Refers to figurative memory. Structure of figurative memory. What does she give you

Types of memory

Based on the nature of the participation of the will in the processes of memorizing and reproducing material, memory is divided into involuntary and voluntary. In the first case, we mean such memorization and reproduction that occurs automatically and without much effort on the part of the person, without setting a special mnemonic task for himself (for memorization, recognition, preservation or reproduction). In the second case, such a task is necessarily present, and the process of memorization or reproduction itself requires volitional efforts.

Involuntary memorization is not necessarily weaker than voluntary; in many cases in life it is superior to it. It has been established, for example, that it is better to involuntarily remember material that is the object of attention and consciousness, acts as a goal, and not a means of carrying out an activity. Involuntarily, one also remembers better material that involves interesting and complex mental work and that is of great importance to a person. It is shown that in the case when significant work is done with the memorized material to comprehend, transform, classify, and establish certain internal (structure) and external (associations) connections in it, it can be remembered involuntarily better than voluntarily. This is especially typical for children of preschool and primary school age.

There is a division of memory according to the analyzer that predominates in the processes of memorizing, storing and reproducing material. In this case, we talk about motor, emotional, figurative and verbal types of memory.

Motor memory

Motor memory is the memorization and preservation, and, if necessary, reproduction with sufficient accuracy of a variety of complex movements. It participates in the formation of motor, in particular labor and sports, skills and abilities. Improving human manual movements is directly related to this type of memory.

There are people with a pronounced predominance of this type of memory over other types. One psychologist admitted that he was completely unable to reproduce a piece of music in his memory, and could only reproduce an opera he had recently heard as a pantomime. Other people, on the contrary, do not notice their motor memory at all. Usually a sign of good motor memory is a person’s physical dexterity, dexterity in work, “golden hands”.

memory forgetting emotional motor

Figurative memory

Figurative memory - memory for ideas, pictures of nature and life, as well as sounds, smells, tastes. It can be visual, auditory, tactile, olfactory, gustatory.

Visual memory is associated with the storage and reproduction of visual images. It is extremely important for people of any profession, especially for engineers and artists. Good visual memory is often possessed by people with eidetic perception, who are able to “see” the perceived picture in their imagination for quite a long time after it has ceased to affect the senses. In this regard, this type of memory presupposes a person’s developed ability to imagine. In particular, the process of memorizing and reproducing material is based on it: what a person can visually imagine, he, as a rule, remembers and reproduces more easily.

Auditory memory is good memorization and accurate reproduction of various sounds, such as music and speech. It is necessary for philologists, people studying foreign languages, acousticians, and musicians. A special type of speech memory is verbal-logical, which is closely related to word, thought and logic. This type of memory is characterized by the fact that a person who has it can quickly and accurately remember the meaning of events, the logic of reasoning or any evidence, the meaning of a text being read, etc. He can convey this meaning in his own words, and quite accurately. This type of memory is possessed by scientists, experienced lecturers, university teachers and school teachers.

Tactile, olfactory, gustatory and other types of memory do not play a special role in human life, and their capabilities are limited compared to visual, auditory, motor and emotional memory. Their role mainly comes down to satisfying biological needs or needs related to the safety and self-preservation of the body.

Tactile, olfactory and gustatory memory, in a certain sense, can be called professional types. Like the corresponding sensations, these types of memory develop especially intensively in connection with specific conditions of activity, reaching an amazingly high level in conditions of compensation or replacement of missing types of memory, for example, in the blind, deaf, etc.

Emotional memory

Emotional memory is the memory of experiences and feelings. It is involved in all types of memory, but is especially evident in human relationships. The strength of memorizing material is directly based on emotional memory: what causes emotional experiences in a person is remembered by him without much difficulty and for a longer period.

Emotions always signal how our needs and interests are satisfied, how our relationships with the outside world are carried out. Emotional memory is therefore very important in the life and activities of every person. Feelings experienced and stored in memory act as signals that either encourage action or deter actions that caused negative experiences in the past. The ability to sympathize with another person, to empathize with the hero of a book, is based on emotional memory.

Verbal-logical memory

Verbal-logical memory - memory for knowledge in speech form, logical schemes, mathematical symbols. A person with good development of this type of memory easily remembers words, ideas, and logical structures. The memorized material often does not evoke visual associations. In life, such a person makes no effort to remember last names, first names and patronymics, but the figurative identification of people is carried out with great effort. The verbal-logical type of memory is associated with the mentality of a person prone to philosophical generalizations and theoretical reasoning.

The content of verbal-logical memory is our thoughts. Thoughts do not exist without language, which is why memory for them is called simply logical, but verbal-logical. Since thoughts can be embodied in various linguistic forms, their reproduction can be oriented towards conveying either only the basic meaning of the material, or its literal verbal design. If in the latter case the material is not subject to semantic processing at all, then its literal memorization turns out to be no longer logical, but mechanical memorization.

In verbal-logical memory, the main role belongs to the second signaling system. Verbal-logical memory is a specifically human memory, in contrast to motor, emotional and figurative memory, which in their simplest forms are also characteristic of animals. Based on the development of other types of memory, verbal-logical memory becomes leading in relation to them, and the development of all other types of memory depends on its development. Verbal-logical memory plays the main role in the assimilation of knowledge by students in the learning process.

Memory is one of the most important cognitive processes. Its place in our lives is difficult to overestimate, because success in any activity depends on how quickly we remember and retain the necessary information for a long time. Wanting to improve our memory, make it more efficient and use it at our service, we do not always think about what kind of memory we need. After all, this phenomenon of our psyche manifests itself differently in different areas of our lives.

It is not for nothing that memory is classified as a cognitive process. Like any process, memorization and preservation take time and have their own levels or stages, which are also considered as types of memory.

RAM

Although this type relates to the processes of memorization, it stands somewhat apart. RAM serves human activity. Information at this level is not stored for long, but, most importantly, the brain does not consider it at all as something that needs to be remembered. Why? Because we need it exclusively to carry out specific operations. For example, to understand a sentence, you need to store the meanings of the words you read in your memory. Sometimes, however, there are such long sentences that by the time you read to the end, you forget what happened at the beginning.

RAM is superficial and short-lived; it is working memory. But it is necessary for successful activity, it can be developed and increased in volume. She trains exclusively in activities. So, while reading, we gradually learn to understand more and more complex and longer sentences, largely due to the improvement of RAM. Good RAM is what sets professionals apart.

Sensory memory

This is the very first stage of the process of memorizing information, which can be called the physiological or reflex level. Sensory memory is associated with a very short-term retention of signals arriving at the nerve cells of the sensory organs. The duration of storing information in sensory memory is from 250 milliseconds to 4 seconds.

The two most well-known and studied types of sensory memory are:

• visual,
• auditory.

Moreover, sound images are stored somewhat longer. This feature allows us to understand speech and listen to music. The fact that we perceive not individual sounds, but an integral melody is a merit of sensory memory. But a newborn child, whose senses are not yet fully developed, sees the whole world as a cluster of color spots. The ability to perceive a holistic picture is also a result of the development of visual sensory memory.

The information that attracted our attention moves from sensory memory to short-term memory. True, this is a very small part of the signals received by our senses; most do not attract our attention. American inventor T. Edison wrote: “The average person’s brain does not perceive even a thousandth part of what the eye sees.” And often memory problems are actually related to a lack of ability to concentrate.

Short-term memory

This is the first stage of processing information intended for storage. Almost everything that attracts our attention comes to the level of short-term memory, but stays there for a very short time - about 30 seconds. This is the time the brain needs to begin processing the received data and determine the degree of its need.

• The volume of short-term memory is also small - 5-7 elements unrelated to each other: words, numbers, visual images, sounds, etc.
• At this level, the process of evaluating information occurs; the one you need is duplicated, repeated, it has a chance to end up in longer-term storage.

To retain information for a longer period of time (but no more than 7 minutes), it is necessary to maintain focused attention, which is a signal that the information is needed. A failure in the area of ​​attention leads to a phenomenon called substitution. It occurs when the flow of information entering the brain is large enough that it does not have time to be processed in short-term memory. As a result, the newly received data is replaced by new ones and is irretrievably lost.

This situation occurs when preparing students for an exam, when, trying to “swallow” as much information as possible in a limited period of time, the student prevents his brain from assimilating it normally. You can prevent replacement, retain a large amount of material in short-term memory for a longer period, and ensure its transfer into long-term memory through conscious repetition and pronunciation. The longer information is retained in short-term memory, the more durable it is remembered.

Long-term memory

This is a warehouse of various data, which is characterized by almost indefinite storage and huge volume. Sometimes, for example, a student before an exam complains that it is simply impossible to remember so much. And since there is too much information, your head is literally full of it and can’t fit in anymore. But this is self-deception. We cannot store information in long-term memory not because there is no space there, but because we remember incorrectly.

The level of long-term memory receives and is stored for a long time only:

• included in the activity;
• meaningful;
• processed information, linked by semantic and associative connections to what is already there.

The more a person knows, the easier it is for him to remember subsequent information, since connections between the new and the already known are established faster.

Problems with storing data in long-term memory may also be due to other reasons. Information stored in long-term storage may not be so easy to retrieve. The fact is that long-term memory has two layers:

1. The top one, where frequently used knowledge is stored. Remembering them requires no effort; they seem to always be at hand.
2. The lower level, which contains “closed” information that has not been used for a long time, is therefore assessed by the brain as insignificant or even unnecessary. To remember it, effort and special mnemonic (related to memory processes) actions are required. The less often information is used, the deeper layers of long-term memory it is stored. Sometimes drastic measures are required to get to the bottom of it, for example, hypnosis, and sometimes some minor event is enough to trigger a chain of associations.

But the variety of types of memory is not limited to stages that differ in the duration of information storage.

Types of memory: what we remember

In our lives, we are faced with the need to remember very diverse information that comes to our brain through different channels and in different ways. Depending on what mental processes are involved, types of memory are distinguished.

Figurative memory

The largest amount of information in our memory is stored in the form of sensory images. We can say that all senses work on our memory:

• visual receptors supply visual images, including information in the form of printed text;
• auditory – sounds, including music and human speech;
• tactile – tactile sensations;
• olfactory – smells;
• gustatory – a variety of tastes.

Images in the brain begin to accumulate literally from birth. This type of memory is not only the largest storage of information, it can also be literally phenomenal in accuracy. The so-called eidetic memory is known - photographically accurate, detailed memorization of images. The most studied cases of such memorization are in the visual field. Eidetics are extremely rare and usually have some kind of mental abnormality, for example:

• autism;
• schizophrenia;
• suicidal tendencies.

Motor or motor memory

This is a very ancient type of memorization that arose at the dawn of evolution. But memory for movements still plays a huge role, and not only in sports activities. So we go to the table, take a mug, pour tea into it, write something in a notebook, talk - all these are movements, and they are impossible without motor memory. What can we say about the importance of motor skills in work or sports. Without motor memory it is impossible:

• teaching children to write;
• mastering the skills of knitting, embroidery, drawing;
• Even teaching babies to walk requires active motor memory.

Emotional memory

Memory for feelings is less visible in people's daily lives and seems less important. But that's not true. Our whole life is saturated with emotions, and without them it would lose its meaning, and its attractiveness too. Of course, vivid, emotionally charged events are remembered best. But we are able to remember not only the bitterness of resentment or the fireworks of first love, but also the tenderness of communication with our mother, the joy of meeting friends or getting an A in school.

Emotional memory has a pronounced associative nature, that is, memories are activated in the process of establishing a connection - an association with some phenomenon or event. Often, some insignificant detail is enough for us to once again experience a waterfall of feelings that we once experienced. True, feelings-memories never reach the strength and energy that was inherent in them for the first time.

Emotional memory is also important because emotionally charged information associated with strong feelings is best remembered and stored longer.

Verbal-logical memory

This type of memory is considered exclusively human. Pet lovers might argue that animals, such as dogs and cats, can also remember words well. Yes it is. But words for them are simply combinations of sounds associated with one or another visual, auditory, olfactory image. In humans, verbal-logical memory has a semantic, conscious character.

That is, we remember words and their combinations not as sound images, but as certain meanings. And a striking example of such semantic memorization can be the story of A.P. Chekhov “The Horse's Name.” In it, the person remembered the surname according to the meaning, and then for a long time remembered this “horse” surname. And she turned out to be Ovsov. That is, it was associative-semantic memorization that worked.

By the way, verbal-logical memory works better when you need to remember not individual words, but their meaningful structures - sentences combined into a text that has a more detailed meaning. Verbal-logical memory is not only the youngest type, but also requires conscious, purposeful development, that is, associated with memorization techniques and voluntary mental activity.

Types of memory: how we remember

The abundance of information entering the brain requires its sorting, and not everything we receive through sensory channels is remembered by itself. Sometimes it takes effort to remember. Depending on the degree of activity of mental activity, memory is divided into involuntary and voluntary.

Involuntary memory

The dream of every schoolchild and student is for knowledge to be remembered by itself without any effort. Indeed, a lot of information is memorized involuntarily, that is, without volitional effort. But for the mechanism of involuntary memory to turn on, an important condition is necessary. We remember involuntarily what attracted our involuntary attention:

• bright, strong and unusual information (loud sounds, strong flashes, fantastic pictures);
• vital information (situations associated with a threat to the life and health of the person himself and his loved ones, important, key events in life, etc.);
• data related to a person’s interests, hobbies and needs;
• emotionally charged information;
• something that is directly related to professional or included in labor, creative activity.

Other information is not stored by itself, unless a smart student can captivate himself and become interested in the educational material. Then you will have to make a minimum of effort to remember it.

Arbitrary memory

Any training, be it schoolwork or mastering a professional activity, contains not only bright, exciting information, but also simply necessary information. It is necessary, although not very interesting, and should be remembered. This is what voluntary memory is for.

This is not only and not so much a simple convincing of oneself that “this is something that must be kept in one’s head.” Voluntary memory is, first of all, special memorization techniques. They are also called mnemonics techniques after the ancient Greek muse of memory Mnemosyne.

The first techniques of mnemonics were developed in Ancient Greece, but they are still used effectively, and many new techniques have been created to make it easier to memorize complex information. Unfortunately, most people are not very familiar with them and simply use repeated repetition of information. This is, of course, the simplest, but also the least effective memorization technique. Up to 60% of information is lost in it, and it requires a lot of effort and time.

You have become acquainted with the main types of memory that are studied by psychology and which are of fundamental importance in a person’s life, in mastering knowledge and professional skills. But in various fields of science one can also encounter other types of this mental process. For example, there are genetic, autobiographical, reconstructive, reproductive, episodic and other types of memory.

The basis for distinguishing different types of memory are: the nature of mental activity, the degree of awareness of the memorized information (images), the nature of the connection with the goals of the activity, the duration of preservation of the images, and the goals of the study.

By the nature of mental activity(depending on the type of analyzers, sensory systems and subcortical formations of the brain included in the memory processes), memory is divided into: figurative, motor, emotional and verbal-logical.

Figurative memory- this is a memory for images formed through the processes of perception through various sensory systems and reproduced in the form of ideas. In this regard, in figurative memory there are:

• visual (the image of a loved one’s face, a tree in the yard of a family home, the cover of a textbook on the subject being studied);
• auditory (the sound of your favorite song, your mother’s voice, the noise of the turbines of a jet plane or the sea surf);
• gustatory (the taste of your favorite drink, the acidity of lemon, the bitterness of black pepper, the sweetness of oriental fruits);
• olfactory (the smell of meadow grass, favorite perfume, smoke from a fire);
• tactile (the soft back of a kitten, the gentle hands of a mother, the pain of an accidentally cut finger, the warmth of a room heating radiator).

Available statistics show the relative capabilities of these types of memory in the educational process. Thus, when listening to a lecture once (i.e., using only auditory memory), the student can reproduce only 10% of its content the next day. When independently studying a lecture visually (only visual memory is used), this figure increases to 30%. Storytelling and visualization bring this figure to 50%. Practical practice of lecture material using all of the above types of memory ensures 90% success.

Motor(motor) memory is manifested in the ability to remember, store and reproduce various motor operations (swimming, cycling, playing volleyball). This type of memory forms the basis of labor skills and any appropriate motor acts.

Emotional memory is a memory for feelings (memory of fear or shame for one’s previous action). Emotional memory is considered one of the most reliable, durable “repositories” of information. “Well, you’re vindictive!” - we say to a person who for a long time cannot forget the insult inflicted on him and is unable to forgive the offender.

This type of memory reproduces feelings previously experienced by a person or, as they say, reproduces secondary feelings. In this case, secondary feelings may not only not correspond to their originals (originally experienced feelings) in strength and semantic content, but also change their sign to the opposite. For example, what we previously feared may now become desirable. Thus, the newly appointed boss, according to rumors, was known (and at first was perceived as such) as a more demanding person than the previous one, which caused natural anxiety among employees. Subsequently, it turned out that this was not the case: the boss’s demanding nature ensured the professional growth of employees and an increase in their salaries.

The lack of emotional memory leads to “emotional dullness”: a person becomes an unattractive, uninteresting, robot-like creature to others. The ability to rejoice and suffer is a necessary condition for human mental health.

Verbal-logical, or semantic, memory is the memory for thoughts and words. Actually, there are no thoughts without words, which is emphasized by the very name of this type of memory. Based on the degree of participation of thinking in verbal-logical memory, mechanical and logical memory are sometimes conventionally distinguished. We speak of mechanical memory when memorizing and storing information is carried out primarily through its repeated repetition without deep understanding of the content. By the way, mechanical memory tends to deteriorate with age. An example is the “forced” memorization of words that are not related to each other in meaning.

Logical memory is based on the use of semantic connections between memorized objects, objects or phenomena. It is constantly used, for example, by teachers: when presenting new lecture material, they periodically remind students of previously introduced concepts related to this topic.

According to the degree of awareness of stored information, a distinction is made between implicit and explicit memory.

Implicit memory- this is memory for material that a person is not aware of. The process of memorization occurs implicitly, secretly, regardless of consciousness, and is inaccessible to direct observation. The manifestation of such memory requires a “trigger”, which may be the need to solve some problem that is important for the given moment. At the same time, he is not aware of the knowledge that he possesses. In the process of socialization, for example, a person perceives the norms and values ​​of his society without awareness of the basic theoretical principles that guide his behavior. It happens as if by itself.

Explicit memory is based on the conscious use of previously acquired knowledge. To solve a problem, they are extracted from consciousness on the basis of recall, recognition, etc.

By the nature of the connection with the goals of the activity distinguish between voluntary and involuntary memory. Involuntary memory- a trace of an image in consciousness that arises without a special purpose set for it. Information is stored as if automatically, without volitional effort. In childhood, this type of memory is developed, but weakens with age. An example of involuntary memory is capturing a picture of a long line at the box office of a concert hall.

Arbitrary memory- intentional (volitional) memorization of an image, associated with some purpose and carried out using special techniques. For example, an operative law enforcement officer remembers external signs in the guise of a criminal in order to identify him and arrest him upon meeting. It should be noted that the comparative characteristics of voluntary and involuntary memory in terms of the strength of memorizing information do not give absolute advantages to any of them.

By duration of saving images distinguish between instant (sensory), short-term, operational and long-term memory.

Instant (touch) memory is a memory that retains information perceived by the senses without processing it. Managing this memory is almost impossible. Varieties of this memory:

• iconic (after-image memory, the images of which are stored for a short period of time after a brief presentation of an object; if you close your eyes, then open them for a moment and close them again, then the image of what you saw, stored for a time of 0.1-0.2 s, will form the content of this type memory);
• echoic (after-image memory, the images of which are stored for 2-3 s after a brief auditory stimulus).

Short-term (working) memory is memory for images after a single, short-term perception and with immediate (in the first seconds after perception) reproduction. This type of memory responds to the number of perceived symbols (signs), their physical nature, but not to their information content. There is a magic formula for human short-term memory: “seven plus or minus two.” This means that with a single presentation of numbers (letters, words, symbols, etc.), 5-9 objects of this type remain in short-term memory. Retention of information in short-term memory averages 20-30 seconds.

Operational memory, “related” to short-term memory, allows you to save a trace of the image only for performing current actions (operations). For example, sequentially removing information symbols of a message from the display screen and holding it in memory until the end of the entire message.

Long-term memory is a memory for images, “calculated” for long-term preservation of their traces in consciousness and subsequent repeated use in future life activities. It forms the basis of solid knowledge. Retrieval of information from long-term memory is carried out in two ways: either at will, or with extraneous stimulation of certain areas of the cerebral cortex (for example, during hypnosis, irritation of certain areas of the cerebral cortex with a weak electric current). The most important information is stored in a person’s long-term memory for life.

It should be noted that in relation to long-term memory, short-term memory is a kind of “checkpoint” through which perceived images penetrate into long-term memory subject to repeated reception. Without repetition, images are lost. Sometimes the concept of “intermediate memory” is introduced, attributing to it the function of primary “sorting” of input information: the most interesting part of the information is retained in this memory for several minutes. If during this time it is not in demand, then its complete loss is possible.

Depending on the purpose of the study introduce the concepts of genetic (biological), episodic, reconstructive, reproductive, associative, autobiographical memory.

Genetic(biological) memory is determined by the mechanism of heredity. This is the “memory of centuries”, a memory of the biological events of the vast evolutionary period of man as a species. It preserves a person’s tendency to engage in certain types of behavior and patterns of action in specific situations. Through this memory, elementary innate reflexes, instincts and even elements of a person’s physical appearance are transmitted.

Episodic memory concerns the storage of individual pieces of information with the recording of the situation in which it was perceived (time, place, method). For example, a person, looking for a gift for a friend, outlined a clear route around retail outlets, recording suitable items by location, floors, departments of stores and the faces of the salespeople working there.

Reproductive memory consists of repeated reproduction by recalling an original previously stored object. For example, an artist draws a picture from memory (based on recollection) of a taiga landscape that he contemplated while on a creative business trip. It is known that Aivazovsky created all his paintings from memory.

Reconstructive memory consists not so much in the reproduction of an object, but in the procedure for restoring a disrupted sequence of stimuli in its original form. For example, a process engineer restores from memory a lost diagram of the sequence of processes for manufacturing a complex part.

Associative memory is based on any established functional connections (associations) between memorized objects. A man, passing by a candy store, remembered that at home he was instructed to buy a cake for dinner.

Autobiographical memory is memory for the events of one’s own life (in principle, it can be classified as a type of episodic memory).

All types of memory belonging to different classification bases are closely interrelated. Indeed, for example, the quality of short-term memory determines the level of functioning of long-term memory. At the same time, objects perceived simultaneously through several channels are better remembered by a person.

All the information we receive enters the brain in the form of images that we perceive through our senses. All the sights, sounds, smells, etc. processed by our brain, or more precisely by a structure called figurative memory.

It refers to short-term information storage processes and performs the function of primary data processing.

Features of figurative memorization

Using memorization processes as the basis of consciousness, a person “records” everything that happens around him. First of all, this happens on an unconscious level. We may not focus on a specific object, but if it falls into the field of action of the senses, then the figurative memory will “record” it. And later you will be able to remember some details.

For example, if you try to remember your last trip on public transport. You may quite unexpectedly discover that you know for sure that the girl sitting next to you was wearing a blue coat. At the same time, we are absolutely sure that you did not pay special attention to this. However, figurative memory only works for a short time, about a day. And if you remember events, for example, a week ago, then you are unlikely to be able to highlight such details.

Let's try to determine what features such a process of storing information may have:

• the images are quite pale and unclear;
• fragmentary;
• unstable;
• prone to change over time.

All images saved in this way are blurry. Therefore, over time, you and your friends can remember the details of the same situation, clearly maintaining the overall meaning of what happened, but at the same time speaking completely differently about the little things. Does this mean that our memories have a slight error? Yes it is. This is very noticeable in the example of rhymed lines. Surely many have encountered this; you remember a simple poem or song from childhood, and you remember, as it seems to you, 100% accurately. But suddenly, while helping your parents sort out old things, you discover the very little book from which you once remembered the poem. And you suddenly realize that you simply replaced some words with similar ones. This is explained by the fact that it is easier for our consciousness to create something new than to try to remember the old. And thus they slip us “counterfeits”.

Presentation: "Memory and sense organs. Figurative perception

Development of figurative perception

The first images are formed in children at approximately 1.5-2 years. It is at this time that the active phase of memory development begins, and the child begins to accumulate his own experience and form concepts. The ability to construct primitive logical chains appears.

Most often, figurative memory predominates in the structure of intelligence. It is the “foundation” of all memorization processes and underlies its primary structure.

Training in figurative perception should begin from the first years of life, since it is at this time that a person’s consciousness is most open to the perception of new things, and all intellectual processes, including memory, are more plastic.

The role of figurative memory in human life

Researchers typically divide figurative memory into subtypes:

• visual (photographic);
• auditory;
• tactile;
• taste;
• olfactory.

Photographic memory is based on visual perception. By preserving visual images, it provides us with primary information. The next most important and level of perception is auditory memory. The saved sounds are combined with pictures, forming an almost complete memory. Then secondary “touches” are added in the form of touch, taste and smell.

Presentation: "Types of memory, memorization techniques. Visual-figurative memory"

The image is ready to be “sent” to long-term (permanent) memory. It should be said that visual and auditory are the most developed types of information storage processes. While tactile, gustatory and olfactory senses most often develop in strict connection with a certain type of professional activity. For example, olfactory and gustatory images are most accurately formed in tasters and sommeliers, and the reason for this is the rather serious development of the corresponding receptors in such people.

The concept of photographic memory often sounds like something very attractive and out of reach. However, it is not. There is an answer to the question: “How to develop photographic memory?” The easiest way to improve its quality is constant training. It is based on the process of memorizing pictures or text through visual perception alone. Try to remember the order of arrangement of 5 figures in the picture, as soon as you can do this with ease, increase the number of figures. Gradually complicate the images. Use narrative images, increasing the amount of detail in them over time.

Daily diligent training will allow you to develop photographic memory to a significant level.

An interesting feature of such a structure as figurative memory is the possibility of strengthening secondary types of perception. This can occur in people who have lost their main senses. Thus, we can clearly say that in deaf people, visual acuity and perception of smells increase, while in blind people, hearing becomes more acute and taste sensations increase. This is a natural process, since the body tries to fill the missing flow of information in this way.

Each person’s figurative memory manifests itself differently, and it’s quite simple to find out which type predominates in you; to do this, you should conduct a simple test.

Ask someone to read 10 words out loud to you, and then write down what you remember. Then repeat the test, only look at the written words yourself. In which case will the number of correct answers be greater than this type of memory (visual or auditory) and will prevail in your particular case?

In a person’s life, imaginative thinking occupies a huge place. Its role is difficult to overestimate, because it is the basis of any knowledge and any memory.

By being able to operate with images, we can increase the amount of information we absorb and expand the limits of our memory.

What is memory

What we sense and perceive does not disappear without a trace; everything is remembered to one degree or another. Excitations coming into the brain from external and internal stimuli leave “traces” in it that can persist for many years. These “traces” (combinations of nerve cells) create the possibility of excitation even when the stimulus that caused it is absent. Based on this, a person can remember and save, and subsequently reproduce his feelings, perceptions of any objects, thoughts, speech, actions.

Just like sensation and perception, memory is a process of reflection, and not only what acts directly on the senses is reflected, but also what took place in the past.

Memory- this is the remembering, preservation and subsequent reproduction of what we previously perceived, experienced or did. In other words, memory is a reflection of a person’s experience by remembering, preserving and reproducing it.

Memory is an amazing property of human consciousness, it is the renewal in our consciousness of the past, images of what once impressed us.

In old age I live again, The past passes before me. How long has it been full of events, worrying like a sea-ocean?

Now it is silent and calm, Not many faces have been preserved in my memory, Few words reach me, But the rest has perished irrevocably...

A.S. Pushkin."Boris Godunov"

No other mental function can be carried out without the participation of memory. And memory itself is unthinkable outside of other mental processes. THEM. Sechenov noted that without memory, our sensations and perceptions, “disappearing without a trace as they arise, would leave a person forever in the position of a newborn.”

Let's imagine a person who has lost his memory. The student was woken up in the morning and told to have breakfast and go to class. Most likely he would not have come to the institute, and if he had come, he would not have known what to do there, he would have forgotten who he was, what his name was, where he lived, etc., he would have forgotten his native language and could not say a word . The past would no longer exist for him, the present is hopeless, since he cannot remember anything, cannot learn anything.

When remembering any images, thoughts, words, feelings, movements, we always remember them in a certain connection with each other. Without establishing certain connections, neither memorization, nor recognition, nor reproduction is possible. What does it mean to memorize a poem? This means remembering a series of words in a certain connection, sequence. What does it mean to remember some foreign word, for example the French “la table”? This means establishing a connection between this word and the object that it denotes, or the Russian word “table”. The connections that underlie memory activity are called associations. Association is a connection between separate representations in which one of these representations causes another.

Objects or phenomena that are connected in reality are also connected in human memory. To remember something means to connect what is being remembered with something, to weave what needs to be remembered into a network of existing connections, to form associations.

There are a few types of associations:

- by adjacency: perception or thought about one object or phenomenon entails the recall of other objects and phenomena adjacent to the first in space or time (this is how a sequence of actions is remembered, for example);

- by similarity: images of objects, phenomena or their thoughts evoke memories of something similar to them. These associations underlie poetic metaphors, for example, the sound of waves is likened to the talking of people;

- by contrast: sharply different phenomena are associated - noise and silence, high and low, good and evil, white and black, etc.

Various associations are involved in the process of memorization and reproduction. For example, we remember the surname of a person we know, a) passing near the house in which he lives, b) meeting someone similar to him, c) calling another surname, which comes from a word opposite in meaning to the one from which the surname comes a friend, for example, Belov - Chernov.

In the process of memorization and reproduction, semantic connections play an extremely important role: cause - effect, the whole - its part, the general - the particular.

Memory connects a person’s past with his present and ensures the unity of personality. A person needs to know a lot and remember a lot, more and more with every year of life. Books, records, tape recorders, cards in libraries, computers help a person remember, but the main thing is his own memory.

In Greek mythology, there is the goddess of memory, Mnemosyne (or Mnemosyne, from the Greek word for "memory"). By the name of its goddess, memory in psychology is often called a mnemonic activity.

In scientific psychology, the problem of memory is “the same age as psychology as a science” (P.P. Blonsky). Memory is a very complex mental process, therefore, despite numerous studies, a unified theory of memory mechanisms has not yet been created. New scientific evidence shows that memory processes involve complex electrical and chemical changes in the brain's nerve cells.

Types of memory

The forms of manifestation of memory are very diverse, since it is associated with various spheres of a person’s life, with his characteristics.

All types of memory can be divided into three groups:

1) What a person remembers (objects and phenomena, thoughts, movements, feelings).

Accordingly, they distinguish: motor, emotional, verbal-logical And aboutdifferent memory;

2) How a person remembers (accidentally or intentionally). Here they highlight arbitrary And involuntary memory;

3) how long the memorized information is saved.

This short-term, long-term And operational memory.

Motor (or motor) memory allows you to remember abilities, skills, various movements and actions. If it were not for this type of memory, then a person would have to learn to walk, write, and perform various activities all over again.

Emotional memory helps to remember the feelings, emotions, experiences that we experienced in certain situations. Here's how A.S. talks about it. Pushkin:

I thought my heart had forgotten the ability to suffer easily, I said: what happened will never happen! It won't happen! Delights and sorrows are gone, And gullible dreams...

But here we are again in awe of the powerful power of beauty.

K.S. Stanislavsky wrote about emotional memory: “Since you are able to turn pale and blush at the mere memory of what you have experienced, since you are afraid to think about a misfortune experienced long ago, you have a memory for feelings, or emotional memory.”

Emotional memory is of great importance in the formation of a person’s personality, being the most important condition for his spiritual development.

Semantic, or verbal-logical memory is expressed in the memorization, preservation and reproduction of thoughts, concepts, reflections, and verbal formulations. The form of thought reproduction depends on the level of human speech development. The less developed speech is, the more difficult it is to express the meaning in your own words.

Figurative memory.

This type of memory is associated with our senses, thanks to which a person perceives the world around us. In accordance with our senses, there are 5 types of figurative memory: auditory, visual, olfactory, gustatory, tactile. These types of figurative memory are developed unevenly in humans; one is always predominant.

Arbitrary memory presupposes the presence of a special goal to remember, which a person sets and applies appropriate techniques for this, making volitional efforts.

Involuntary memory does not imply a special goal to remember or recall this or that material, incident, phenomenon; they are remembered as if by themselves, without the use of special techniques, without volitional efforts. Involuntary memory is an inexhaustible source of knowledge. In the development of memory, involuntary memorization precedes voluntary memorization. It is very important to understand that a person involuntarily remembers not everything, but what is connected with his personality and activities. What we involuntarily remember, first of all, is what we like, what we noticed by chance, what we are actively and enthusiastically working on.

Therefore, involuntary memory also has an active character. Animals already have involuntary memory. However, “the animal remembers, but the animal does not remember. In man, we clearly distinguish both of these phenomena of memory” (K. Ushinsky). The best way to remember and retain it in memory for a long time is to apply knowledge in practice. In addition, memory does not want to retain in consciousness what contradicts the attitudes of the individual.

Short-term and long-term memory.

These two types of memory differ in the duration of retention of what a person remembers. Short-term memory has a relatively short duration - a few seconds or minutes. It is sufficient for accurate reproduction of events that have just occurred, objects and phenomena that have just been perceived. After a short time, the impressions disappear, and the person usually finds himself unable to remember anything from what he perceived. Long-term memory ensures long-term retention of material. What is important here is the attitude to remember for a long time, the need for this information for the future, and its personal significance for a person.

They also highlight operational memory, which is understood as remembering some information for the time necessary to perform an operation, a separate act of activity. For example, in the process of solving any problem, it is necessary to retain in memory the initial data and intermediate operations, which may later be forgotten, until the result is obtained.

In the process of human development, the relative sequence of formation of types of memory looks something like this:

All types of memory are necessary and valuable in themselves; in the process of a person’s life and growing up, they do not disappear, but are enriched and interact with each other.

Memory processes

The basic processes of memory are memorization, reproduction, storage, recognition, forgetting. The quality of operation of the entire memory apparatus is judged by the nature of reproduction.

Memory begins with remembering. Memorization- this is a memory process that ensures the preservation of material in memory as the most important condition for its subsequent reproduction.

Memorization can be unintentional or intentional. At unintentional memorization a person does not set a goal to remember and does not make any effort for this. Memorization happens “by itself.” This is how one remembers mainly that which vividly interests a person or evokes in him a strong and deep feeling: “I will never forget this!” But any activity requires that a person remember many things that are not remembered by themselves. Then comes into effect deliberate, conscious remembering, i.e. the goal is to remember the material.

Memorization can be mechanical and semantic. Rote is based mainly on the consolidation of individual connections and associations. Semantic memorization associated with thinking processes. To remember new material, a person must understand it, comprehend it, i.e. find deep and meaningful relationships between this new material and existing knowledge.

If the main condition for mechanical memorization is repetition, then the condition for semantic memorization is understanding.

Both mechanical and semantic memorization are of great importance in a person’s mental life. When memorizing proofs of a geometric theorem or analyzing historical events or a literary work, semantic memorization comes to the fore. In other cases, remember the house number, telephone number, etc. - the main role belongs to mechanical memorization. In most cases, memory must rely on both comprehension and repetition. This is especially evident in academic work. For example, when memorizing a poem or any rule, you cannot get by with understanding alone, just as you cannot get by with mechanical repetition alone.

If memorization has the character of specially organized work associated with the use of certain techniques for the best assimilation of knowledge, it is called by memorization.

Memorization depends:

a) on the nature of the activity, on the processes of goal setting: voluntary memorization, based on a consciously set goal - to remember, is more effective than involuntary;

b) from installation - remember for a long time or remember for a short time.

We often set out to memorize some material knowing that, in all likelihood, we will only use it on a certain day or until a certain date and that it will not matter then. Indeed, after this period we forget what we have learned.

Emotionally charged material is better learned when a person approaches it with interest and is personally significant to him. This kind of memorization is motivated.

This is very convincingly shown in the story by K. Paustovsky “The Glory of the Boatswain Mironov”:

“...And then an unusual story happened with the boatswain Mironov in the Mayak editorial office...

I don’t remember who - the People’s Commissariat for Foreign Affairs or Vneshtorg - asked the editors to report all the information about Russian ships taken abroad. You need to know that the entire merchant fleet was taken away to understand how difficult it was.

And when we sat through the hot Odessa days over ship lists, when the editorial office was sweating from tension and remembering the old captains, when exhaustion from the confusion of new ship names, flags, tons and “deadweights” reached its highest tension, Mironov appeared in the editorial office.

Give it up,” he said. - So you won't succeed.

I will speak, and you write. Write! The steamer "Jerusalem". Now sailing under the French flag from Marseille to Madagascar, chartered by the French company "Paquet", the crew is French, captain Borisov, the boatswains are all ours, the underwater part has not been cleaned since nineteen seventeen. Write further. The steamer "Muravyov-Apostol" has now been renamed "Anatol". Sails under the English flag, carries grain from Montreal to Liverpool and London, chartered by the Royal Mail Canada Company. The last time I saw him was last year in the fall in New Port Newos.

This lasted three days. For three days from morning to evening, smoking cigarettes, he dictated a list of all the ships of the Russian merchant fleet, calling out their new names, captains' names, voyages, condition of the boilers, crew composition, cargo. The captains just shook their heads. Marine Odessa became agitated. The rumor about the monstrous memory of the boatswain Mironov spread like lightning..."

An active attitude to the learning process is very important, which is impossible without intense attention. For memorization, it is more useful to read the text 2 times with full concentration than to reread it 10 times inattentively. Therefore, trying to memorize something in a state of severe fatigue, drowsiness, when you cannot concentrate properly, is a waste of time. The worst and most uneconomical way to memorize is to mechanically reread the text while waiting for it to be remembered. Reasonable and economical memorization is active work on the text, which involves the use of a number of techniques for better memorization.

V.D. Shadrikov, for example, offers the following methods of random or organized memorization:

Grouping - dividing material into groups for some reason (by meaning, associations, etc.), highlighting strong points (thesis, titles, questions, examples, etc., in this sense, compiling cheat sheets is useful for memorizing ), plan - a set of support points; classification - distribution of any objects, phenomena, concepts into classes, groups based on common characteristics.

Structuring the material is the establishment of the relative arrangement of the parts that make up the whole.

Schematization is an image or description of something in its main features.

Analogy is the establishment of similarities, similarities between phenomena, objects, concepts, images.

Mnemonic devices are certain techniques or methods of memorization.

Recoding - verbalization or pronunciation, presentation of information in figurative form.

Completing the memorized material, introducing new things into memorization (using words or intermediary images, situational features, etc. For example, M.Yu. Lermontov was born in 1814, died in 1841).

Associations establishing connections by similarity, contiguity or opposition.

Repetition consciously controlled and not controlled processes of material reproduction. It is necessary to begin attempts to reproduce the text as early as possible, since internal activity strongly mobilizes attention and makes memorization successful. Memorization occurs more quickly and is more durable when repetitions do not immediately follow each other, but are separated by more or less significant periods of time.

Playback- an essential component of memory. Reproduction can occur at three levels: recognition, reproduction itself (voluntary and involuntary), remembering (in conditions of partial forgetting, requiring volitional effort).

Recognition- the simplest form of reproduction. Recognition is the development of a feeling of familiarity when experiencing something again.

Involuntarily, an unknown force draws me to these sad shores.

Everything here reminds me of the past...

A.S. Pushkin."Mermaid"

Playback- a more “blind” process, it is characterized by the fact that images fixed in memory arise without relying on the secondary perception of certain objects. It's easier to learn than to reproduce.

At unintentional reproduction thoughts, words, etc. are remembered by themselves, without any conscious intention on our part. Unintended playback may be caused by associations. We say: “I remembered.” Here thought follows association. At deliberate reproduction we say: “I remember.” Here associations already follow thought.

If reproduction is associated with difficulties, we talk about recollection.

Recall- the most active reproduction, it is associated with tension and requires certain volitional efforts. The success of recall depends on understanding the logical connection between the forgotten material and the rest of the material, which is well preserved in memory. It is important to evoke a chain of associations that indirectly help to remember what is needed. K.D. Ushinsky gave the following advice to teachers: do not impatiently prompt a student trying to remember the material, since the process of remembering itself is useful - what the child himself managed to remember will be remembered well in the future.

When remembering, a person uses various techniques:

1) intentional use of associations - we reproduce in memory various kinds of circumstances directly related to what needs to be remembered, in the hope that they will, by association, evoke forgotten things in our consciousness (for example, where did I put the key? Did I turn it off? I iron when leaving the apartment? etc.);

2) reliance on recognition (we have forgotten the exact patronymic of a person - Pyotr Andreevich, Pyotr Alekseevich, Pyotr Antonovich - we think that if we accidentally find the correct patronymic, we will immediately recognize it, experiencing a feeling of familiarity.

Recall is a complex and very active process that requires persistence and resourcefulness.

The most important of all the qualities that determine the productivity of memory is its readiness - the ability to quickly extract from the stock of remembered information exactly what is needed at the moment. Psychologist K.K. Platonov drew attention to this. that there are families who know a LOT, but all their baggage lies in their memory as dead weight. When you need to remember something, what you need is always forgotten, and what you don’t need just pops into your head. Others may have less luggage, but they have everything at hand, and exactly what they need is always reproduced in their memory.

K.K. Platonov gave useful tips for memorization. You cannot first learn something in general and then develop memory readiness. The readiness of memory itself is formed in the process of memorization, which must necessarily be semantic and during which connections are immediately established between memorization and those cases when this information may be needed. When memorizing something, we need to understand why we are doing it and in what cases this or that information may be needed.

Saving and Forgetting- these are two sides of a single process of long-term retention of perceived information. Preservation - this is retention in memory, and forgetting - it is a disappearance, a loss from the memory of what has been memorized.

At different ages, in different life circumstances, in different types of activities, different material is forgotten, as well as remembered, in different ways. Forgetting isn't always such a bad thing. How overloaded our memory would be if we remembered absolutely everything! Forgetting, like memorizing, is a selective process that has its own laws.

When remembering, people willingly resurrect the good and forget the bad in their lives (for example, a memory of a hike - difficulties are forgotten, but everything fun and good is remembered). What is forgotten first of all is that which is not of vital importance to a person, does not arouse his interest, and does not occupy a significant place in his activity. What excited us is remembered much better than what left us indifferent and indifferent.

Thanks to forgetting, a person clears space for new impressions and, freeing memory from a pile of unnecessary details, gives it a new opportunity to serve our thinking. This is well reflected in popular proverbs, for example: “Whoever needs someone is remembered by him.”

At the end of the 1920s, forgetting was studied by German and Russian psychologists Kurt Lewin and B.V. Zeigarnik. They proved that interrupted actions are retained in memory more firmly than completed ones. An unfinished action leaves a person with subconscious tension and it is difficult for him to concentrate on something else. At the same time, simple monotonous work like knitting cannot be interrupted, it can only be abandoned. But when, for example, a person writes a letter and is interrupted in the middle, a disturbance in the tension system occurs, which does not allow this unfinished action to be forgotten. This interruption of unfinished action is called the Zeigarnik effect.

But forgetting, of course, is not always good, so we often struggle with it. One of the means of such struggle is repetition. Any knowledge that is not consolidated by repetition is gradually forgotten. But for better preservation, variety must be introduced into the repetition process itself.

Forgetting begins soon after memorization and at first proceeds at a particularly rapid pace. In the first 5 days, more is forgotten after memorization than in the next 5 days. Therefore, you should repeat what you have learned not when it has already been forgotten, but while forgetting has not yet begun. To prevent forgetting, a quick repetition is enough, but to restore what has been forgotten requires a lot of work.

But this doesn't always happen. Experiments show that reproduction is often most complete not immediately after memorization, but after a day, two or even three days. During this time, the learned material is not only not forgotten, but, on the contrary, is consolidated in memory. This is observed mainly when memorizing extensive material. This leads to a practical conclusion: you should not think that you can best answer in an exam what you learned immediately before the exam, for example, on the same morning.

More favorable conditions for reproduction are created when the learned material “rests” for some time. It is necessary to take into account the fact that subsequent activities, which are very similar to the previous one, can sometimes “erase” the results of previous memorization. This sometimes happens if you study literature after history.

Forgetting can be a consequence of various disordersmemory:

1) senile, when an elderly person remembers early childhood, but does not remember all immediate events,

2) with a concussion, the same phenomena are often observed as in old age,

3) split personality - after sleep a person imagines himself to others, forgets everything about himself.

It is often difficult for a person to remember anything specifically. To make memorization easier, people have come up with different ways, they are called memorization techniques or mnemonics. Let's list some of them.

1. Rhyme technique. Any person remembers poetry better than prose. Therefore, it will be difficult to forget the rules of behavior on the escalator in the subway, if you present them in the form of a humorous quatrain:

Don’t put canes, umbrellas and suitcases on the steps, don’t lean on the railings, stand on the right, pass on the left.

Or, for example, in the Russian language there are eleven exception verbs that are not easy to remember. What if we rhyme them?

See, hear and offend, persecute, endure and hate,

And turn, look, hold,

And depend and breathe,

Look, -it, -at, -yat write.

Or, so as not to confuse the bisector and the median in geometry:

A bisector is a rat that runs around the corners and divides the corner in half.

The median is the kind of monkey that jumps to a side and divides it equally.

Or, to remember all the colors of the rainbow, remember the funny sentence: “How Jacques the bell-ringer once broke a lantern with his head.” Here, each word and color begins with one letter - red, orange, yellow, green, blue, indigo, violet.

2. A number of mnemonic techniques are used when memorizing the dates of birth of famous people or significant events. For example, I.S. Turgenev was born in 1818 (18-18), A.S. Pushkin was born one year earlier than the 19th century (1799), M.Yu. Lermontov was born in 1814 and died in 1841 (14-41).

3. To remember which is the organ of daytime vision and which is the organ of night vision - rods or cones, you can remember the following: it is easier to go with a rod at night, but in the laboratory they work with cones during the day.

Memory qualities

What is good and bad memory?

Memory starts with memorization the information that our senses receive from the world around us. All images, words, impressions in general must be retained, remain in our memory. In psychology this process is called - preservation. When necessary, we reproduce previously seen, heard, experienced. It is by reproduction that the quality of operation of the entire memory apparatus is judged.

Good memory is the ability to remember quickly and a lot, to reproduce accurately and on time.

However, all a person’s successes and failures, his victories and losses, discoveries and mistakes cannot be attributed to memory alone. No wonder the French thinker F. La Rochefoucauld wittily remarked: “Everyone complains about their memory, but no one complains about their mind.”

So, memory qualities:

1) speed of memorization. However, it acquires value only in combination with other qualities;

2) preservation strength;

3) memory accuracy - absence of distortions or omissions of essential things;

4) memory readiness- the ability to quickly retrieve from memory reserves what is needed at the moment.

Not all people quickly memorize material, remember for a long time and accurately reproduce or remember exactly at the very moment when it is needed. And this manifests itself differently in relation to different materials, depending on a person’s interests, his profession, and personal characteristics. Someone remembers faces well, but poorly remembers mathematical material, others have a good musical memory, but poor for literary texts, etc. In schoolchildren and students, poor memorization of material often depends not on poor memory, but on poor attention, on a lack of interest in this subject, etc.

Performance

One of the main manifestations of memory is reproduction of images. Images of objects and phenomena that we do not perceive at the moment are called presentations. Ideas arise as a result of the revival of previously formed temporary connections; they can be evoked through the mechanism of associations, using words or descriptions.

Representations are different from concepts. The concept has a more generalized and abstract character, the representation has a visual character. A representation is an image of an object, a concept is a thought about an object. Thinking about something and imagining something are not the same thing. For example, a thousandgon - there is a concept, but it cannot be imagined. The source of ideas are sensations and perceptions - visual, auditory, olfactory, tactile, kinesthetic.

Representations are characterized by clarity, i.e. direct similarity with the corresponding objects and phenomena (we internally or mentally “see”, “hear”, “smell”, “feel” touch, etc.).

I see Pavlovsk as hilly. The round meadow, lifeless water, The most languid and the most shady, After all, it will never be forgotten.

A. Akhmatova

But ideas are usually much poorer than perceptions. Representations never convey with equal brightness all the features and characteristics of objects; only individual features are clearly reproduced.

Ideas are very unstable and fickle. The exception is people who have highly developed ideas related to their profession, for example, musicians have auditory ones, artists have visual ones, tasters have olfactory ones, etc.

Representations are the result of processing and generalization of past perceptions. Without perceptions, ideas could not be formed: those born blind have no ideas about colors and colors, those born deaf have no ideas of sound.

Representation is more accurately called memory representation, since it is associated with the work of figurative memory. The difference between ideas and perceptions is that ideas give a more generalized reflection of objects. The representations generalize individual perceptions, emphasize the constant signs of things and phenomena, and omit the random signs that were previously present in individual perceptions. For example, we see a tree - an image of perception, we imagine a tree - the image is duller, more vague and inaccurate.

Representation is a generalized reflection of the surrounding world. We say “river” and imagine it: two banks, flowing water. We saw many different rivers; the presentation reflects visual signs characteristic of objects and phenomena. We can only perceive a specific river - the Volga, Moscow River, Kama, Yenisei, Oka, etc., the image of perception is accurate.

To imagine means to mentally see or mentally hear something, and not just to know. Representation is a higher level of cognition than perception, they are a stage of transition from sensation to thought, it is a visual and at the same time generalized image, reflecting the characteristic features of an object.

We can imagine the sound of a steamship whistle, the taste of lemon, the smell of gasoline, perfume, flowers, touching something, or a toothache. Of course, anyone who has never had toothache cannot imagine this. Usually, when telling something, we ask: “Can you imagine?!”

In the formation of general ideas, speech plays a crucial role, naming a number of objects in one word.

Ideas are formed in the process of human activity, therefore, depending on the profession, one type of ideas predominantly develops. But the division of ideas by type is very arbitrary.