Attention is the focus of all our mental activity, focusing on objects and phenomena that are important to us. The significance for us of a phenomenon is determined by our inner need. prevailing in this moment the need directs all the current activity of the organism, and all other activity is suppressed. Physiological mechanism This phenomenon was discovered by the Russian scientist A. A. Ukhtomsky and called it the principle of dominance. The attention that we give to the subject or phenomenon that interests us is one of the examples of a dominant.
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attention can be involuntary, when some singing itself attracts our attention, for example Interesting book or a football match. In this case, attention does not require much effort on our part. Often our attention is necessary to achieve a consciously set goal (for example, in a shooting range when shooting at low targets). Such attention is called arbitrary.
Mindfulness and observation are important properties of human mental activity. But it is quite difficult to focus on one thing for a long time. Attention span fluctuates constantly. Attention is trainable, and the ability to focus is a must for most modern professions.
Memory is the ability to acquire and use experience, that is, to record, store and reproduce the information received. Without memory, learning, thinking, and the implementation of behavioral acts are impossible. Any events that a person has encountered leave memorable traces in his brain. They can be stored for a very short time. For example, we remember the phone number found in the directory only while we dial it on the disk of the telephone set. Such memory is called short-term. Long-term memory allows us to use the information received for a very long time, often for a lifetime. Memory is trainable. A good memory is the key to a full-fledged thinking, a large stock of knowledge, a necessary condition for the development of intelligence.
Hygiene of mental work. Mental labor requires a large expenditure of nervous energy, since many nerve centers, almost the entire brain, are involved in it. Therefore, fatigue during intense mental work develops rapidly. Fatigue is a normal reaction of the body to any activity. Prolonged mental work is not very productive. To maintain performance, you need to alternate different types mental work (reading, paperwork, solution math problems). Mental labor should be interspersed with breaks for rest, and it should not be passive. It needs to be combined with physical activity. However, interrupt work at the first przv^| kah fatigue wrong. It is necessary to learn how to overcome the initial fatigue and develop endurance. On the other hand, we must not allow skinny; The languor has exceeded the measure when it does not disappear after the usual rest. Then overwork develops, which (neither 1 presses attention, memory and can lead to various nervous disorders.
Attention- this is the orientation and concentration of consciousness on some real or ideal object, suggesting an increase in the level of sensory, intellectual or motor activity of the individual.
According to their origin and methods of implementation, two main types of attention are usually distinguished: involuntary and voluntary. involuntary attention, the most simple and genetically original, is also called passive, forced, since it arises and is maintained regardless of the goals facing a person. Activity captures a person in these cases by itself, because of its fascination, entertainment or surprise. A person involuntarily surrenders to the objects that affect him, the phenomena of the activity performed. As soon as we hear interesting news on the radio, we involuntarily get distracted from work and listen. The emergence of involuntary attention is associated with various physical, psychophysiological and mental causes. These reasons are closely related to each other.
Unlike involuntary voluntary attention driven by conscious purpose. They are closely connected with the will of a person and developed as a result of labor efforts, therefore it is also called strong-willed, active, deliberate. Having made a decision to engage in some activity, we carry out this decision, consciously directing our attention even to what we are not interested in at the moment, but what we consider it necessary to do. The main function of voluntary attention is the active regulation of the course of mental processes.
The reasons for voluntary attention are not biological in origin, but social: it does not mature in the body, but is formed in the child during his communication with adults. It should also be noted the close connection of voluntary attention with speech.
A number of psychologists distinguish another type of attention, which, like voluntary, is purposeful and requires initial volitional efforts, but then the person, as it were, “enters” the work: the content and process of the activity become interesting and significant, and not just its result. Such attention was called N.F. Dobrynin post-voluntary. Imagine a person who is solving a difficult problem. Initially, she may not be attracted to him at all. He only takes it on because it needs to be done. The task is difficult and at first it is not solved in any way, the person is distracted all the time: he either looks out the window, or listens to the noise in the corridor, or aimlessly moves the pen over the paper. He has to bring himself back to the solution of the problem by constant effort. But now the decision is begun; the correct move is outlined more and more clearly, the task becomes more and more understandable. It turns out to be difficult, but possible to solve. A person becomes more and more interested in it, it captures him more and more. He ceases to be distracted: the task has become interesting for him. Attention from arbitrary became as if involuntary.
The distribution of attention is characterized by the possibility of simultaneous successful performance of several different types of activities (actions). Switching is determined by the speed of arbitrary transfer of attention from one object to another. The concentration of attention is expressed in the degree of its concentration on the object, and stability is determined by the duration of concentration of attention on the object.
Sustainability of attention
Sustainability- this is a temporal characteristic of attention, the duration of attracting attention to the same object.
Stability can be determined by peripheral and central factors. Experimental studies showed that attention is subject to periodic involuntary fluctuations. The periods of such oscillations, in particular according to N. Lange, are usually equal to 2-3 s, reaching a maximum of 12 s. If you listen to the ticking of the clock and try to focus on it, then the person will either hear or not hear them. Oscillations are of a different nature when observing more complex figures - in them alternately one or the other part will act as a figure. Such an effect, for example, gives the image of a truncated pyramid: if you look at it for some time, then it will alternately appear either convex or concave.
However, attention researchers believe that the traditional interpretation of attention stability requires some clarification, because in reality such small periods of attention fluctuations are by no means a general pattern. In some cases, attention is characterized by frequent periodic fluctuations, in others - much more stable.
If attention were unstable under all conditions, more or less effective mental work would be impossible. It turns out that the very inclusion of mental activity, which reveals new aspects and connections in the subject, changes the patterns of this process and creates conditions for the stability of attention. In addition, the stability of attention depends on a number of conditions. These include the features of the material, the degree of its difficulty, familiarity with it, understandability, attitude towards it on the part of the subject, as well as from individual characteristics personality.
Concentration of attention
Concentration of attention- this is the degree or intensity of concentration, i.e. the main indicator of its severity, in other words, the focus in which mental or conscious activity is collected.
A. A. Ukhtomsky believed that the concentration of attention is associated with the peculiarities of the functioning of the dominant focus of excitation in the cortex. In particular, concentration is a consequence of excitation in the dominant focus with simultaneous inhibition of other areas of the cerebral cortex.
Distribution of attention
Under distribution of attention understand the subjectively experienced ability of a person to keep a certain number of heterogeneous objects in the center of attention at the same time.
It is this ability that allows you to perform several actions at once, keeping them in the field of attention. A textbook example is the phenomenal abilities of Julius Caesar, who, according to legend, could simultaneously do seven unrelated things. It is also known that Napoleon could simultaneously dictate seven important diplomatic documents to his secretaries. However, as life practice shows, a person is able to perform only one type of conscious mental activity, and the subjective feeling of the simultaneous performance of several is due to the rapid sequential switching from one to another. Even W. Wundt showed that a person cannot focus on two simultaneously presented stimuli. However, sometimes a person is really able to perform two types of activity at the same time. In fact, in such cases, one of the activities performed should be fully automated and do not require attention. If this condition is not met, the combination of activities is impossible.
Switching attention
Many authors believe that the distribution of attention, in essence, is reverse side his switchability. Switching or switching attention is determined covertly, moving from one type of activity to another. Switching means the conscious and meaningful shifting of attention from one object to another. In general, the switchability of attention means the ability to quickly navigate in a complex changing situation. Ease of shifting attention different people is different and depends on a number of conditions (this is, first of all, the relationship between previous and subsequent activities and the attitude of the subject to each of them). How more interesting activity, the easier it is to switch to it, and vice versa. Switching attention is one of the well-trained qualities.
attention span
The next property of attention is its volume. The amount of attention is a special issue. It is known that a person cannot simultaneously think about different things and perform various works. This limitation makes it necessary to split the information coming from the outside into parts that do not exceed the capabilities of the processing system. In the same way, a person has a very handicapped simultaneously perceive several objects independent of each other - this is the amount of attention. An important and defining feature of it is that it practically cannot be regulated during training and training.
The study of the volume of attention is usually carried out by analyzing the number of simultaneously presented elements (numbers, letters, etc.) that can be clearly perceived by the subject. For these purposes, a device is used that makes it possible to present a certain number of stimuli so quickly that the subject cannot move his eyes from one object to another. This allows you to measure the number of objects available for simultaneous identification.
The biology of attention The main function of attention is to ensure the survival and maintain a comfortable state of a person - this is the psychological component “Is there a threat here?”, “Is something interesting going on here?”). The main function of attention is to ensure survival and maintain a comfortable state of a person - this is the psychological component “Is there a threat here?”, “Is something interesting happening here?”). Multiple alternations of unusual and ritual actions are important: novelty brings joy and relieves stress, rituals create a sense of stability and predictability. Multiple alternations of unusual and ritual actions are important: novelty brings joy and relieves stress, rituals create a sense of stability and predictability. The normal functioning of attention is supported by not one, but several parts of the brain. For example, many studies emphasize the close relationship between cerebellar function and memory, spatial perception, speech abilities, attention direction, emotions, non-verbal cues and decisions. The normal functioning of attention is supported by not one, but several parts of the brain. For example, many studies emphasize the close relationship between cerebellar function and memory, spatial perception, speech abilities, attention direction, emotions, non-verbal cues and decisions. The contrast in movements, sounds, emotions captures our attention most strongly. The contrast in movements, sounds, emotions captures our attention most strongly. An important role in the development and functioning of attention is played by intermediary chemicals (mediators - cortisone, vasopressin and endorphin), their dominance at the moment in the brain. They change behavior. An important role in the development and functioning of attention is played by intermediary chemicals (mediators - cortisone, vasopressin and endorphin), their dominance at the moment in the brain. They change behavior. The characteristics of attention depend not only on the conditions of development and learning, but also on the genotype. The characteristics of attention depend not only on the conditions of development and learning, but also on the genotype.
Attention Cycles Your attention span fluctuates throughout the day. During the day, concentration fluctuates. Each person has their own cycles, the duration of which is from 90 to 110 minutes. Each person has their own cycles, the duration of which is from 90 to 110 minutes. At the end of each such cycle, the brain needs a short rest of 10 to 20 minutes in order to consolidate and process the experience gained and restore its working capacity. At the end of each such cycle, the brain needs a short rest of 10 to 20 minutes in order to consolidate and process the experience gained and restore its working capacity. The cognitive abilities of a person very much depend on which energy point of the cycle he is at the highest or lowest. In the course of the cycle, the speed of the blood flow, the frequency of breathing changes, the verbal and visual-figurative intelligence improves or worsens. The cognitive abilities of a person very much depend on which energy point of the cycle he is at the highest or lowest. In the course of the cycle, the speed of the blood flow, the frequency of breathing changes, the verbal and visual-figurative intelligence improves or worsens. Researchers suggest that special pauses be arranged to restore the full working capacity of the brain. Researchers suggest that special pauses be arranged to restore the full working capacity of the brain.
Attention span Age Time 5-8 years 5-7 minutes 9-13 years 8-12 minutes years minutes
Reasons for the need to introduce pauses and phases of reflection into the learning process The structure of the human brain is such that it cannot maintain attention constantly on high level. A person can intensely focus attention on an external object only for a very short time less than 10 minutes. The structure of the human brain is such that it cannot maintain attention constantly at a high level. A person can intensely focus attention on an external object only for a very short time less than 10 minutes. Much of the learning process happens unconsciously and spontaneously. Dedicated time is required to comprehend and structure learning outcomes. Much of the learning process happens unconsciously and spontaneously. Dedicated time is required to comprehend and structure learning outcomes. In order to find in training your personal meanings a person needs time free from the receipt of new information and solving problems. In order to find their personal meanings in learning, a person needs time free from the receipt of new information and solving problems. After completing the lesson studying proccess doesn't end for a long time. Without realizing it, we process the received information for some time. In everyday language, it usually sounds like this: "This information should lie down." After the lesson is completed, the learning process does not end for a long time. Without realizing it, we process the received information for some time. In everyday language, it usually sounds like this: "This information should lie down." If the concentrated learning phase lasts from 10 to 15 minutes, then the processing time of the material will take from 2 to 5 minutes. If the concentrated learning phase lasts from 10 to 15 minutes, then the processing time of the material will take from 2 to 5 minutes.
Stress, Fear and Learning Under stress, cortisone is released. Constantly elevated level cortisone kills brain cells in the hippocampus, which plays important role in the functioning of long-term memory. Along with long-term memory, short-term memory also suffers. Under stress, cortisone is released. Constantly elevated levels of cortisone kill brain cells in the hippocampus, which plays an important role in the functioning of long-term memory. Along with long-term memory, short-term memory also suffers. This is followed by a series of specific physiological reactions: the immune system is somewhat turned off, blood pressure rises, the large heart muscle contracts, breathing becomes more shallow. In the study group, stress reactions become a problem. Study stress, among other things, leads to visual impairment. This also does not contribute to better learning. And of course, constant stress weakens the immune system and makes children more susceptible to disease. This is followed by a series of specific physiological reactions: the immune system is somewhat turned off, blood pressure rises, the large heart muscle contracts, breathing becomes more shallow. In the study group, stress reactions become a problem. Study stress, among other things, leads to visual impairment. This also does not contribute to better learning. And of course, constant stress weakens the immune system and makes children more susceptible to disease. Stress also contributes to the fact that the amount of serotonin in the body decreases. When there is a shortage of this important mediator that controls emotions, people become more impulsive and aggressive. Stress also contributes to the fact that the amount of serotonin in the body decreases. When there is a shortage of this important mediator that controls emotions, people become more impulsive and aggressive. Anxiety activates the defense mechanisms necessary for practical survival, but is destructive to the ability to learn. Anxiety activates the defense mechanisms necessary for practical survival, but is destructive to the ability to learn.
Methods for overcoming educational stress Avoid stressful situations (pressure and threats against children), creating a friendly atmosphere of acceptance. Avoid stressful situations (pressure and threats against children), create a friendly atmosphere of acceptance. Avoid rigid consolidation of the roles of leaders and outsiders (work in groups with changing composition, performing different functions in a group). Avoid rigid consolidation of the roles of leaders and outsiders (work in groups with changing composition, performing different functions in a group). Introduce clear rules of conduct in the classroom and monitor their observance. Introduce clear rules of conduct in the classroom and monitor their observance. Encourage students to manage their time wisely. Encourage students to manage their time wisely. Introduction to the lesson of the rituals of beginning, switching from one type of activity to another, ending. Introduction to the lesson of the rituals of beginning, switching from one type of activity to another, ending. Learn relaxation techniques, proper breathing, organization of rest pauses. Learn relaxation techniques, proper breathing, organization of rest pauses. Motor pauses and reflection phases. Motor pauses and reflection phases. System algorithmic feed educational material. System algorithmic presentation of educational material. Skill Development critical thinking. Development of critical thinking skills.
Sergeeva Elena
1 year ago
Vitaly Milonov is surprised that in New York they decided to introduce a third, indefinite gender
The parliamentarian commented on the website of the bill on the introduction of a third, indefinite gender, signed in the United States
MP Vitaly Milonov commented on the decision of the mayor of New York Bill de Blasio about the introduction of a third, indeterminate gender. The parliamentarian is sure that this all happened because the mayor did not study well at school.
“The mayor of New York did not do well in school. We need to send him a biology textbook. There is no third gender. He is not. Either one or the other. Everything else is fiction. No one normal person, regardless of their beliefs, cannot write this. It's like we will give people the right to be called aliens, but they are not. One emperor decided to introduce a horse into parliament, the mayor of New York surpassed him, ”
Said the site Milonov.
Earlier, the mayor of an American city signed a document that allows people to independently determine their gender in documents:.
“Thinking of those who for many years had to live with documents that do not correspond to their vision, I can only imagine what a test it was for them, what a pain. That is why this amendment is so important.”
de Blasio said.
Previously, the issue of sexual self-determination was resolved in Australia. In their passport, people can indicate: M (male), F (female) or X (indefinite). True, those who indicate the latter have difficulties while crossing state borders.
Introduction
Attention in the system of psychological phenomena occupies a special position. It is included in all other psychological processes, it takes as their necessary moment and it is not possible to separate it from them, isolate and study it in a “pure” form. We deal with the phenomena of attention only when we consider the dynamics cognitive processes and features of various mental states person. Every time we try to isolate the "matter" of attention, digressing from the rest of the content of psychic phenomena, it seems to disappear.
Attention can be defined as a psychophysiological process, a state that characterizes dynamic features cognitive activity. They are expressed in its concentration on a relatively narrow section of external or internal reality, which at a given moment in time become conscious and concentrate mental and physical forces person for a certain period of time.
Attention - it is a process of conscious or unconscious (semi-conscious) selection of one information coming through the senses and ignoring the other.
Attention has no content of its own. It is included in other mental processes: sensations and perceptions, ideas, memory, thinking, imagination, emotions and feelings, manifestations of the will. Attention is also included in practical, in particular, motor actions of people, in their behavioral acts - actions. This provides clarity and distinctness of the reflection of reality, which is one of the necessary conditions the success of any activity.
There are the following types of attention: external and internal, voluntary (intentional), involuntary (unintentional) and post-voluntary.
external attention is the focus of consciousness on objects and phenomena external environment(natural and social) in which a person exists, and on his own external actions and deeds.
Internal attention is the focus of consciousness on the phenomena and conditions of the internal environment of the body.
The ratio of external and internal attention plays an important role in the interaction of a person with the outside world, other people, in his knowledge of himself, in the ability to manage himself.
If external and internal attention is characterized by a different orientation of consciousness, then voluntary, involuntary and post-voluntary attention differs on the basis of correlation with the purpose of activity.
With more arbitrary attention, the concentration of consciousness is determined by the purpose of the activity and the specific tasks arising from its requirements and changing conditions.
Involuntary attention arises without prior goal setting - as a reaction to a strong sound, bright light, novelty of the subject.
Any unexpected stimulus becomes the subject of involuntary attention. With all the surprises, attention is focused for a short time. But voluntary attention can also be held for a long time in those cases when the perception of an object, even the thought of it, arouses keen interest, is colored positive emotions pleasure, surprise, admiration, etc. This is how a teacher can attract the attention of students, interestingly, emotionally, with fiction conducting a lesson. This suggests that involuntary attention can be called specifically, in order to achieve a positive result of the activity, in this case lesson.
Consequently, attention is not only a factor limiting mental activity, but can itself be regulated from the outside, in particular, in pedagogical process.
After voluntary attention arises after arbitrary. This means that a person first focuses his consciousness on some object or activity, sometimes with the help of considerable volitional efforts, then the process of examining the object or the activity itself arouses growing interest, and attention continues to be held without any effort.
All three types of attention are dynamic processes connected by mutual transitions, but always one of them becomes predominant for some time.
The properties of attention are the features of its manifestation. These include volume, concentration, stability, switching and distribution of attention.
Volume attention is characterized by the amount of memorized and produced material. The amount of attention can be increased: through exercise or by establishing semantic connections between perceived objects (for example: by combining letters into words).
Concentration Attention is a property expressed by the complete absorption of the subject, phenomenon, thoughts, experiences, actions on which the human consciousness is focused.
With such concentration, a person becomes highly noise-resistant. Only with difficulty can he be distracted from the thoughts in which he is immersed.
Sustainability attention - the ability to stay focused on a particular subject or on the same thing for a long time. It is measured by the time of concentration, provided that the distinctness of the reflection in the mind of the object or process of activity is maintained. Sustainability of attention depends on a number of reasons: the significance of the case, interest in it, the preparedness of the workplace, and skills.
Switching attention It is expressed in an arbitrary, conscious movement from one object to another, in a rapid transition from one activity to another. It is dictated by the very course of activity, the emergence or setting of its new tasks.
Attention shifting should not be confused with distraction which is expressed in an involuntary transfer of the concentration of consciousness to something else or in a decrease in the intensity of concentration. This is manifested in short-term fluctuations in attention.
True distraction results from many causes. They can be undeveloped stability of attention, a decrease in interest in work, fatigue (especially when it is monotonous), and more. Brief breaks from work can counteract distraction.
Distribution attention - a property due to which it is possible to perform two or more actions (types of activity) at the same time, but only if some actions are familiar to a person and are carried out, although under the control of consciousness, but largely automated.
In the process of training and education, activity and communication, a person develops the properties of attention, its types, relatively stable combinations of them are formed (individual-typological features of attention, also determined by the type of nervous system), on the basis of which attentiveness as a property of the individual.
memory called the memorization, preservation and reproduction of what a person perceived, thought, experienced or did at some time, that is, a reflection of past experience, circumstances of life and activity of the individual.
Memory serves as the basis for the continuity of mental activity, linking the past, present and future.
The main processes of memory are memorization, preservation, reproduction.
memorization- the process of imprinting in the consciousness of incoming information in the form of images, thoughts (concepts), experiences and actions. Distinguish between involuntary (unintentional) and arbitrary (deliberate) memorization.
Involuntary memorization carried out as if by itself, without a deliberate desire to remember something. It is determined not by attitudes or goals, but by the characteristics of objects and the attitude of a person towards them. This is how one usually remembers what made a vivid impression, caused strong and deep feelings.
Involuntary memorization can be effective if it is included in active mental activity. For example, an artist in some cases does not specifically memorize the text of the role, but memorizes it during rehearsals, the main objective which is not to learn the words, but to get used to the image. Man is leading random memory. It arises and develops in the process of communication between people and labor activity.
Arbitrary memorization is purposeful memorization (what to remember, why, for how long, how to use it, etc.), which makes it systematic and organized.
special shape arbitrary memorization - memorization. It
used when something needs to be remembered
very accurate and very durable.
Preservation- retention in memory for a more or less long time and processing of what was captured, what was remembered. The material that is stored in the memory is significant, repeated many times, constantly used in activities, well understood or imprinted with the “remember for a long time” setting.
The main condition for preservation is the use of what is remembered in practice, in activities. This applies not only to knowledge, but also to skills and abilities.
Forgetting- not always desirable, but inevitable process, opposite to conservation. It occurs almost always involuntarily. Thanks to forgetting, small, unnecessary, insignificant details do not remain in memory, memorization is generalized. Partially forgotten can be difficult to reproduce, but easy to recognize. What is quickly forgotten is what is rarely included in human activity, what becomes insignificant for him, is not systematically supported by perception and repetition. In that positive side forgetting. Forgetting is especially intense in the first 48 hours after learning or perception and depends on the content of the material, its awareness and volume.
Playback- selective revival of information stored in memory in connection with human needs, specific circumstances and tasks in the activity.
The type of playback is recognition, manifested in the secondary perception of the object. Usually, the feeling of familiarity of the object that arises is accompanied by the thought: “Yes, I saw it somewhere.” Thought identifies what is reflected in the present moment with what was perceived before.
Reproduction, like memorization, can be arbitrary and involuntary.
Spontaneous playback happens without any intention, usually not by itself. The impetus for involuntary reproduction is usually some reason that causes the corresponding associations.
Arbitrary called reproduction, which is organized through volitional efforts and a consciously set goal. The main feature of such reproduction is the presence of a conscious motive. A variation of random play is recollection. This is a conscious, purposeful reproduction that requires specific tension to overcome internal difficulties.
There are several reasons for allocating memory types:
1) the degree of conscious activity during memorization and reproduction.
2) the psychological content of what is remembered;
3) duration of preservation.
According to the degree of conscious activity, memory is distinguished involuntary and arbitrary. Arbitrary, in turn, can be mechanical and logical. At mechanical memory, memorization and reproduction are performed on the basis of spatial or temporal proximity and sequence of objects, phenomena and events; at logical- based on the establishment of certain semantic links between them, regardless of their location in space or following in time.
In terms of memorization productivity, logical memory, as a rule, surpasses mechanical memory: the duration of the preservation of material imprinted logically is much longer. At the same time, both types of memory are important for a person. Logical memory is necessary for understanding and memorizing the meaning of the material being studied and including already accumulated knowledge in its system, mechanical memory is necessary for accurate, complete capture and preservation of what is remembered.
According to the psychological content of the memorized figurative, verbal-logical, emotional and motor memory is allocated. These four types of memory are inherent in all people. However, they are unevenly developed: some (or some) are predominant. The predominance of one or another type of memory affects the success of mastering certain academic subjects, as well as various types activities.
AT figurative memory distinguish visual and auditory (as well as olfactory, gustatory, tactile). If a person remembers well, recognizes and reproduces visual images, if he remembers material better when reading "to himself", he has a good visual memory; if a person memorizes melodies well and reproduces them, if he remembers better what is read aloud to him or when someone reads or speaks to him, he has a good auditory memory. Verbal-logical memory is true human species memory. It is the memory of thoughts expressed in concepts. It is thanks to the verbal-logical memory that knowledge becomes the property of a person, that which is not just memorized, but deeply thought out, accepted.
emotional memory is the memory of feelings. This is a person remembering his experiences and the experiences of other people. Emotional memory can be the basis of motives that induce a person to some action or keep him from committing this or that act. It is also the basis of empathy.
Motor memory - memory for movement. It forms the basis for mastering motor actions in any kind of activity.
By retention duration memory is divided into long-term, short-term and short-term. Long-term memory is characterized by a significant duration of material retention after its perception and consolidation. short-term memory is a short storage of information after one or two times of its perception. Operational memory retains information only for the time it takes to perform actions (for example, dial the phone number just called, write down the thought that came to mind or heard, execute the order just received).
There are individual differences between people in terms of memory volume, accuracy, memorization speed, storage duration, memory readiness.
Memory size- this is the amount of material that can be correctly reproduced immediately after a single perception of it. On average, the amount of memory is 6-8 objects. Individually, it ranges from 0 to 12.
Memory Accuracy determined by the identity of the reproduced and remembered. The absence of gaps, distortions in reproduction, detailed reproduction are concrete manifestations of the accuracy of memory.
Memory speed.- this is the time (or number of repetitions) required for the complete and correct memorization of the material.
Save duration- retention time in the memory of the material. The expression "short memory" refers precisely to this quality of memory.
Memory readiness- this is the ability to quickly retrieve from memory what a person needs at a given moment. The absence of this quality leads to the fact that even if knowledge is available, a person cannot use it. Quite often, students, having received an unsatisfactory mark in an exam and leaving the classroom door, suddenly begin to tell their comrades something that they could not tell the teacher two minutes ago. The readiness of memory determines the applicability of knowledge. In combination with thinking, it determines quick wit and resourcefulness.
The combination of these qualities allows us to divide people into four groups according to individual differences in memory:
a) quickly and firmly remembering, slowly forgetting;
b) quickly remembering, but soon forgetting;
c) slowly remembering, but remembering for a long time;
d) slow rememberers and quick forgetters.
1. Introduction.
2. Method No. 1. Sustainability of attention.
3. Method No. 2. Distribution of attention.
4. Method No. 3. Switching attention.
5. Method No. 4. Memory type.
6. Method No. 5. Memory size.
7. Conclusion.
8. List of used literature.
Conclusion
The main result of this work, as I see it, is the acquisition of the skill of professional communication with others. Of interest is the reaction of the "subjects" to requests for participation in testing. If we talk about the age category, then the higher the bar, the less willingly they go to “contact”, which can be explained by simple constraint. The younger ones, oddly enough, perform tasks seriously and responsibly. The general conclusion can be attributed to the fact that there is no visible change in my everyday communication, people I know and are close to, in connection with my choice of a specific profession, and the beginning of the workshop. This can be explained by the "addiction" of society, especially young people, to the existing profession of a psychologist, understanding the need for the participation of professionally trained people in solving any problems. And now we can talk about the gradual disappearance of "specificity".
List of used literature
1. Ratanova T.A., Shlyakhta N.F. "Psychodiagnostic methods for studying personality", M., 2000
2. Smirnov A.G. "Workshop on general psychology”, M., 2002
3. Nemov R.S. "Psychology" v.3, M., 2003
4. Rubenshtein S.L. "Fundamentals of General Psychology", M., 1989