Psychology. Short abstract lectures

Abstract

Psychology and Esoterica

Brief summary of lectures. Psychology Skladanovskaya MG Art. Teacher of the Department of Philosophy Theme. Psychology as science. The subject and methods of psychology. What is studying psychology. The main stages of the formation of psychology as sciences. The main directions of psychology ...

Chippecch Yu.G.

module 1 // Psychology -science of psyche, mental phenomena and processes

Theme 1. The subject of psychology, its tasks and methods. The main industries of psychology

Psychology(from Greek. "Psuheh" - Soul and Logos - Science) - Science, which studies the patterns of development and functioning of the psyche. Psychic- The property of the brain to display an objective world, to build it a subjective picture and to regulate the behavior and human activity on its basis. The psyche detects itself in various mental phenomena.

First, it is mental processesWith their help, a person knows the world. So they are often called cognitiveprocesses (sensation, perception, attention, memory, thinking, imagination, speech). Allocate also emotional-volitionalprocesses (will, emotions, feelings).

Secondly, it mental properties(stubbornness, efficiency, egoism, etc.) and mental states(excitement, interest, melancholy, etc.). They regulate human communication with other people, lead its actions, etc. Mental processes, properties, human states, its communication and activity, constitute a single whole, called vital activity.

Psychology, like any other science, explores a clearly defined range of issues. The main one is:

As a person focuses in the environment (study of perception);

As affected by the acquired experience (study of the process of mastering knowledge and skills);

As he remembers and reproduces what he remembered (memory study);

How solves the vital tasks (study of thinking and intellectual abilities);

As is experiencing its own attitude to certain objects; to the process of satisfying the urgent needs (research of feelings and emotions);

How manages its own psyche and behavior (research of self-regulation processes);

Why directs activities to certain objects (study of motivation), etc.

From the history of the development of psychology

For a long time, psychology was not independent science, but developed in line with other sciences. The first scientific ideas about the psyche arose in Ancient world (Єgipet, China, India, Greece, Rome). They reflected in the works of philosophers, doctors, teachers. A number of stages of the development of scientific understanding of the psyche and the subject of psychology as a science can be distinguished.

At the first stage (6-5th centuries. BC - 17 V. N.E.), the phenomena studied by psychology were denoted by a general term " soul" And were the subject of one of the sections of philosophy called "psychology". Modern researchers argue about the origin of this term. There are two main versions. The first - he was invented in the 16th century. Either F. Melalanhton, or O. Kassman, or R.Goclenius (the book of the latter, published in 1590, was called "psychology"). The second - this term in the 17th century introduced into use german philosopher H. Rolf, providing its epithet "rational".

The second stage of development of scientific psychologists begins at 17 V. The progress of natural science, which was reflected in the writings of the philosophers R. Dekart, B.Pinoza, F.Bekon, T.GBBS, determines the change of subject psychologists: it becomes consciousnesslearned by man through introspection (introspection). This ETAP continues until the second half of the 19th century.

At the third stage (end 19 - early 20th century) Consciousness, as a subject of research, as well as introspection, as its method, is subject to sharp criticism by representatives of biheviorism (from English. Behavior - behavior) that are proposed to be considered as a subject of psychology - behavior .

Among modern psychologists there is no single understanding of the subject of psychology. The most versatile definition that does not contradict the views of most researchers is the following. Thingpsychological science sufficient factsmental life mechanismsand lawspsyche (show the example of the emotion "Anger").

Tasks of psychology. Modern psychology Solves two groups of tasks. First - tasks theoretical. Their decision provides for a deepening, expansion, integration (association) and systematization (lifting the system) of existing knowledge of the psyche. Second - Tasks practical. This is a decision everyday psychological problems in different fields human activity (education, medicine, sport, business, etc.).

Psychological knowledge is necessary for a person, firstly, for successful adaptation to changes in nature and social medium; Secondly, for a deeper understanding of themselves and others, establishing effective relationships with them, thirdly, for self-improvement, optimal use of personal potential, increase efficiency professional activity, establishing successful interaction with complex modern technique, etc.

Methods of psychological research

The method is a way of knowledge, research of a certain circle of phenomena. IN psychological research The following methods are used.

Observation.Observation is a targeted perception of certain mental phenomena without interference in their move.

Views Observations.

module 1 // Psychology - Science of psyche, mental phenomena and processes

Theme 1. The subject of psychology, its tasks and methods. The main industries of psychology

Psychology(from Greek. "Psuheh" - Soul and Logos - Science) - Science, which studies the patterns of development and functioning of the psyche. Psychic- The property of the brain to display an objective world, to build it a subjective picture and to regulate the behavior and human activity on its basis. The psyche detects itself in various mental phenomena.

First, it is mental processesWith their help, a person knows the world. So they are often called cognitiveprocesses (sensation, perception, attention, memory, thinking, imagination, speech). Allocate also emotional-volitionalprocesses (will, emotions, feelings).

Secondly, it mental properties(stubbornness, efficiency, egoism, etc.) and mental states(excitement, interest, melancholy, etc.). They regulate human communication with other people, lead its actions, etc. Mental processes, properties, human states, its communication and activity, constitute a single whole, called vital activity.

Psychology, like any other science, explores a clearly defined range of issues. The main one is:

As a person focuses in the environment (study of perception);

As affected by the acquired experience (study of the process of mastering knowledge and skills);

As he remembers and reproduces what he remembered (memory study);

How solves the vital tasks (study of thinking and intellectual abilities);

As is experiencing its own attitude to certain objects; to the process of satisfying the urgent needs (research of feelings and emotions);

How manages its own psyche and behavior (research of self-regulation processes);

Why directs activities to certain objects (study of motivation), etc.

From the development history the subject of psychology

For a long time, psychology was not independent science, but developed in line with other sciences. The first scientific ideas about the psyche arose in the ancient world (єgipet, China, India, Greece, Rome). They reflected in the works of philosophers, doctors, teachers. A number of stages of the development of scientific understanding of the psyche and the subject of psychology as a science can be distinguished.

At the first stage (6-5th centuries. BC - 17 V. N.E.), the phenomena studied by psychology were denoted by a general term " soul" And were the subject of one of the sections of philosophy called "psychology". Modern researchers argue about the origin of this term. There are two main versions. The first - he was invented in the 16th century. Either F. Melalanhton, or O. Kassman, or R.Goclenius (the book of the latter, published in 1590, was called "psychology"). The second - this term in the 17th century introduced the German philosopher X.Volf, providing its epithet "rational".

The second stage of development of scientific psychologists begins at 17 V. The progress of natural science, which was reflected in the writings of the philosophers R. Dekart, B.Pinoza, F.Bekon, T.GBBS, determines the change of subject psychologists: it becomes consciousnesslearned by man through introspection (introspection). This ETAP continues until the second half of the 19th century.

At the third stage (end 19 - early 20th century) Consciousness, as a subject of research, as well as introspection, as its method, is subject to sharp criticism by representatives of biheviorism (from English. Behavior - behavior) that are proposed to be considered as a subject of psychology - behavior .

Among modern psychologists there is no single understanding of the subject of psychology. The most versatile definition that does not contradict the views of most researchers is the following. Thingpsychological science make up factsmental life mechanismsand lawspsyche (show the example of the emotion "Anger").

Tasks of psychology. Modern psychology solves two groups of tasks. First - tasks theoretical. Their decision provides for a deepening, expansion, integration (association) and systematization (lifting the system) of existing knowledge of the psyche. Second - Tasks practical. This is a solution of everyday psychological problems in different areas of human activity (education, medicine, sports, business, etc.).

Psychological knowledge is necessary for a person, firstly, for successful adaptation to changes in nature and social medium; Secondly, for a deeper understanding of themselves and others, establishing effective relationships, thirdly, for self-improvement, optimal use of personal potential, improving the efficiency of professional activities, establishing successful interaction with complex modern technique, etc.

Methods of psychological research

The method is a way of knowledge, research of a certain circle of phenomena. The following methods are used in psychological studies.

Observation.Observation is a targeted perception of certain mental phenomena without interference in their move.

Views Observations:

Methods registrationobservation data: protocol, records B. The diary of observations.

Conditionsobservations:

1. Accuracy of fixing external manifestations (actions, movements, speech, mimic);

2. Proper interpretation of phenomena that are observed;

3. Systematic observation.

Interview. This method is based on the assumption that the necessary information on the psychological characteristics of a person can be obtained by analyzing written or oral responses to a series of specially prepared, standard issues.

Questioning (written survey) - The subject not only answers questions, but also reports certain information about yourself (age, gender, profession, level of education, place of work, marital status, etc.).

Questionnaire- The list of written issues to which the subject must answer. Questions can be "closed" or "open."

Closedquestions provide standard answers from which the subject must choose one (yes, no, I do not know, I agree, I do not agree, it is difficult to say). Example: Do you often feel alarm state? (Yes, no, sometimes, I do not know).

On the openquestions the answer is given in free form. Example: Tell us about situations in which you feel alarm. There are also questionnaires mixedtype (part of the issues "closed", part "open"). Example.

The written survey allows you to cover a relatively large number of subjects.

Oral surveyhe has two forms. First - conversation. The conversation can be in free form. It is pre-determined only its topic and basic questions to which the subject must be answered. During the conversation, it is possible to change the topic, the emergence of new questions.

Conditions Successful conversation:

1. To establish emotional contact with the subject, maintain a friendly atmosphere of conversation.

2. To elect, and if necessary, create informal conditions for it.

3. Start a conversation need from the topic that interests the subject, and then gradually move to the one that interests the researcher.

4. To give the advantage of an indirect question.

Examples of conversation.

The second form of oral survey is interview. It differs from the first thing that the content of the questions and their sequence are rigidly regulated.

After the end of the oral poll, the researcher necessarily writes its results.

Testing. Test (from English. Test - "Sample") - a set of standardized tasks, the result of which allows you to determine those or other psychological characteristics of the subject (the level of intelligence, the type of temperament, character traits). The test result is in most cases the quantitative indicators that are compared with previously established standards.

Types of tests:

1. Intelligence tests (diagnosis of cognitive processes, mental abilities).

2. Personal questionnaires (studies of personality properties).

3. Projective techniques that are based on the hypothesis that any behavioral manifestation of a person is a print (projection) of his personality. This set of procedures that use ambiguous, indefinite incentives that the subject must design, develop, supplement, interpret. Examples of tests.

Testing goal is primary, preliminary diagnosis. The researcher must be specifically prepared, own the procedures for mathematical processing and psychological interpretation of data.

Analysis of the results (products) of activity. One of its options is the content analysis (from the English. Content - "Content"). During this procedure, writing texts of the subjects (poems, school essays on a free topic, records in a personal diary, letters, etc.) are subjected to semantic analysis on a pre-drafted scheme.

The task of the content analysis is to, highlighting keywords, phrases, themes, the use of which indicate those or other personality properties, to put an appropriate psychological diagnosis. So, the constant appeal to the topic of death in poetic creativity may indicate the secret desire to end the abuse of life. The method of expert assessments. Experts may be competent persons who: a) are experts in any field of activity (teachers, class teachers); b) well know the subjects (schoolchildren). Experts quantify the severity of a particular quality (special abilities: musical, linguistic, mathematical), and the researcher summarizes their assessments and gives them a psychological interpretation.

Example: Evaluation of musical abilities (hearing, memory, sense of rhythm) on the 10 ballroom system. It is desirable that no less than three experts participate in the assessment procedure.

Experiment. This method provides for targeted creation of situations in which certain psychological properties of the subjects are detected and may be appreciated.

Viewsexperiment:

1. Natural experiment- It is organized and is carried out in the usual life conditions. In this case, the experimenter minimally interferes with the course of events, trying to observe and fix them in "natural form".

Example: study of the dependence of the productivity of memorization from the installation for a long-term storage of material in memory.

In one group of schoolchildren introduced the material that they should be studied, and the teacher says that the survey on this material will take place the next day. In another group under the same conditions of presentation educational material Pupils say that the survey will be produced in a week. In reality, students were asked in two weeks in both groups. During this experiment, the advantages of the installation on a long-term storage of material in memory were revealed.

2. Laboratory experiment. It involves creating artificial, "non-listed" conditions in which it is possible to better explore a certain mental property or process. Laboratory experiment is held in specially equipped rooms. This makes it possible to ensure maximum control over its move and results. Example: an experiment in order to study "sensory hunger" (long-term, more or less complete isolation of a person from information provided by the processes of perception and sensation). The subject, which is in a special, isolated from the information, the apparatus is immersed in water.

Gradually, a person begins to feel a touch and emotional hunger. At the same time, he begins to actively work the imagination, bright images arise, then there appears inhibition, depression, apathy, which is replaced by euphoria, irritability for a short time. Subsequently, there are persistent violations of attention, memory, thinking, hallucinations appear. Such an experiment is used in the preparation of specialists of the "extreme" professions.

The listed methods of psychological research should be applied in the complex so that the data obtained using some methods is complemented and checked with the help of others.

In psychology, as in medicine, the law is valid: "Do not harm!", Therefore, conducting psychological research (for example, for graduation work), It is necessary to observe a number of ethical standards.

1. Methods and receptions of data acquisition, the data itself, recommendations that are developed on their basis, etc., should not cause psychological or physical harm to the subject.

2. The subjects should, as far as possible, to know about the purpose and objectives of the study, in which they participate.

3. Do not be reported to third parties of the names and the names of the subjects. In the text of the outlet work should be given them only in encrypted form.

4. It is undesirable to transmit research materials to anyone. An exception can be professional psychologists working in educational institutions or firms on the basis of which work is written.

The main industries of psychology

The structure of modern psychological science is the following disciplines: generalpsychology is a fundamental discipline that explores the essence and general patterns of the emergence, functioning and development of the psyche. It is the basis for the development of a number of applied (special) disciplines, which include:

Nowadays also successfully develop: Psychology business, Psychology sport, military, legal, medicalpsychology and other areas of psychological science associated with different types of human activity.

It is characterized by a variety of approaches to the essence of the psyche. Transformation of psychology into a diversified application area of \u200b\u200bknowledge of the servicing interests of human practical activity. Freud and emphasized the role of social and cultural determinants in the vital activity of the individual and society. The main disadvantage of behaviorism is insufficient accounting of the complexity of mental activities to an excessive convergence of the psyche of animals and a person ignoring the processes of consciousness higher Forms Recognizing the creativity of self-determination of the individual, etc. ....

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Psychology lecture

Form classes:lecture

Subject: Memory.

Purpose: To form an idea of \u200b\u200bmemory.

Tasks: 1) introduce the concept of "memory";

2) to acquaint with processes, types and types of memory, their properties;

3) Secure the knowledge gained on memory processes, types.

Forms of work: Visuality, work with schemes, work with a table.

I. The introductory part.

Greeting audience.

Try, please answer this question: what would happen if we did not remember anything: not what did yesterday, today, nor your own names, nothing? (Answers)

And why do we remember almost everything that happened to us, remember, what is your name, friends, what is the day of the week today and how many couples today? What helps us remember everything significant for us? (Answers)

What do you think, what will our lecture be dedicated to? (Answers)

Indeed, the topic of our lecture "Memory". Plan Our lecture is following:

1. Concept.

2. Memory processes.

3. Types of memory.

4. Memory properties.

5. Memory types.

II. Main part.

So, let's begin. How do you think this is a memory? (Answers)

- Memory - this is mental process of reflection and maintaining past experiencemaking it possible to reuse and return to the sphere of consciousness. (Petrovsky)

- Memory - A complex mental process consisting of several private processes related to each other. ()

Emphasize the main words in the definition.

What is the reflection of the past experience? (In the fact that C. Remember, retained, I remembered everything that I saw, I did, I felt what I thought.)

That is memory - the ability to save and reproduce traces of impressions.

- What is the role of memory in a person's life? (Answers)

Memory is the most important characteristic of the mental life of the person. The role of memory cannot be reduced to capturing the fact that "was in the past" (samples of the past in psychology are referred to as possible). No current action is unthinkable outside the memory processes, for the flow of any, even if the most elementary, mental act necessarily implies the holding of each of its element for "clutch" with subsequent. Without the ability to such "clutch", the development is impossible: a person would have remained "forever in the position of the newborn." Memory provides the unity and integrity of the human person.

For example, imagine a person. "I remember today, and tomorrow there is no." What could you say about such a person? Would he connect his desires?

What can I compare memory? Can I compare it with a potato storage? What are like what is common?

How do potato harvest? Recall this process.

On the board: planting ---- grows --- digging --- collected --- sorted --- stored --- are used --- - - --- are used

- But this comparison requires clarification. Try to prove why. (Answers)

Really. In the process of recycling, information is distorted. Can be remembered. But not in the smallest detail.

- Go to the second paragraph of our lecture plan. Memory processes:

-1) Memory - this is imprint in the consciousness of man received information, cat. It is a necessary condition for the enrichment of man's experience with new knowledge and forms of behavior. Z. always selectively: not everything is preserved in the memory, which affects our senses. Every questioning is a product of a subject with an object. T. about., I remember what C. acts. Har-ka of this or that material is defined by the motives, goals and methods of personality deet.

For example, if you show a person how to cook soup, is one thing, and if it will cook this soup myself, I will remember much better. And so will be with respect to any action. Cat. Nor a man did.

In accordance with the goals of the children, in the cat. The processes are turned on, allocate 2 main types of remembations-me:

Incoming memorization - This is a product and condition for the implementation of cognitive and practical actions.Since, at the same time, the memorization itself is not our goal, then everything that is remembered involuntarily, we usually say: "I remember itself." In fact, this is a strictly natural process determined by the peculiarities of our activities. As research shows, the place that occupies in the activity is important for the productivity of involuntary memorization. this material. If the material is included in the main purpose of the activity, it is remembered better than when it is included in the conditions, ways to achieve this goal.

- I will give such an example. In the experiments, schoolchildren and students were given to solve five simple arithmetic tasks. In both cases, unexpectedly for the subjects offered to recall the conditions and numbers of tasks. Schoolchildren remembered the numbers almost three times more than students. This is explained by topics. That first-graders, the ability to add and subtract numbers has not yet become a skill, it is a substantive targeted targeted action for them.

Operations of the numbers constituted the content of this action, while students were part of the soda, and not the goal of action.

Material occupying a different place in activities acquires different meaning. Therefore, it requires different orientation and is reinforced differently. The main purpose content requires more active orientation and receives effective reinforcement as the achieved result of the activity and therefore it is better remembered than what is related to the conditions for achieving the goal.

Facts of special studies show that the material occupies the main goal in the activity, the fact is better than the more substantive links it is established.

For example, in the study. Where we studied the involuntary memorization of the text, which Shk-Kams demand to understand, discovered that the lighter text was remembered worse than the text of the average difficulty.

Or such an example. Hard text We remember better if you pre-make the text plan. And if the plan is given ready, I remember worse.

Hence, the material that causes active mental work on it + Emoto is becoming involuntarily. Human reaction.

It is known that we are involuntarily remembered full and firmly, sometimes for life, what has especially important vitality for us, which causes interest and emotions. The involuntary memorization will be all the more productive, the more interested we will react to the content of the task being performed.

So, if the student is interested in a lesson, he remembers its content better than then. When a schoolboy listens "for order."

If a person puts his motive to remember, he will remember better or worse? (Answers)

An arbitrary memorization is a product of special mesmerous actions, i.e. such actions, the main purpose of which will be remembered.

Motives that prompt remembering are playing a major role in an arbitrary memorization. Reportable information may be understood and occasionally learned, but not acquired for a schoolboy sustainable significance, can quickly forget.

For example, if we talk about passing the exam. The material is very quickly forgotten, memorized only for the exam, a bunning, without installation on a solid, long fixing ..

Among the terms of productivity of arbitrary memorization is central use of rational memorization methods. Knowledge are composed of a certain system of facts, concepts, judgments. Understanding is a necessary condition for logical, meaningful memorization. The understood is remembered faster and stronger because it is meaningfully associated with previously educated knowledge, with past human experience. On the contrary, the incomprehensible or poorly understood always acts in the consciousness of a person as something separate, not meaningfully related to the past experience. The incomprehensible material usually does not cause interest in yourself.

One of the most important logic memorization techniques - drawing up a plan of the material memorable. It includes three points: 1) the breakdown of the material into components; 2) inventing the title for them or the allocation of some reference point, with which the entire content of this part of the material is easily associated; H) binding parts according to their title or dedicated reference points into a single chain of associations.

It has great importance comparison as a guide to logical memorization. Especially important is the underscore differences in objects. Establishing only common, and even more very wide links between objects may make their remembrance. This largely explains the difficulty in remember (for example, the names of oats in the story of Chekhov "horsepower").

One of the important means of the reproduction of the reproduction in the form of retelling the most memorable content. However, it is useful to contact this method only after preliminary understanding, awareness of the material, especially in cases where the material is complex, difficult to understand. Reproduction, especially in your own words, improves the understanding of the material.

If a person reproduces the material in his own words, then, accordingly, the memorization will leak better, because the material is conscious and recycled, etc. E is pronounced, but in other words. With understanding.

Memory

Involuntary arbitrary

Mechanical meaningful

Usage understanding

2) Saving - the process of deduction in the memory of the knowledge gained for a relatively long period of time.

Allocate: - short-term

- Long

Forget - the process consisting in the impossibility of playing previously fixed in memory.

The forgetting process may be more or less deep. In accordance with this, the actualization

forgotten images or thoughts are more or less difficult or becomes at all impossible. Forgetting it turns out to be the more deeply, the less often a certain material is included in the personality activity, the less significant it becomes to achieve current life goals. At the same time, the inability to remember any material does not mean that it is completely lost, completely fell out of the personality experience.

It happens: - Full (fast - 1st 48 hours)

- partial (slow)

In principle, the forgetting is appropriate. The fact that, including the personality, remains significant for it, is not forgotten. The inclusion in the activity is a reliable means of communication with the needs of a person and, therefore, combating forgetting. One of the techniques of such an inclusion is a systematic repetition of what should be saved in memory.

About the preservation say when there is no forgetting, but about forgetting - when the material is bad in memory. Therefore, preservation is nothing more than a struggle with forgetting.

Saving forgetting

Short-term complete

Long partial

3) reproduction - the memory process in which the preserved psyche content of the psyche takes place is actualized by extracting it from long-term memory and transition to operational.

The process of actualization (restoration before the learned material) can be characterized by varying degrees of difficulty or ease of flow: from automatic recognition of the objects around us until a painful difficult question of forgotten. In accordance with this, highlighting its various reproduction process views, you can arrange them in the following order: learning, actually playback (which can be involuntary and arbitrary) and remember. Special place is occupied by memories-historical memory of the person.

Learning is to reproduce any object in the conditions of repeated perception.Learning has a great vital value. Without it, we would perceive objects every time as new, and not as already familiar to us. Learning always connects our experience with the perception of surrounding objects and thereby gives us the opportunity to correctly navigate in the surrounding reality.

The recognition is different in the degree of its certainty, clarity and completeness. It can be carried out as an involuntary or as an arbitrary process.Usually, when the recognition is complete, clear, defined, it is carried out as a simultaneous involuntary act. We involuntarily, without any effort, imperceptibly for ourselves, in the process of perception, learn the subject that was previously perceived. Incoming recognition is included in the daily activities of a person. But the recognition can be quite incomplete and therefore unreasonable.

So, having seen a person, we can survive a familiar feeling, but will not be able to identify this person with the one who knew in the past. It also happens that we learn a person, but we cannot remember the conditions in which they previously perceived it.

In cases too incomplete or not enough complete recognition, it can acquire a complex arbitrary character. Relying on the perception of the object, we deliberately remember various circumstances to clarify its recognition. In this case, the recognition is transformed into playback.

Actually playbackUnlike recognition, carried out without re-perceiving the object that is reproduced. Playback is called usually content

the activity that a person is at the moment is at the moment, although this activity is not aimed at reproducing, such playback will be involuntary. However, it is not accomplished by itself, without shock. The impetus to involuntary reproduction there are perception of objects, ideas, thoughts caused, in turn with certain external influences. The direction and content of reproducible images and thoughts is determined by those associations that were formed in our past experience.

Incoming playback can be directed and organized when it is caused by non-accidentally perceived objects, but the content of certain activities that a person currently performs at the moment.

What is systematic and more logical to build a teacher lesson, the more organized by the soda-e of the past experience, the cat. involuntarily reproduce accounting during classes.

- Arbitrary playback It is caused by the reproductive task that a person puts in front of him. In cases where the material is fixed firmly, playback occurs easily. But sometimes it is not possible to remember what is needed, and then you have to make active searches, overcoming certain difficulties. Such playback is called recompication.

RememberLike an arbitrary memorization, can be a very complex mental action. The ability to remember well to learn: the effectiveness and readiness of the use of their knowledge depends on it: as a rule, good memorization Provides good reproduction. But the success of the remember largely depends on what conditions and how it is accustomed to.

Remember, Like memorization, also selectively . Well conscious and accurately formulated in the speech Reproductive task sends the further move of the remember, helps to select in our memory need material And inhibits side associations.

The success of the remember depends on which receptions of remember. The most important will be the following: drawing up a plan of a recipient material; active calling in itself images of relevant objects; The intentional calling of mediated associations, which by bypassing leads to reproduction of what is needed.

The success of the remember depends substantially on how motivated the execution of the reproductive task.

Recalling is not easy to reproduce past impressions. The knowledge learned by us in the past, in reproduction, they are associated with new knowledge, in a new way, are realized deeper. A great impact on the act of reproduction has confidence in the possibility of recalling.

Reproduction

And now let us return to the process of obtaining a crop. Try to relate the processes of obtaining a harvest with memory processes and explain why. (work in groups)

Sale - remember

Grows - - digging --- collected --- sorted --- stored- Saving (you need to save for further use)

Used - Reproduction

- Go to 3 points plan. Memory types.

Classification of the main types of memory (software)

Task in groups: summarize information by memory types and submit it as a schema (10 min), then submit on the board.

Go to 4 points plan. Memory properties.

Memory has certain properties. The combination of these properties gives two generalized psychological characteristics:

1) Productivity

2) Efficiency

Now I read a few examples, and you try to determine which memory property is broken.

Memory properties include:

1. Volume - quantitative characteristic, reflecting individual memory capabilities to capture, save and reproduce information.

2. The speed is the ability of a person in the process of capturing, saving and playing information to achieve a specific processing speed and use.

The memorization rate is determined by the number of repetitions necessary for a particular person to memorize a certain amount of material.

3. Accuracy - characteristic. Which reflects the ability of a person in memory processes to maintain the main indicators, the essential characteristics of the object.

4. Duration is the most important characteristic of a person's memory indicating the ability to keep certain information for the required time.

5. Strength is expressed in the preservation of the exploded material and in the speed of its forgetting.

6. Readiness - indicator of the predisposition of a person's consciousness to active use (operating) of information.The readiness of the memory is expressed as far as a person can easily recall at the right moment what he needs.

These features of memory are determined by the conditions for its upbringing and depend primarily on how much memorization methods are formed. They are associated with the habit of accuracy and accuracy in the work, the presence of a responsible attitude to their duties, perseverance in their implementation, etc. The readiness of the memory, moreover, depends on systematic In the acquisition and consolidation of knowledge.

The next thing we look at types of memory.

To begin with, we will define how memory types differ from the species? (Answers)

(types - what we remember, and types - as we remember)

Individual differences in memory are manifested in the fact that some people are more productively fixed with a figurative material (objects, images, sounds, colors, etc.), in the other solvent material (concepts, thoughts, numbers, etc.), Thirdly does not have an explicit advantage in memorizing a certain material. Concerning in psychology distinguished visual-shaped, verbal-abstract and intermediate types of memory. These types are dependent on a certain extent from the ratio of the first and second signal systems in the highest nervous activity of people. Life facts prove that the predominance of images or thoughts is determined primarily in the living conditions and activities of people. Life requirements, professional activities determine more or less pronounced features of a particular type of memory.

What do you think people do you most often meet a visual-shaped memory type? Why? And verbal-abstract type? (A clear-shaped type of memory is more common in artists, a verbal-abstract type - in theoretical scientists).

Usually, people do not have the prevalence of one or another memory type.

Vite-shaped memory type Differentiates depending on which the analyzer turns out to be the most productive when memorizing various impressions, in accordance with this distinguish motor, visual and auditory memory typesBut in pure form these types are rare. More often occur mixed type: Spectator-motor, erytically hearing, listening. The person uses the relevant features of their memory as a technique for increasing its productivity.

The teacher needs to take into account individual differences in the memory of students. At the same time, he must develop comprehensive memory (and visual, and auditory, and motor) - it requires a variety of educational material:

it creates the most favorable conditions for the comprehensive development of students' memory,

Already in adolescence, memory should become an object not only upbringing, but also self-education. Self-education of memory achieves considerable success when it is based on the knowledge of the laws of its formation. In this regard, sometimes they are talking about the benefits of the so-called mnemonic, which is a combination of formal techniques that provide artificially fixing the material in memory, but the mnemonic only replaces the logical content and never compensates for it. The basis for the development of semantic memory is the meaningful cognitive activity of the individual.

T about., The type of memory depends on the natural features nervous system, from upbringing. Affiliation to type is determined by learning practice. The memory of a certain type can be developed with the help of appropriate exercises. The initial manifestation of memory is a conditional reflex. A more distinct memory manifestation is found when the child begins to recognize objects. First, recognition appears. Playback is much later. (1st signs in the second year) First, the memory is involuntary. Development of arbitrary memory in preschool age happens in games and in the process of upbringing. It is better to remember what is interesting. Stormy development of memory characteristics is in school years. Associated with the learning process.

III. Final part.

In conclusion, the following can be noted: the memory is the most important characteristic of all mental processes. It provides the unity and integrity of the human person. Memory is mental cognitive process Reflection and preservation of past experience, makes it possible to reuse and return to the sphere of consciousness. Selects such types of memory as motor (motor) memory, emotional memory, shaped memory, verbal and logical memory, involuntary memory, arbitrary memory, long-term memory, short-term memory, RAM. And memory types: clear-shaped memory type, verbal-abstract and mixed memory types.

And now you please make items. Small independent work. Task: Prove, true / incorrect each of the following statements:

1. Memory is a "secondary" reflection of past experience. (+)

2. The memory is eliminated at the present. (To the future)

3. Memory is a passive source of information processing. (active)

Leafs pass. Thank you for your attention and work. The lecture is over. Everyone can be free.

Literature:

Luria book about great memory. Maclas Psychology. Petrovsky psychology. Rubinstein by pathopsychology. Smirnov of memory psychology.