turn, can be divided into cognitive, emotional and volitional [2; 3]. Cognitive mental processes include mental processes associated with the perception and processing of information. These include perception, memory, thinking, attention, etc. The functioning of cognitive mental processes allows a person to receive information about the world around him and operate with it in his consciousness. Emotional mental processes are associated with a person’s needs: information coming from cognitive mental processes, depending on the correspondence or non-compliance with his needs and desires, becomes significant or not significant for a person, causing mental processes such as affects, feelings, emotions, etc. . They determine a person’s attitude to individual phenomena of the surrounding reality. In conditions of the need to make decisions and overcome difficulties, volitional mental processes appear that are associated with a person’s conscious regulation of his behavior.

This test is devoted to the study of one of the cognitive mental processes of a person - the study of memory.

The concept of memory in modern psychology

Memory is a cognitive mental process, thanks to which information about the surrounding world and oneself, obtained by a person as a result of sensations, perception, thinking, etc., does not disappear from his consciousness, but is consolidated, stored and can be reproduced in the future. According to the definition of A.V. Petrovsky and M.G. Yaroshevsky (1998), “memory is the process of organizing and preserving past experience, making it possible to reuse it in activity or return to the sphere of consciousness” [4, p. 56].

Thanks to memory, individual and social experience is accumulated and the integrity of the human personality is ensured. About the importance of memory in human life, the outstanding figure of Russian psychological science S.L. Rubinstein wrote: “Thanks to this, the possibilities of reflecting reality are significantly expanded - from the present it extends to the past. Without memory we would be creatures of the moment. Our past would be dead to the future. The present, as it passes, would irrevocably disappear into the past. There would be no knowledge or skills based on the past. There would be no mental life, closing in the unity of personal consciousness, and the fact of essentially continuous teaching, passing through our entire life and making us what we are, would be impossible” [6, p.258]. Thus, memory connects a person’s past with his present and underlies the acquisition of knowledge, skills and abilities and, thus, the basis of human development and learning.

Memory is a complex cognitive process, consisting of several private processes associated with each other - memory processes, or mnemonic processes . Mnemonic processes include memorization, preservation, reproduction and forgetting [2; 4].

Memorization (fixation) is a mnemonic process that imprints and consolidates something new, usually by associating something new with something previously acquired [1; 4; 7]. Based on the degree of human activity in carrying out this process, it is customary to distinguish two types of memorization [3]:

1. Unintentional (involuntary) memorization is memorization without a predetermined goal, without the use of any techniques or manifestation of volitional efforts.
2. Intentional (voluntary) memorization is, on the contrary, purposeful, conscious memorization of this or that information.

The basis of memorization is mental associations , reflecting connections between objects and phenomena. “The existence of associations is due to the fact that objects and phenomena are actually captured and reproduced not in isolation from each other, but in connection with each other (in Sechenov’s words, “in groups or rows”). The reproduction of some entails the reproduction of others, which is determined by real objective connections between objects and phenomena. Under their influence, temporary connections arise in the cerebral cortex, which serve as the physiological basis for memorization and reproduction” [3, p. 249]. Thus, the physiological basis of associations is the formation of conditioned reflex connections in the human central nervous system.

There are the following types of associations that underlie memorization, as well as subsequent reproduction [1; 3; 6]:

1. Simple associations:
   Associations by contiguity, in which images of perception or any ideas evoke those images and ideas that were experienced in the past simultaneously with them or immediately after them;
2. Associations by similarity, in which images of perception or certain ideas evoke in consciousness images and ideas that are similar to them in some way;
3. Associations by contrast, in which images of perception or certain ideas evoke in consciousness images and ideas that are in one way or another opposite to them, contrasting with them.
4. Complex associations:
   Structural associations are associations generated by combining individual parts of material into a structural whole through its rhythmization (for example, rhymes in poems), establishing spatial relationships (for example, symmetrical arrangement, arrangement in the form of a figure), etc.
5. Semantic associations are associations of meaning that reflect the internal logic of cause-and-effect and other connections between objects and phenomena.

Complex associations play a more important role in the functioning of memory (especially its higher forms) than simple ones [6]. In the process of memorization, as a rule, the perceived information is included in a broad semantic context and finds its place in the structure of a given person’s ideas about the world around him and himself. Thus, human memory is predominantly meaningful in nature: the work of memory is closely related to thinking.

Preservation (retention) is a mnemonic process consisting of retaining imprinted material for a more or less long time in a form accessible for reproduction [1; 7].

Despite the apparent simplicity of the essence of the preservation process, “this is not passive storage of material, not simple conservation. Preservation is a dynamic process that occurs on the basis and under conditions of a certain way of organized assimilation, including some more or less pronounced processing of material, involving the participation of various mental operations (generalization, systematization, etc.). This process has its own dynamics, which are different under different conditions” [6, p.258]. Thus, retention involves not only retaining memorized information, but also its mental processing.

Forgetting is a mnemonic process opposite to the process of preservation - loss, loss, impossibility of restoring in consciousness material previously imprinted in memory [3; 4; 7]. Forgetting can be complete or partial.

As a rule, not any information is forgotten, but only that which is not required by a person in the process of his life: “forgetting turns out to be deeper, the less often certain material is included in the activities of the individual, the less significant it becomes for achieving current life goals. Forgetting has great biological value, as it frees up space in the central nervous system for the formation of new conditioned reflex connections” [4, p. 56]. This reveals one of the most important features of memory - its selective nature, the functional principle of its work [6] - the correspondence of memory processes to the goals and objectives of human life.

Reproduction is a mnemonic process consisting of updating previously fixed material by extracting it from long-term memory and transferring it to operational memory [1; 4; 7]. The reproduction of a particular image, as a rule, is accompanied by the actualization of a person’s emotional attitude towards this image [6].

The following types of reproduction are distinguished, which vary in degree of complexity and can be considered as levels of reproduction [1; 3; 6]:

1. Recognition is recognition, reproduction of an image in conditions of repeated perception of the object. Recognition is manifested in a person’s awareness that the object or phenomenon being perceived at the moment has already been perceived in the past. Recognition processes differ in the level of certainty.
2. Reproduction itself is the reconstruction in the mind of images of objects or phenomena (including thoughts, experiences, fantasies, etc.) previously perceived, but not perceived at a given moment in time.
3. Memory is the most complete reconstruction of images of the past, localized in time, space, and in a semantic relationship. The ability to remember is the basis of the integrity of the human personality [6].

Reproduction of information, just like memorization, can be involuntary (untargeted) and voluntary (purposeful) [3]. Reproduction, as well as memorization, is usually based on associations. Reproduction is often accompanied by transformation, transformation in consciousness, and rethinking of the information recalled by a person [6].

Thus, memory is a complex cognitive mental process that includes closely interconnected processes of memorizing, storing, reproducing and forgetting information by a person and is based on simple and complex associations that reflect the relationships between individual parts of this information. Memory allows a person to use information received in the past in the present and future, accumulate experience and learn.

Memory as a mental process

In our consciousness, almost any event or experience can leave an imprint that will remain in our consciousness for quite a long time.

Definition 1

Memory is the retention and subsequent recognition of traces of experiences gained in the past. Saving this information allows you to accumulate knowledge, information, and skills.

Scientists have been studying memory for a long time; attempts have been made to experiment with memory. Scientists have tried to measure memory capacity, the laws of memory. Psychologists such as G. Ebbinghaus, E. Kraepelin, G. E. Muller, E. Thorndike studied the mechanisms of memory. The first psychologist who took up the systematic study of higher forms of memory was our domestic psychologist L. S. Vygotsky. In his research, he came to the conclusion that the highest forms of memory represent a complex form of activity of the individual’s psyche; in its origin, memory is a social quantity. The merit in revealing the laws of memory belongs to such scientists as A. A. Smirnov and P. I. Zincheko. They found that memorization depends on the goals set, and identified techniques that can be used to memorize complex material. In addition, some scientists have attempted to identify the areas of the brain in which information is stored and to trace the neurological mechanisms on which memorization is based.

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Types of memory

In modern psychology, there are several different classifications of types of memory, based on different criteria. Let us consider these classifications in detail.

Based on the content of the information being remembered, the following types of memory are distinguished [3; 4; 7]:

1. Figurative (visual-figurative) memory is the memorization, preservation and reproduction of information coming from the senses. Its varieties are visual, auditory, olfactory, tactile and taste memory. As a rule, visual and auditory memory play a leading role in the process of human life and professional activity.
2. Emotional memory is the memory of experienced feelings, emotions of joy, sadness, anger, fear, etc. Emotional memory plays a big role in the self-regulation of human behavior: “Feelings experienced and stored in memory act as signals either prompting action or restraining from actions that caused negative experiences in the past. Emotional memory is characterized by significant strength of traces” [7, p.285]. Emotional memory also underlies a person’s ability to empathize and sympathize with other people.
3. Motor memory is the memorization, storage and reproduction of various movements and their systems. The significance of this type of memory is that it serves as the basis for the formation of practical and work skills, as well as walking, writing, etc. skills.
4. Verbal (verbal-logical) memory is the memory of thoughts and their verbal expression. This type of memory plays a leading role in humans and occupies a major place among other types of memory.

The highest level of development of figurative memory is the so-called eidetic memory: “with developed eidetic memory, a person “sees” an absent object down to the smallest detail. Eidetic images... arise in the absence of an object, but are characterized by detailed clarity" [4, p. 57].

According to the criterion of the duration of information storage in memory, the following types are distinguished [1; 2; 3; 5; 7]:

1. Short-term (primary) memory - characterized by a short duration of storage and, as a rule, functions in conditions of one-time and short-term perception of information.
2. Long-term (secondary) memory is characterized by the duration of storage and, as a rule, operates with repeated repetition of information. The storage time of information in long-term memory is theoretically unlimited. Long-term memory “is associated with the selection, imprinting, storage and possibility of voluntary reproduction in the future of some information that first enters short-term memory, which is, as it were, a stage in the formation of long-term memory. The following is transferred from short-term memory to long-term memory: information that is recognized by the subject as important and useful for him; very vivid impressions; impressions on which the subject's attention is fixed for a long time and continuously; sequentially repeating events, phenomena, facts. Long-term memory is stable, inert and not always accessible to consciousness” [1, p. 71].
3. Working memory – functions at the current moment of mental activity and occupies an intermediate position between short-term and long-term, because contains information retrieved from both long-term and short-term memory. RAM is designed to accompany an activity or other type of activity carried out by a person.

Depending on the presence or absence of a purpose for memorizing information, voluntary and involuntary types of memory are distinguished. If the goal to remember information is present, then such memory is called voluntary and involves the use of volitional efforts to remember information; if there is no goal and the information is remembered “by itself,” then the memory is called involuntary. Most of a person’s life experience is formed on the basis of involuntary memory [2; 3; 7].

According to the method of storing information, memory is divided into mechanical and logical [2; 3; 6]. Mechanical memory is realized automatically on the basis of associations by contiguity and stereotypical repetition of information; its characteristics are pattern and - normally - accuracy in reproduction. Logical memory is based on preliminary comprehension of the memorized material and is more effective than mechanical memory.

All of these types of memory function in close interrelation with each other.

Different types of memory are developed differently in different people. “There are people who, for example, have difficulty remembering, but they reproduce well and store the material they remember for quite a long time. These are individuals with developed long-term memory. There are people who, on the contrary, quickly remember, but also quickly forget what they once remembered. They have stronger short-term and operational types of memory [5, p. 219]. Therefore, in each individual case it is impossible to say whether a person has a “good” memory or a “bad” one: one type of memory in a given person can be developed to a high degree, another to a low degree, etc.

Depending on which type of memory a given person has developed to the greatest extent, the individual type of memory of a person is determined, which can be determined by the four listed criteria, corresponding to the basis for classifying types of memory. According to the criterion of the content of memorized information, the most common types of memory are mixed: visual-motor, motor-auditory, visual-auditory, etc. For most people, the dominant type is the visual type of memorizing objects and the verbal-motor type of memorizing verbal material [6].

34. Thinking as problem solving. Analysis through synthesis as the “main nerve” of the thought process.

The main factor determining the direction of thought is

body process, is its goal

, i.e. some mental

“model” of the future result. The goal, set in certain conditions,

loviyah is a task

. So the thinking process can be

characterized as a problem-solving process.

However, the presence of a task is not the “starting point” of muscle-

leniya. Thinking is necessary in cases where in activity

arises .

This situation has a

one hundred when some new goals arise before a person,

and the existing means of achieving these goals are unsuitable. Other

In other words, thinking is necessary where there is a mismatch

between the goal to be achieved and the means available

the person has it in stock. Situations that suggest for their own development

solutions using ready-made, stereotypical means are not

are problematic and do not require thinking. A problematic situation is a vague, indistinct impression,

signaling to a person: something is wrong, something is not right. Transition

problematic situation into a task means that it was possible to at least

at least, highlight the given (known) and the sought (unknown) in the situation

14 pages, 6537 words

Man 2 decision making

... what matters is a set of issues that relate to decision-making mechanisms in human activity and in biological systems. Data accumulated by neurophysiology (and biology ... in the development of the decision-making problem. An equally significant role belongs to the study of collective decisions, processes and mechanisms of decision-making by groups of people united by compatible activities. ...

noe).

The process of solving a problem, the process of thinking is a co-

fight specific analytical-synthetic activity. Os-

its new mechanism is the so-called analysis through syn-

tez,

discovered by S.L. Rubinstein and his students (figuratively he op-

defined it as “the main nerve of the thought process”).

The analysis, as mentioned above, is

It is in identifying certain properties and qualities in an object. However

these properties themselves appear only if the object

included in a certain system of relations with other objects -

mi. In other words, they do not appear out of context. For example

measures, the ability of an ax to chop is revealed through a system of relations

between an axe, a man and a log. A thinking person identifies

these objective properties of things (that is, the analysis) are dis-

looking at them in different systems of connections and relationships (that is, implementing

performing synthesis).

In the simplest cases, the solution to the problem is to

identify some unknown property of an object. Most often this is the case

called latent, hidden properties. Everyone around us

things have a specific functional purpose, and we

We usually use them for this purpose. Psychological analysis of problem solving shows that

the task does not remain the same for a person throughout

the process of its solution. Its terms and conditions are included in all

new systems of relations and more and more new ones are highlighted in them

properties.

Thinking is always caused by certain needs of the person.

a person, the motives of his cognitive activity. Researched in

psychology, motives for thinking are of two types: 1) specific

ski cognitive; 2) nonspecific. In the first case I move

The main forces of mental activity are motives, in which

cognitive needs are often manifested. In the second case

thinking is stimulated by reasons of a different order, for example, because

escape the disapproval of others, material desires

acquire a privileged status in a group, interests, etc.

But whatever the initial motivation of thinking, as it

implementation, the cognitive system itself begins to act

new motives.

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Efficiency and memory training

One of the main factors influencing the efficiency of memory functioning is its individual characteristics characteristic of a given person. Individual characteristics of memory , which vary from person to person, include the type of memory described in the previous paragraph, as well as its following features [2; 6; 7]:

1. Short-term memory capacity is the number of objects that a person can remember after perceiving them. If the volume of long-term memory is not limited, then the volume of short-term memory varies and on average in people it is 7±2 (from 5 to 9) objects [3]. The volume of short-term memory characterizes a person’s natural memory and is retained, as a rule, throughout life.
2. Memory speed is measured by the amount of time required for a given individual to remember information.
3. The strength (duration) of information storage is defined as a value inversely proportional to the rate of forgetting information.
4. Reproduction accuracy is the degree of coincidence between the results of reproduction and the objects of memorization, in other words, the correctness and completeness of the reproduction of information.
5. Readiness, or speed of recall, is a person’s ability to remember what is required in a timely manner.

The listed individual characteristics of memory are influenced by both biological (mostly congenital, related to the characteristics of the body’s nervous system) and social (acquired, related to the characteristics of a person’s upbringing, training, etc.) factors. Due to its susceptibility to the influence of social factors, memory is one of the trainable properties and can be developed to certain limits in each person.

The main means of training and improving memory is “the formation of special mnemonic actions, as a result of mastering which a person is able to better remember the material offered to him due to the special, conscious organization of the very process of its cognition for the purpose of memorization” [5, p. 254].

In the process of conscious organization of memory work, it is necessary to take into account conditions for the effectiveness of memory work that do not depend on individual characteristics, which can be divided into conditions for the effectiveness of memorization, storage and reproduction of information.

Factors influencing the effectiveness of memorizing information include:

1. A person’s attitude towards the information perceived and to be remembered: the higher the level of a person’s interest in the perceived material, the higher the degree of its emotional significance for the person, the more effectively this information is remembered [3; 5; 6]. In other words, the more emotional memory is involved, the more effective the memorization process is.
2. The presence of an attitude towards long-term memorization of information, i.e. the presence of a task set by a person to retain the perceived material in memory [2; 3; 6; 7].
3. The degree of concentration of a person’s attention on the perceived information and its individual parts: the longer and more stable the concentration of a person’s attention on the perceived material, the better this material is remembered [5].
4. The degree of comprehension of the memorized information: the higher the level of a person’s understanding of the perceived material, as well as the structuring of this material, awareness of the relationships between its parts (as well as the relationship between new memorized information and information already known to the person), the higher the degree of memorization efficiency [2; 5; 6]. In other words, the more logical memory is involved, the more effective the memorization process is. Special techniques for memorizing information are based on the existence of this pattern: for example, in the process of memorizing a text, it is recommended to highlight the main thoughts in it and group them in the form of a plan [2; 3].
5. The degree of involvement of speech in the process of memorization: what was named during perception, described in a word, is remembered more effectively [3; 5].
6. Inclusion of what is remembered in the process of human activity: “actions are remembered better than thoughts, and among actions, in turn, those associated with overcoming obstacles are more firmly remembered” [3, p. 253]. In addition, unfinished actions are remembered better [2; 3].
7. The number of types of memory involved in the memorization process: memorization is more effective and complete, the more types of memory are activated in this process [2]. So, for example, in the process of memorizing a text, it is recommended not only to read it, but also to write it down, speak it out loud, imagine in your imagination visual images that correspond to the meaning of the text, perform any actions related to the memorized information, etc. [2; 3; 5].
8. The number of “extra” associations that interfere with the memorization process, such as associations of contiguity and similarity that are not related to the essence of the material being remembered (mixing the memorized information with existing information, etc.) [5]. Related to this is the phenomenon of retroactive inhibition - the negative influence of activities that chronologically follow memorization. Retroactive inhibition is more pronounced if memorization during the activity follows without interruption or the subsequent activity is similar to the previous one, and also if the subsequent activity is more difficult than the previous activity [3]. Retroactive inhibition, in turn, is associated with the so-called edge effect [2], which consists in the fact that the initial and final parts of information are remembered better, and the “middle” is remembered worse.

The main conditions for the effectiveness of storing information in human memory are:

1. The degree of efficiency of the previous process of memorizing information [3]: the higher the efficiency of memorization, the higher the efficiency of storing information in memory.
2. Repetition of memorized material [3; 5; 6]: the more repeated the repetition, the higher the efficiency of storing information. At the same time, the greatest effectiveness comes from active repetition of the material, when, for example, “the learner is given different tasks: to come up with examples, answer questions, draw a diagram, make a table, make a visual aid, etc.” [3, p.268].
3. Application of what is remembered in practice, inclusion of the contents of memory in the process of human activity [6; 7].

The factors that determine the effectiveness of reproducing information and retrieving this or that material from a person’s memory include:

1. The degree of efficiency of the previous processes of memorization and storage of information [3]: the higher the efficiency of memorization and storage, the higher the efficiency of information reproduction.
2. The similarity of the external and internal conditions in which this material was memorized with the conditions of reproduction [5].

In addition, there are general conditions for the effectiveness of memory, such as the functional state of the body and the mental state of a person. In a state of fatigue, memory function deteriorates, and both the process of memorization and the process of reproducing information become difficult. Memory also decreases in various somatic diseases that have an adverse effect on the functioning of the nervous system, which is the basis of memory [3].

Thus, a person’s memory is closely connected with his other mental processes; all mental processes act together and have a great influence on each other. Memory is trainable and can be developed in every person through the conscious organization of its functioning in connection with other mental processes - attention, thinking, etc.

Bibliography

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4. Medical psychology: the latest reference book for a practical psychologist / comp. S.L. Solovyova. – M.: AST; St. Petersburg: Sova, 2006. – 575 p.
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Memory. General characteristics of memory

Memory is the remembering, preservation, reproduction and forgetting of traces of previous experience, giving a person the opportunity to accumulate information and deal with traces of previous experience after the phenomena that caused them have disappeared. These are the processes of organizing past experience, making it possible for its subsequent use in activity or return to the sphere of consciousness. Memory connects a subject’s past with his present and future and is the most important cognitive function underlying development and learning.

Memory processes

When characterizing memory, the following processes are distinguished: memorization, preservation, forgetting, as well as reproduction (updating, renewal) of material.

Memorization is a memory process aimed at consolidating new information by associating it with previously acquired knowledge. Memorization takes place in three forms:

1) imprinting - short-term and long-term preservation of material presented once for a few seconds;

2) involuntary memorization - unintentional retention of repeatedly perceived material in memory;

3) intentional memorization (memorization) - purposeful memorization with the aim of retaining material in memory.

When memorizing material, rational distribution over time and active reproduction of memorized material are essential.

The success of memorization is determined by the correct organization of repetitions, which must be conscious, meaningful and active. The best kind of repetition is to incorporate the learned material into subsequent activities, so that the repetition is carried out at a new level of awareness each time.

Retention is a memory process that results in the retention of received information in the cerebral cortex. Research has established that the preservation of individual elements of educational material largely depends on the place they occupy in the general range of information. As a rule, the first and last elements of a row are held better than the middle ones. This phenomenon in psychology is called the edge memory effect.

The process opposite to preservation is forgetting. Forgetting is a process consisting in the inability to reproduce material previously fixed in memory. Psychological studies have shown that in the first time after memorization, material is forgotten faster than in the future, and meaningless material is forgotten much faster than meaningful material.

Forgetting depends largely on previous activity immediately preceding remembering. Forgetting material under the influence of activity preceding memorization is called proactive inhibition, and forgetting material under the influence of subsequent activity is called retroactive inhibition. Under the influence of these types of inhibition, the middle elements of information are stored in memory worse than the first and last ones (“edge effect”). In order to restore information important for the investigation, the investigator should activate the verbal and logical memory of the witness, try to find a connection between the elements that were lost in his memory and those that were preserved in his mind.

To reduce forgetting, understanding, comprehension, and repetition of information are necessary.

Reproduction is a memory process that results in the actualization of previously fixed material. Playback has several levels:

recognition, which occurs when an object is re-perceived;

memory, which is carried out in the absence of the object of perception;

recall, which is the most active form of reproduction, largely dependent on the clarity of the tasks;

reminiscence is an involuntary reproduction of something long seemingly forgotten.

Reproduction is strictly individual. The volume and sequence of reproduction depend on the subject’s attitude to the perceived events, his interest, intelligence, age, life experience, and activities.

Types of memory

The most common classification is P.P. Blonsky, who identified the following types of memory.

Depending on the characteristics of memorization and reproduction of material

Motor memory allows you to develop practical and work skills. Motor memory is based on the processes of memorization, preservation in consciousness of motor acts, a set of movements, and human movement in space.

Emotional (affective) memory consists of capturing and storing experiences and feelings in the mind. It is characterized by the speed of formation, special strength of preservation, and involuntary reproduction of information. Emotional memory is a necessary prerequisite for developing the ability to sympathize and empathize.

Figurative memory allows you to retain in your mind images of a once perceived vital object. This is the memory of the appearance of an object and its location in space. It includes visual, auditory, tactile, olfactory, taste memory

Verbal-logical memory for verbal stimuli reflects both external objects and events, and internal experiences. Verbal-logical memory is the leading type of memory.

Depending on the nature of the activity

Voluntary memory is characterized by intentionality of memorization and depends on concentration of attention, which is based on the mechanism of selecting information from the general flow. This is the most productive type of memory.

Involuntary memory occurs unintentionally, incidentally, at an unconscious level.

Depending on the method of memorization

Mechanical memory does not rely on comprehension of the memorized material.

Semantic memory is based on generalizations and systematized associations of memorized material.

Depending on the length of time the material is stored in memory

Ultrashort memory (iconic - for visual and echonic - for auditory perception) - a type of memory associated with retaining information in the sensory register; then it is converted into short-term.

Short-term memory is a certain phase in memory consolidation, reflecting the early stages of information fixation. At the early stages of fixation, traces of information are mobile and can be “erased” under the influence of any external influences. These stages are associated with neurodynamic processes that ensure the maintenance of functional connections of neurons involved in the central integration of the perceived image. Short-term memory provides primary orientation during immediate perception of the situation.

The operating time of short-term memory is no more than 30 seconds. Its volume is limited to 5 - 7 objects. However, when recalling short-term memory images, additional information can be extracted from them.

Long-term memory is determined by structural and chemical changes in the neuron, stabilization of long-term traces, ensuring resistance to various influences and preservation of memorized material for a long time, possibly for life.

RAM provides actual actions and operations directly carried out by a person. In working memory, a “working mixture” is formed from materials coming from short-term and long-term memory [1] . The duration of RAM is limited by the time of the corresponding activity, so we remember the elements of a phrase in order to comprehend it as a whole, we remember the conditions of the problem we are solving, we remember intermediate figures in complex calculations.

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