Human genetic memory.
We know that memory is present in everyone, starting from the simplest animals. However, most high level it reached only in humans. Animals have two types of memory: genetic and mechanical. If the latter is found in the form of the ability to learn and acquire some life experience, then genetic memory manifests itself through the transfer of vital psychological, biological, including behavioral, properties from generation to generation. It contains many necessary instincts and reflexes. The instincts of procreation are considered the most powerful.
In general, there are two lines in human genetic memory. The first is
The fact that its improvement occurs in all people as they develop. The second line reflects gradual changes in each individual.
This modification occurs in as well as the introduction into the cultural and material achievements of mankind.
Genetic memory is determined by the information stored in the genotype; accordingly, it is inherited.
IN in this case The main mechanism of memory is some mutations and, as a consequence, changes in gene structures.
Genetic is different in that it cannot be influenced through training and the educational process.
It stores almost all
“archive” of a particular person’s life. Moreover, everything is reflected at the cellular level: what we were like in childhood and what we were like in youth, what appearance we acquired in adulthood and what our appearance became in old age.
According to some theories, if a person is sick, then there is a copy in his DNA that contains information about the time when the body was young and healthy. Scientists believe that genetic information can be “woven” from very distant memories that are stored in the deepest layers of the subconscious.
Consciousness protects a person from the obvious manifestation of genetic memory, however, according to some data, it reveals itself in a dream.
Today it is known that a baby, while in the stage of intrauterine development, dreams about 60 percent of the time. From the point of view of S.P. Rastorgueva, this is how genetic memory manifests itself, and the brain reads it, and thus a kind of learning occurs.
The child, being in the mother’s belly, goes through the entire cycle of evolution: starting
From one cell to birth. As a result of this, the entire memory of the ancestors is recorded and stored. This theory is confirmed by the swimming skill that every newborn has, but which is lost after a month of life.
Simply put, children are born with a full arsenal necessary knowledge, which were carefully preserved, having gone through the path of evolution in genetic memory.
Thus, genetic memory is a person’s ability to remember something that was not in his direct experience.
The energy potential of gene memory has been confirmed in medical and psychotherapeutic practice using hypnosis, auto-training and various meditative practices.
Lesson objectives:
- To introduce students to the cognitive process “memory”, to give its general characteristics;
- Reveal the physiological mechanism of this process, identify and characterize the main types of human memory;
- To introduce the basic processes of memory and the conditions for successful memorization and reproduction of material, with psychodiagnostics of the memory process.
- To develop in students a general understanding of human cognitive activity, its connection with higher nervous activity, and to cultivate interest in the disciplines being studied.
Equipment:
1) Table “Brain”,
2) Individual cards for each student:
a) diagram of the brain,
b) basic lesson map by types of memory,
c) individual cards with test tasks.
Lesson vocabulary: memory, hypothalamus, limbic system, figurative, emotional, motor, verbal-logical, short-term, long-term, mechanical, semantic memory, memorization, preservation, forgetting, reproduction, recollection, psychoactive substances.
1. General characteristics memory. The role of memory in human mental life.
2. Physiological mechanism of memory.
3. Types of memory:
a) from volitional regulation;
b) from the object of memorization;
c) on the duration of storage;
d) on the method of memorization;
4. Basic memory processes.
5. Conditions for successful memorization.
6. Psychodiagnostics of types and processes of memory.
During the lesson, students fill out a reference card according to the above plan.
Contents of the material studied in the lesson.
1. Memory- the basis of human mental activity, without it a person cannot navigate the surrounding reality, without it sensations and perceptions are impossible, through memory our past experience, knowledge, skills and abilities are consolidated.
Memory is a reflection of a person’s past experience, manifested in remembering, preserving and reproducing what he did, felt, perceived. Everything that a person has mastered in life, he owes to memory - this is his knowledge, skills and abilities, without it it is impossible to master any type of activity. A person remembers better what has special meaning for him, what is connected with his activities, interests, and needs.
Memorization is greatly influenced by the emotional attitude towards the material being memorized; with positive emotions, the material is remembered better. Memorization depends on the development of a person’s volitional qualities; weak-willed people remember poorly, superficially. Thus, memory is associated with personality characteristics, its orientation; memory has the property of selectivity, i.e. a person remembers not everything, but what is related to his activities, needs and interests.
2. Physiological mechanism of memory.(Simultaneously with the teacher’s story, students make designations on the diagram of the brain of those parts of the brain that are responsible for memory processes).
The most important property nervous system is the ability to accumulate, store and reproduce incoming information. The study of memory began many centuries ago, when man began to realize, albeit by accident, that he was capable of remembering and storing information.
Thus, the ancient Greeks believed that information in the form of some material particles enters the head and leaves imprints on the soft substance of the brain, like on clay or wax. In connection with the development of the science of anatomy, molecular biology, and genetics, modern ideas about the mechanism of memory have emerged.
Memory is the result of a complex dynamic interaction between different brain structures. (Students are asked to indicate on handout cards with a cross-sectional image of the brain those brain structures that are involved in the formation of memory).
These are the thalamus, limbic system and various areas of the cortex: temporal lobe, frontal lobe, parietal lobe. The limbic system is a complex network of nuclei of the diencephalon, cingulate gyrus and hippocampus.
The mechanism of memory is that when nerve impulses are received from a stimulus, ring structures are formed in the cerebral cortex nerve cells, through which these nerve impulses pass repeatedly. Closed circuits are mainly created by neurons of layers III and IV of the cortex. This is a biochemical process, as persistent changes appear at the synaptic and cellular levels. It is known that in the cells of the cortex and subcortical formations, nerve impulses stimulate the production of RNA, which, in turn, predetermines the synthesis of a new protein, highly sensitive to already familiar impulses.
Therefore, familiar impulses more easily excite the cell and thus the event is recorded in the brain.
3. Types of memory.
A). Involuntary and voluntary memorization arises from the degree of volitional effort. Involuntary memorization occurs without a goal, without volitional effort, without the use of special techniques. For example: I saw something bright, new, unusual and it is remembered involuntarily. Voluntary memorization: a person sets a goal for himself and makes a volitional effort. All educational activities are based on this type of memory.
b). Types of memory arise depending on the object being remembered: object, movement, feeling or thought and there are 4 types of memory: figurative, motor, emotional and verbal-logical.
1) Imagery is the memorization, preservation and reproduction of images of objects and phenomena previously perceived.
This type of memory is distinguished by analyzers and distinguishes auditory, visual, tactile, gustatory and olfactory memory. For example: auditory - we remember the melodies of songs, the voice of friends; visual – we imagine the image of friends, any previously perceived object: tree, apple; olfactory – we remember the smell of fruits, perfumes; tactile - soft, hard, prickly, smooth, etc.; gustatory - we remember the taste of fruits and vegetables.
2) Motor memory is the memorization and reproduction of movements and their systems. Any movement: dancing, sports, any activity - all these are examples of motor memory. All people have motor memory, but it is developed differently. Its development depends on training, exercise, and the physical characteristics of the body. Motor memory develops in a child from the first months.
3) Emotional memory- this is a memory of a person’s feelings. Experienced feelings do not disappear without a trace, but under certain conditions are reproduced - a person is happy or sad after remembering something. Emotional memory underlies the development of moral and moral traits. This memory helps regulate behavior depending on the feelings experienced. .
For example: a person experiences joy when doing a good deed, therefore he strives for positive actions and refrains from negative ones.
4) Verbal-logical memory - this memory is expressed in memorizing, preserving and reproducing thoughts and concepts in verbal formulation. This memory is closely connected with thinking, with the development of speech and is the basis of educational activity. The assimilation of knowledge in various sciences occurs through verbal and logical memory.
All these types of memory are closely interconnected and never arise in isolation. For example: we write - figurative, motor, verbal-logical memory is involved; We teach dance - motor, figurative.
V). Depending on the duration of storage, short-term and long-term memory are distinguished. Short-term memory is the memory of an event that just happened. Due to this type of memory, information is retained in the brain structures within 0.5 hours. If necessary, it either goes into long-term memory, or the events are forgotten. It is well established that this type of memory is associated with the functioning of the hippocampus.
Long-term memory is the main type of human memory, thanks to which he can exist as an individual. It is formed from short-term memory as a result of repeated passage of impulses through the ring structures of neurons of the limbic system. Long-term memory is the basis of human conditioned reflex activity. All images, events, knowledge, abilities, skills are stored in this memory. At present, the mechanism of long-term memory has not yet been fully studied.
A special type of memory is RAM. This is memorizing some information for a while. For example: a formula for solving a problem, a lesson schedule for six months, a day, a week.
G). Mechanical and semantic memory are distinguished from the method of memorization.
Rote memorization is the sequential learning of individual parts of material without relying on a semantic connection between them.
Semantic memorization is based on understanding the meaning, awareness of the internal logical connection both between parts of the memorized material, and between this material and previous knowledge.
4. Memory processes.
The definition of memory lists its main processes: memorization, storage, reproduction.
1. Memorization.
Memorization is the consolidation of images and ideas that arose in past experiences.
Memorization occurs in 2 forms:
a) involuntary – depends on the feelings, interests, needs, activities and physical condition of a person.
b) voluntary memorization - depends on its organization, a person’s interests, volitional effort, and special techniques.
This type of memorization can be done mechanically and meaningfully.
Rote memorization is the purposeful memorization of a text (poems, rule, theorem).
Meaningful memorization - memorization is carried out on the understanding of meaning and logical connections.
2. Saving.
Retention is the retention in memory of images of previously perceived objects and phenomena.
Preservation depends on human activity, his needs, interests, and repetition of material.
Forgetting is the fading, loss from memory of images and ideas of previously perceived objects. What is forgotten is what is not related to activities, needs, interests, what is not repeated.
3. Playback.
Reproduction is the process of reviving images and ideas of previously perceived objects and phenomena (without repeated perception).
May take the form of:
a) recognition;
b) recall.
5. Conditions for successful memorization.
1. Having a memorization mindset—long-term memorization, rather than just reading the material.
2. Activity of mental activity:
a) break the material into parts;
b) highlight the main strongholds, heroes, events, dates, rules, laws, etc.
c) make a plan.
3. Organization of memorization:
a) learn less similar material;
b) learn more difficult material first;
c) include all types of memory;
d) teach out loud;
e) repeat regularly.
4. Form of presentation and content of the material:
a) interesting, accessible, supported by examples;
b) use of visuals, audio and video materials.
5. Organization of repetitions:
a) read it - retell it immediately;
b) retell it in a few hours;
c) tell me again in a few days.
6. The use of mnemonic memorization techniques - techniques that help and facilitate memorization (comparison, comparison).
7. Well-being and health.
8. Lead healthy image life:
a) absence bad habits;
b) sufficient sleep;
c) good nutrition.
9. Hereditary typological features of GNI.
To consolidate the studied material, we offer test assignments and practical work.
Test items for a survey on anatomy.
1. The limbic system does not include nuclei:
- cerebral hemispheres
- diencephalon
- medulla oblongata
- midbrain
2. The hippocampus is:
- one of the convolutions of the cerebral hemispheres
- midbrain nucleus
- diencephalon nucleus
- bundles of associative nerve fibers
3. The diencephalon is located:
- between the medulla oblongata and midbrain
- under the medulla oblongata
- behind the cingulate gyrus
- above the midbrain
4. Memory is based on:
- synthesis of a special type of protein
- RNA synthesis
- DNA synthesis
- carbohydrate synthesis
5. The basis of long-term memory is:
- repeated passage of nerve impulses through the ring structures of neurons
- delay of nerve impulses in the frontal lobe of the cortex
- passage of nerve impulses through the thalamus to the spinal cord
- no answer needed
6. Stimuli from the environment are perceived:
- visual bumps
- 3-4 layers of cortical neurons
- 5-6 layers of cortical neurons
- bark surface
7. Complex structural associations of nuclei, including the nuclei of the cerebral hemispheres, are called:
- reticular formation
- hypothalamus
- limbic system
- corpus callosum
8. Higher nervous activity is:
- brain stem function
- work of the entire central nervous system
- work of the cortex and subcortical nuclei
- work of the cerebellum
Test items for a survey in psychology.
1. Memory is...
2. Match
Types of memory
3. The basis for the division of memory into motor, emotional, figurative and logical is:
a) leading analyzer
b) subject of reflection
c) subject activity
d) type of activity
4. Memory is considered genetically primary:
a) motor
b) figurative
c) emotional
d) logical
5. The highest type of memory is memory:
a) motor
b) figurative
c) emotional
d) logical
6. Types of memory based on the establishment of semantic connections in the memorized material are called:
a) mechanical
b) logical
c) emotional
d) operational
7. A type of memory in which a person remembers visual images, faces, colors, etc. especially well. - this is memory:
a) long-term
b) figurative
c) emotional
d) operational
8. A type of memory in which, first of all, the feelings experienced by a person are preserved and reproduced:
a) figurative
b) phenomenal
c) emotional
d) verbal-logical
Practical work.
Subject: identifying the volume of short-term memory.
Target: determine the capacity of short-term memory.
Object of study: Human.
Materials and equipment: a sheet of paper with a prepared test of 25 words, a clock.
Work progress.
Read the proposed test carefully for 1 minute, then put it aside and close it. Within 5 minutes, write down all the words that you managed to remember in any order.
Reporting form.
Count the number of words you wrote (check for mistakes), and for each word give yourself 1 point.
Evaluation of the results obtained.
Based on the total points, determine which category your memory size belongs to.
Possible words for the test: hay, key, plane, train, picture, month, singer, radio, grass, pass, car, heart, bouquet, sidewalk, century, film, aroma, mountains, ocean, stillness, calendar, man, woman , abstraction, helicopter.
Determination of memory capacity characteristics.
| Number of points | Memory Characteristics |
| 6 or less | Memory capacity is low. It is advisable to regularly perform memory training exercises. If necessary, consult a doctor or psychologist. |
| 7 – 12 | Memory capacity is slightly below average. The main reason Poor memory may be an inability to concentrate. |
| 13 – 17 | The memory capacity is good. |
| 18 – 21 | The capacity of short-term memory is excellent. You can force yourself to concentrate, therefore, you have sufficient will. |
| Over 22 | Your memory is phenomenal. |
Let's try to understand the concept of “genetic memory” - this is the ability of memory to reproduce moments that cannot be remembered, since the person did not experience them in a real time period. I also call genetic memory “ancestral memory.” It is located in the depths of a person’s everyday memory in the distant subconscious and pops up periodically, causing incomprehensible pictures, sensations and vague feelings.
Many scientists claim that an unborn baby, already in the womb, dreams during pregnancy 60% of the time. Scientists have now proven that the fetus in the mother’s womb goes through the entire process of evolutionary development, starting from a single-celled organism to a fully formed little man. A born baby has certain abilities that are recorded through genetic memory. For example, a newborn can float on water for a month after birth; after a month, this skill will be lost if it is not held and developed. Over the entire period of evolution gene memory accumulates knowledge and gives it to us. Until the age of two, a child uses genetic memory, and then, as he grows up and accumulates knowledge, it becomes almost inaccessible.
While a person is in a meaningful state, genetic memory is not available to him. Our consciousness blocks its manifestation, otherwise the human psyche would face a “split personality.” This memory manifests itself in unusual situations, such as hypnosis or trance, and sometimes during sleep, when our consciousness loses its vigilance. That is, if our subconscious needs it, it will reproduce genetic information.
Psychologist Carl Jung introduced the concept of the “collective unconscious,” which is stored in the depths of the psyche and is inherent in every person, regardless of accumulated experience. It retains the primary images; the psychologist gave them the name archetype. An archetype is every individual situation that occurs in a person's life. Those moments that are experienced again and again are imprinted in the subconscious not as images filled with meaning, but as a form without a specific meaning. Jung said that archetypes are transmitted through genetics, not through culture. Therefore, we can say that the experience that a person accumulates throughout his life will then be passed on to the next generation and influence it through the subconscious.
According to Jung, there will be significant differences in the collective unconscious depending on biological factors existence of personality. This is proven by an experiment conducted at the University of Chicago by Dr. Daniela Friedman. The experiment involved infants with different colors skin and different race. They were exposed to the same stimuli, but infants with a certain race responded differently from the race of other infants.
According to the experiment, it was concluded that the spiritual world of a person is genetically tuned to specific frequencies that are unique to him. Psychologists and teachers who work with children have also come to this opinion - genetic memory is located inside the collective unconscious. Since it is given to him “as a matter of course,” no special data or effort is needed to assimilate it. But if suddenly, for some reason, memory destruction occurs, then the consequences may not be predictable with a variety of affects. The soul of a child is no longer blank slate. She selectively feels and is able to react to certain influences in her direction. If actions create dissonance with the collective unconscious, then this leads to such mental trauma as neuroses, psychoses, sleep disturbances, and overexcitability in children.
We can say that the subconscious of the individual carries within itself certain cultural matrices in which the concept of the norm is concentrated. The psyche of children is very receptive to information and actions; if there are any deviations from the norms in which the child is comfortable to develop, then a signal “I feel bad” may arise - this is how neurosis arises. Thus, the child’s psyche occupies anything for her comfortable place inside the matrix, where there is enough space for the development of individual, group and other characteristics of the child that do not violate the general cultural archetype.
IN lately There are many more children with the disease “neurosis”. These are not necessarily children from disadvantaged or low-income families, where an important role is played by social indicator, but many children with such problems appeared among fairly wealthy families. For example, in Russia at the moment there are 40% of children with neurological diseases, in the future this may affect the health of the entire nation.
It’s not a very attractive prospect, but there is a way out of this situation; to do this, you don’t need to go into “conflict” with the child’s genetic memory, preventing it from fulfilling its purpose. It would be more correct to guide and encourage memory, and this does not require much - only knowledge of the native language, which is absorbed with mother's milk.
The native language is primarily responsible for how the human soul is structured and how the national spirit is formed. Due to the divine essence and the influence of the highest essence of language, the spirit of the people is formed.
The word is a gift from above, the word contains meaning, the word can “kill”, or you can put it on a pedestal, the word conveys emotions, thoughts, words teach life and faith. God gave powerful strength to humanity, wealth, which he provided through the means of words. But these are not words that are used every moment, but do not carry a deep meaning. It's about about the words that live in mother’s lullabies, grandmother’s fairy tales and stories, grandfather’s jokes and sayings, in songs and wisdom that came to us from our ancestors. Only these words can unite people and turn people into a people with a common genetic memory.
Genetic memory of honey - myth or truth?
Since we have already touched on the topic of genetic memory, I would like to talk about a question that recently appeared on the Internet: “Does honey have genetic memory?” Let's find out...
The idea is that if you drop honey on a plate, and then drop spring water onto the honey, you will see a pattern in the form of perfect hexagons, very similar to a honeycomb. Many say that in this way honey remembers its home - the honeycomb, and takes the same position in which it was there, that is, honey has a genetic memory. Such “magic” is shown in large apiaries in order to attract more attention to the product. The honey and water trick is used as a marketing ploy, and it should be noted that it is quite successful. However, this “trick” can be fully explained from a scientific point of view.
In physics, there is such a thing as a Rayleigh-Benard cell - these are structural compounds that, under certain conditions, such as heat supply and the liquid being in a strictly horizontal plane, where heat is supplied from below, form hexagonal structures that are very similar to honeycombs. For example, even if we heat oil and not honey, the Benard grid, that is, a honeycomb, will also be visible in it. 
So genetic memory has nothing to do with the formation of honeycomb-like hexagons.
As for testing honey for naturalness, this is actually not the most the best way for diagnostics. After all, even if you feed the bees sugar, they will still process it and then seal it into honeycombs, just as they do with natural honey. Therefore, this “demonstration performance” should not be taken as a truthful determination of the naturalness of honey. At the same time, Benard cells form these hexagons even from the so-called “natural honey”. The peculiarity of bee honey and its products is that they have a composition that is beneficial for our body, helps boost immunity and promotes a speedy recovery.
The secret power of genes - What is hidden in our genes? (ancestral-genetic memory of ancestors)
Genetic memory is understood as the ability to “remember” something that cannot be remembered, something that was not in the immediate life experience, in the everyday practice of an individual.
(p. 269). It is also called “memory of ancestors”, “memory of the Family”, etc.The first thing that can be said about this phenomenon is that genetic memory is located somewhere in the margins of memory, in the far corners of the subconscious, in the sphere of sensations. It sometimes emerges from the subconscious and evokes unclear images, impressions and sensations.
Secondly, today it is already known that during pregnancy, the fetus in the womb dreams about 60% of the time. From the point of view of S.P. Rastorguev, author of the book “Information War,” it is genetic memory that manifests itself, and the brain views it and learns. “The initial void that the embryo in the mother’s womb is destined to fill is supplied with a genetic program containing the lives already lived by the ancestors” (p. 28). Thanks to science, today we know that the human embryo in the mother’s womb, in the process of maturation, going through the entire cycle of evolutionary development - from a single-celled organism to a baby, “briefly recalls its entire history, as the history of the development of a living being.” As a result, a newborn child retains a genetic memory recorded by all his historical ancestors. For example, a newborn has the ability to float on its own. This ability to swim is lost after a month. Those. children are born with a full arsenal of knowledge, carefully preserved by centuries of evolution in genetic memory. And until the age of 2, the child retains sound, visual, and tactile genetic memory. Unfortunately, as a child grows and learns, access to genetic memory decreases.
That is, being present in our psyche, genetic memory data is usually not available to us for conscious comprehension. Since our consciousness actively counteracts the manifestation of this memory, trying to protect the psyche from “split personality.” But genetic memory can manifest itself during sleep or a state of altered consciousness (hypnosis, trance, meditation), when control of consciousness is weakened. Those. under certain conditions, the brain is able to “pull out” this information.
Thirdly, we note that genetic memory is built into the structures of the “collective unconscious”. Psychologist Carl Jung considered the “collective unconscious” as a deep level of the psyche, independent of personal experience, and inherent in every person. The collective unconscious stores many primary, primordial images, which he called archetypes. They are not so much memories, but rather predispositions and potentialities. According to Jung: “There are as many archetypes as there are typical situations in life. Endless repetition imprinted these experiences in our mental makeup, not in the form of images filled with content, but at first only as forms without content (certain matrices - authors’ note), representing only the possibility of a certain type of perception and action.” (16, p. 129). Moreover, archetypes are not transmitted through culture, Jung stated, but are inherited, i.e. transmitted genetically. Thus, Jung believed that the experience of an individual is not lost, but is inherited from generation to generation, preserved in the distant recesses of the brain, that images and impressions from ancestors are transmitted to a person through the subconscious.
Test 13. Memory
1. First in history European culture a work on the psychology of memory was:
a) Aristotle’s treatise;
b) Galen’s classic work “On the Parts of the Human Body”;
c) treatise of Socrates;
d) Plato's treatise.
2. The block model of information processing was developed within the framework of:
a) Gestalt psychology;
b) associative psychology;
c) behaviorism;
d) cognitive psychology.
3. Neuropsychological problems of memory in domestic science studied:
a) V.M. Bekhterev;
b) A.R. Luria;
c) P.I. Zinchenko;
d) L.S. Vygotsky.
4. Consistent application of the activity principle in the study of memory processes is typical for research:
a) B.G. Ananyeva;
b) A.V. Zaporozhets;
c) P.I. Zinchenko;
d) S.L. Rubinstein.
5. A supporter of the associative direction in the psychology of memory was:
a) B.V. Zeigarnik;
b) G. Ebbinghaus;
c) G. Muller;
d) A.N. Leontyev.
6. Unlike other representatives of Gestalt psychology, he emphasized the role of the needs and intentions of the subject in memory processes:
a) W. Koehler;
b) K. Koffka;
c) M. Wertheimer;
d) K. Levin.
7. The direction in psychology, which puts forward certain holistic psychological structures, irreducible to the sum of its constituent parts, as the primary factors of memory, is known as:
a) activity theory of memory;
b) associative theory of memory;
c) Gestalt theory;
d) psychoanalytic theory of memory.
8. The pioneer in the experimental study of semantic memory was:
a) G. Muller;
b) A. Pelzeker;
c) E. Meiman;
d) E. Kraepelin.
9. The true art of memory is the art of attention according to the words:
a) D. Norman;
b) S. Johnson;
c) G. Ebbinghaus;
d) A. Binet.
10. As a result of the improvement of the free association method new look associative experiment - the method of forced associations - was introduced:
a) K. Jung;
b) J. Piaget;
c) P. Janet;
d) W. Wundt.
11. New method studying memory (guessing method) was introduced:
a) W. Wundt and S. Hall;
b) G. Ebbinghaus and E. Kraepelin;
c) G. Muller and A. Pelzecker;
d) E. Meyman and F. Schumann.
12. Representation of information in the sensory register is:
a) trace of sensory influence;
b) mainly semantic memory;
c) acoustic or articulatory, possibly visual and semantic, memory;
d) mainly logical memory.
13. The memory of one’s memory is called:
a) RAM;
b) metamemory;
c) autobiographical memory;
d) short-term memory.
14. The basis for the division of memory into motor, emotional, figurative and verbal is:
a) leading analyzer;
b) subject of reflection;
c) the activity of the subject;
d) type of activity.
15. Indirect and direct memory differ:
a) by the leading analyzer;
b) on the use of aids in the process of memorization;
c) according to the degree of activity of the subject;
d) by type of activity.
16. Memory is considered genetically primary:
a) motor;
b) figurative;
c) emotional;
d) verbal.
17. The highest type of memory is memory:
a) motor;
b) figurative;
c) emotional;
d) verbal.
18. The type of memory based on the establishment of semantic connections in the memorized material is called memory:
a) mechanical;
b) logical;
c) emotional;
d) auditory.
19. The type of memory in which a person remembers visual images, colors, faces, etc. especially well is memory:
a) eidetic;
b) visual-figurative;
c) phenomenal;
d) emotional.
20. The type of memory in which the feelings experienced by a person are primarily preserved and reproduced is known as memory:
a) visual-figurative;
b) phenomenal;
c) emotional;
d) verbal-logical.
21. The type of visual memory that retains a vivid image for a long time with all the details of what was perceived is memory:
a) eidetic;
b) visual-figurative;
c) emotional;
d) verbal-logical.
22. Memory based on repetition of material without understanding it is called:
a) long-term;
b) emotional;
c) arbitrary;
d) mechanical.
23. Sensory memory:
a) long;
b) underlies individual images;
c) multi-level;
d) acts at the receptor level.
24. Within a quarter of a second the memory functions:
a) sensory;
b) short-term;
c) long-term;
d) operational.
25. A type of memory that includes the processes of remembering, storing and reproducing information processed during the execution of an action and necessary only to achieve the goal of this action is called memory:
a) operational;
b) iconic;
c) short-term;
d) echonic.
26. Random access memory as a variant of short-term memory is considered from a certain angle by:
a) B.G. Ananyev;
b) S.L. Rubinstein;
c) A.N. Leontyev;
d) M.S. Rogovin.
27. The RAM model was developed by:
a) A. Baddeley and A. Hitch;
b) R. Atkinson and M. Shiffrin;
c) J. Guilford;
d) J. Sperling.
28. The main characteristics of RAM are:
a) short-term preservation;
b) actions at the receptor level;
c) instability to interference;
d) lability.
29. W. Neisser introduced the concept into scientific circulation:
a) echonic memory;
b) RAM;
c) autobiographical memory;
d) metamemory.
30. Structure of long-term memory:
a) associative;
b) non-associative;
c) illogical;
d) is not clear.
31. An early genetic form of memory is memorization:
a) involuntary;
b) arbitrary;
c) post-voluntary;
d) operational.
32. The relationship between direct and indirect memorization in the process of development was studied by:
a) A.A. Smirnov;
b) A.R. Luria;
c) A.N. Leontyev;
d) V.P. Zinchenko.
33. A graphic reflection of the relationship between direct and indirect memorization in the process of development has the form:
a) trapezoid;
b) parallelogram of development;
c) development square;
d) triangle.
34. For the productivity of involuntary memorization, the place it occupies in the activity is important. this material, as research has shown:
a) P.I. Zinchenko;
b) A.A. Smirnova;
c) A.N. Leontyev;
a) P. Janet;
b) D. Norman;
c) G. Ebbinghaus;
d) A. Baddeley.
36. The number of reproduced or recognized elements of a series in absolute numbers or as a percentage of the total volume of presented stimulus material is called a coefficient:
a) memorization;
b) accuracy of memorization;
c) errors;
d) forgetting.
37. The number of repetitions required for the first error-free reproduction of all elements of a series in any order serves as an indicator:
a) mobilization readiness;
b) memory capacity;
c) memorization;
d) forgetting.
38. The strength of memorization does not depend on:
a) on the degree of participation of the relevant material in the further activities of the subject;
b) on the significance of the relevant material for achieving future goals;
Here emotional state subject;
d) on the amount of memory.
39. Individual characteristics of memory are not expressed in such properties as:
a) speed;
b) strength;
c) accuracy;
d) intensity.
40. It has been established that material is remembered better if it:
a) is included in the conditions for achieving the goal;
b) is included in the content of the main goal of the activity;
c) is included in the ways of achieving the goal;
d) presented in a free manner.
41. That the amount of memory does not depend on the amount of information in a single symbol, but is determined by the length of a series of presented symbols, showed:
a) F. Bartlett;
b) J. Miller;
c) D. Rumelhart;
d) A. Baddeley.
42. The importance of structuring material for memorization was emphasized by representatives:
a) psychoanalysis;
b) Gestalt psychology;
c) behaviorism;
d) associationism.
43. The characteristics of memorizing this or that material are not determined:
a) the motives of the individual’s activity;
b) the goals of the individual’s activity;
c) ways of personal activity;
d) gender differences of subjects.
44. The dynamics of the processes of memorizing and forgetting material of different volumes and contents can be studied using the following method:
a) successful answers;
b) anticipation;
c) memorization;
d) retaining traces of a row.
45. The double stimulation method was developed by:
a) V.P. Zinchenko;
b) A.R. Luria and A.N. Leontyev;
c) S.L. Rubinstein;
d) B.G. Ananyev.
46. The following method is not used to study indirect memorization:
a) paired associations;
b) pictograms;
c) double stimulation;
d) meaningless syllables.
47. The positional dependence of memorization productivity has the form:
a) U-shaped type;
b) inverted U-shaped type;
c) monotonically increasing;
d) monotonically decreasing.
48. The basis for dividing memory into involuntary and voluntary is:
a) leading analyzer;
b) subject of reflection;
c) the activity of the subject;
d) type of activity.
49. The capacity of long-term memory and the duration of information storage do not depend on:
a) the importance of the material being remembered;
b) on the nature of the material;
c) from previous experience;
50. The amount of information stored in short-term memory:
a) 7 ±2;
b) unlimited;
c) the limit is unknown;
d) on average 10.
51. “Input” of information into long-term memory is carried out through:
a) pre-attention mechanisms;
b) attention;
c) speaking;
d) iconic memory.
52. Connections between mental phenomena, in which the actualization of one of them entails the appearance of another, are called:
a) accommodations;
b) associations;
c) assimilation;
d) accentuations.
53. The concept of “association” was introduced into scientific terminology by:
a) G. Leibniz;
b) B. Spinoza;
c) R. Descartes;
d) J. Locke.
54. Two phenomena related in time or space are united by an association:
a) by contiguity;
b) by speed;
c) by contrast;
d) by meaning.
55. Two opposite phenomena are connected by an association:
a) by contiguity;
b) by speed;
c) by contrast;
d) by meaning.
56. Determination of the time of associative processes and the content of associations concerned the answers:
a) S. Hall;
b) F. Galton;
c) G. Muller;
d) G. Ebbinghaus.
57. Forgetting factors include:
a) age of the subject;
b) failure to use the learned material;
c) the nature of the material;
d) gender characteristics of the subject.
58. The fact that unfinished actions are remembered better expresses the effect:
a) halo;
b) placebo;
c) B.V. Zeigarnik;
d) recency.
59. The choice of objective means of controlling the effect of repetition on the strength of associations represents the main problem in the study of memory for:
a) G. Ebbinghaus;
b) F. Galton;
c) G. Muller;
d) E. Meiman.
60. In a rare experiment in the study of memory, the researcher deals with:
a) with the activity of assimilation or memorization;
b) with an interval between assimilation and reproduction (or recognition);
c) with the activity of reproduction (or recognition);
d) with gender differences of subjects.
61. G. Ebbinghaus did not study the effect on memorization:
a) the amount of memorized material;
b) number of repetitions;
c) proximity and direction of associative connections;
d) the nature of the activity.
62. The retention of material depends on the process of memorization:
a) completeness only;
b) accuracy only;
c) only strength;
d) completeness, accuracy and strength.
63. The criterion for storing information in memory is(are):
a) speed of memorization;
b) erudition of the subject;
c) education of the subject;
d) reproduction and recognition.
64. The storage and subsequent reproduction of information is not affected by:
a) a type of activity intermediate between memorization and reproduction;
b) temporal localization in the interval between learning and reproduction;
c) the degree of initial memorization;
d) speed of speaking the material when memorizing.
a) M. Shiffrin;
b) R. Atkinson;
c) G. Ebbinghaus;
d) E. Meiman.
66. The interaction of newly perceived information with previously known information can lead to an increase in the number of errors when memorizing as a result of:
b) interference of memory traces;
c) internalization of memory traces;
d) exteriorization of memory traces.
67. The phenomenon of spontaneous improvement in memorization performance after a certain time after the end of memorization is called:
a) reminiscence;
b) interference;
c) internalization;
d) exteriorization.
68. Retroactive and proactive interference differ depending on:
a) on the sequence of the memorized and interfering material;
b) on the nature of the interfering material;
c) on the sequence of the material being learned;
d) on the method of learning the material.
69. Negative influence The activity preceding memorization is called:
a) reactive braking;
b) proactive braking;
c) interference;
d) reminiscence.
70. Retroactive interference:
a) is not related to events that occurred before memorizing this material;
b) does not increase if the materials are very different;
c) does not form the basis of positive transfer during learning;
d) does not affect memorization if the material is emotionally charged.
71. Interference promotes memorization:
a) proactive;
b) retroactive;
c) promising;
d) all answers are correct.
72. Proactive interference increases:
a) with an increase in the degree of memorization of interfering material;
b) with an increase in the volume of interfering material;
c) with an increase in the degree of similarity between the memorized and interfering material;
d) with a decrease in the degree of similarity between the memorized and interfering material.
73. Reproduction of several elements of material after a delay filled with an interfering task is the essence of the method:
a) Brown - Peterson;
b) savings;
c) anticipation;
d) memorization.
74. Fixing the number of elements correctly reproduced after each presentation allows you to construct a graph:
a) memorization;
b) forgetting;
c) frequency of reproduction of each stimulus for all presentations;
d) dependence of reproduction on the characteristics of the emotional sphere of the individual.
75. The idea that forgetting is a natural consequence of the gradual extinction of traces is not shared by:
a) G. Ebbinghaus;
b) A. Brown;
c) K. Conrad;
a) G. Muller, A. Pelzecker;
b) A. Brown, K. Conrad;
c) G. Ebbinghaus;
d) P. Lindley.
77. Forgetting usually proceeds as a process:
a) arbitrary;
b) involuntary;
c) post-voluntary;
d) predictable.
78. The rate of forgetting material does not depend on:
a) on its volume;
c) from the similarity of the memorized and interfering material;
d) from the subject’s motives for forgetting.
79. The graph of the dependence of forgetting logically homogeneous information from the moment of its complete assimilation is called a curve:
a) forgetting Ebbinghaus;
b) distribution;
c) assimilation;
d) memorization.
80. Re-excitation (revival) of traces of previously formed nerve connections by such stimuli that are directly or indirectly related to what is being reproduced is the physiological basis of the process:
a) memorization;
b) preservation;
c) reproduction;
d) associations.
81. Reconstruction does not appear during playback:
a) in the selection of main and elimination of secondary material;
b) in generalizing and introducing new content;
c) changing the sequence of presentation;
d) in reproduction as close as possible to the memorized material.
82. Recognition is reproduction:
a) primary;
b) secondary;
c) tertiary;
d) completely new.
83. Indicate which of these statements is regarding individual characteristics memory is incorrect. These features:
a) to a certain extent are associated with differences in the strength of excitation and inhibition of nervous processes;
b) to a certain extent associated with differences in the degree of balance of nervous processes;
c) to a certain extent associated with differences in the degree of mobility of nervous processes;
d) are not provided with a physiological substrate.
84. The so-called edge factor has the form of dependence:
a) monotonically increasing;
b) monotonically decreasing;
c) nonlinear U-shaped type;
d) inverted U-shaped.
85. Recognition of a perceived object as already known from past experience is:
a) recall;
b) recognition;
c) presentation;
d) reminiscence.
86. A visual image of an object or phenomenon, arising on the basis of past experience by reproducing it in memory, is recorded as:
a) recall;
b) recognition;
c) presentation;
d) reminiscence.
87. Conscious reproduction, associated with overcoming certain difficulties and requiring effort and diligence, is:
a) recall;
b) recognition;
c) presentation;
d) reminiscence.
88. The Ebbinghaus forgetting curve has the form of a dependence:
a) monotonically decreasing;
b) monotonically increasing;
c) inverted U-shaped;
d) complex quasiperiodic.
89. Memorization based on the establishment of semantic connections in the memorized material is characteristic of... memory.
a) mechanical;
b) logical;
c) indirect;
d) verbal.
90. Memorizing material by repeating it without comprehension is called...
a) direct;
b) indirect;
c) arbitrary;
d) mechanical;
d) short-term.
91. Memorization, preservation and reproduction of information processed during the performance of a certain action and necessary only to achieve the goal of this action is provided by ... memory.
a) arbitrary;
b) operational;
c) short-term;
d) direct.
92. Genetically primary is ... memorization.
a) involuntary;
b) arbitrary;
c) indirect;
d) post-voluntary.
93. The strength of memorization does not depend on...
a) presence of interest;
b) the significance of the memorized material for achieving future goals;
c) the emotional state of the subject;
d) the volume of short-term memory.
94. Classification of memory into involuntary and voluntary is carried out in accordance with (with) ...
a) the degree of meaningfulness of the material;
b) the subject of reflection;
c) the duration of storage of the material.
d) There is no correct answer.
95. The duration of information storage in long-term memory does not depend
from...
a) the significance of the memorized material;
b) the nature of the material;
c) on the nature of the activity preceding the memorization process;
d) on the volume of short-term memory.
96. Short-term memory capacity...
a) is 7 ± 2;
b) unlimited;
c) varies depending on gender.
d) The limit is unknown.
97. The speed of forgetting material is affected by...
a) the degree of meaningfulness of the material;
b) frequency of use of memorized material;
c) setting to remember.
d) All answers are correct.
e) All answers are incorrect.
98. The process of memorization determines ... the preservation of material.
a) completeness;
b) accuracy;
c) strength.
d) All answers are correct.
e) All answers are incorrect.
100. The interaction of memorized information with previously memorized information can
lead to an increase in the number of errors during playback as a result...
a) reminiscence of memory traces;
b) interference;
c) fatigue;
d) decreased concentration.
101. Forgetting is... a process.
a) arbitrary;
b) involuntary;
c) controlled;
d) post-voluntary.
102. The speed of forgetting material does not depend on...
a) its contents;
b) degree of awareness;
c) the subject has motives to forget.
d) There is no correct answer.
103. A form of reproduction based on the recognition of a perceived object as already known from past experience is ...
a) memory;
b) recognition;
c) presentation;
d) reminiscence.
104. A visual image of an object or phenomenon that arises on the basis of past experience by reproducing it in memory is called...
a) recall;
b) recognition;
c) presentation;
d) reminiscence.
105. Active form of reproduction, which is characterized by the presence
a consciously set goal, the need to overcome certain difficulties - this is...
a) recall;
b) recognition;
c) presentation;
d) reminiscence.
106. In accordance with the B.V. effect. Zeigarnik, unfinished actions are remembered compared to completed ones
…
a) better;
b) worse.
c) There are no differences.
d) It depends on the situation.
107. Subjective factors of memorization efficiency do not include...
a) previous experience;
b) installation;
c) interest;
d) the nature of the material.
108. Techniques for meaningful memorization do not include...
a) drawing up a plan;
b) grouping of material;
c) drawing up diagrams;
d) rhythmization of the material.
109. Concentrated repetition compared to distributed repetition is...
a) more efficient;
b) less effective.
c) The effectiveness is the same, the main thing is the number of repetitions.
d) It depends on the situation.
110. Forgetting quickly educational material immediately after passing the exam it is explained...
a) the effect of the time factor;
b) the presence of a desire to forget;
c) learning new material;
d) the action of the law of installation.
111. Adults have better developed memory...
a) mechanical;
b) logical (semantic);
c) emotional.
d) There are no significant differences.
112. The law of edge describes the fact that information is remembered better when
which is in ... the memorized row.
a) in the middle;
b) the end;
c) the beginning;
d) beginning and end.
113. Forgetting occurs most intensively... after memorization.
a) in the first hours;
b) the next day;
c) in a week;
d) in a month.
114. If memorization is followed by work with similar material, then forgetting what has been memorized...
a) increases, happens faster;
b) decreases;
c) decreases if the material is uninteresting.
d) There are no differences.
115. Information learned before bedtime is remembered better due to the law...
a) installations;
b) edges;
c) repetition;
d) comprehension.
116. Objective factors of memorization efficiency do not include...
a) the nature of the material;
b) type of memorization;
c) amount of material;
d) memorization environment.
117. Information is best remembered when it is perceived...
a) when reading;
b) by ear;
c) with the help of sight and hearing;
d) there are no significant differences.
118. The law of comprehension is manifested in the fact that...
a) a person better understands the meaning of what he remembers longer;
b) the material that is meaningful is remembered better;
c) the material whose meaning is important to a person is better remembered;
d) the longer the material is stored in memory, the better it is comprehended.
119. In a study, two groups of students were asked to memorize a story. The first group was given the story with a warning that the survey would be conducted the next day, the second was told that it must be remembered “forever.” In fact, both groups were tested four weeks after learning. Which group of students reproduced the story better?
a) First.
b) Second.
c) First, if the story is interesting.
d) There are no differences.
120. In a study, two groups of students were asked to memorize a story. One group was given the story with a warning that the survey would be conducted the next day, the second was told that it must be remembered “forever.” Students in the second group reproduced the story better. What psychological factor determines this pattern?
a) Law of the region.
b) Law of context.
c) Law of inhibition.
d) Law of installation.
121. How can you strengthen the first impression of the material to better remember it?
a) Send information through several channels (vision, hearing, etc.).
b) Increase the intensity of the message.
c) Increase the speed of presentation.
d) Increase the speed and intensity of the message.
122. For a better understanding of the material in order to improve memorization
need to …
a) make a plan;
b) discuss it with someone;
c) draw up its structural and logical diagram.
d) All answers are correct.
123. Better assimilation of material is ensured when a person can
a) reproduce it in the words of the source;
b) reproduce it in your own words;
c) apply it when solving problems.
d) draw up its structural and logical diagram.
124. The image of an object or phenomenon that appears in the absence of this object
(phenomenon), and based on a person’s past experience, is called ...
a) a dream;
b) perception;
c) presentation;
d) association.
125. The similarity between ideas and perception lies in...
a) brightness;
b) lack of emotional coloring;
c) instability;
d) modalities.
126. Between performances different people there are differences... in the image.
a) by brightness;
b) in completeness;
c) by clarity.
d) All answers are correct.
e) All answers are incorrect.