Download 1Article of psychology. Methods. Psychology of feeling and

Article of psychology. Methods.
Psychology of sensation and
perception.
Psychology of memory
Psychology - one of sciences about a
person, its life and activity. The article of it is
psychical activity of person, its psychical
processes, states and properties.
General psychology is science,
which studies essence and general
conformities to the law of origin,
functioning and development of
psyche.
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Wilhelm Wundt
The Founder of Psychology
By the second half of the 1800s, the stage had been
set for the emergence of psychology as a distinct
scientific discipline. The leading proponent of this idea
was a German physiologist named Wilhelm Wundt.
l Wundt used scientific methods to study fundamental
psychological processes, such as mental reaction
times of response to visual or auditory stimuli. For
example,Wundt tried to measure precisely how long it
took a person to consciously detect the sight and
sound of a bell being struck.
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The first psychology research
laboratory
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A major turning point in psychology occurred in 1874,
when Wundt published his landmark text, Principles of
Physiological Psychology.
In this book, Wundt outlined the connections between
physiology and psychology. He also promoted his belief
that psychology should be established as a separate
scientific discipline that would use experimental methods
to study mental processes
A few years later, in 1879, Wundt realized that goal
when he opened the first psychology research laboratory
at the University of Leipzig. Many regard this event as
marking the formal beginning of psychology as an
experimental science
The Titchener’s approach
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Titchener eventually departed from Wundt’s position and
developed his own ideas on the nature of psychology.
Titchener’s approach, called structuralism, became the first
major school of thought in psychology.
Structuralism* held that even our most complex conscious
experiences could be broken down into elemental structures,
or component parts, of sensations and feelings. To identify
these structures of conscious thought, Titchener trained
subjects in a procedure called introspection. The subjects
would view a simple stimulus, such as a book, and then try to
reconstruct their sensations and feelings immediately after
viewing it. (In psychology, a stimulus is anything perceptible
to the senses, such as a sight, sound, smell, touch or taste.
They might first report on the colors they saw, then the smells,
and so on, in the attempt to create a total description of their
conscious experience.
Functionalism
The main proponent of American psychology was one of
Harvard’s most outstanding teachers—William James.
James had first become intrigued by the emerging
science of psychology after reading one of Wundt’s
articles, entitled “Recent Advances in the Field of
Physiological Psychology,” in the late 1860s.
In the early 1870s, James began teaching a physiology
and anatomy class at Harvard University. An intense,
enthusiastic teacher, James was prone to changing the
subject matter of his classes as his own interests
changed
Gradually, his lectures came to focus more on
psychology than on physiology. By the late 1870s,
James was teaching classes devoted exclusively to the
topic of psychology.
James’s ideas became the basis of another early school
of psychology, called functionalism, which stressed
studying the adaptive and practical functions of human
behavior.
Sigmund Freud:
Psychoanalysis
In Vienna, Austria, a physician named Sigmund Freud was
developing an intriguing theory of personality based on uncovering
causes of behavior that were unconscious, or hidden from the
person’s conscious awareness.
Freud’s school of psychological thought, called psychoanalysis,
emphasized the role of unconscious conflicts in determining behavior
and personality. Freud’s psychoanalytic theory of personality and
behavior was based largely on his work with his patients and on
insights derived from self-analysis.
Freud believed that human behavior was motivated by unconscious
conflicts that were almost always sexual or aggressive in nature. Past
experiences, especially childhood experiences, were thought to be
critical in the formation of adult personality and behavior. According
to Freud (1904), glimpses of these unconscious impulses are
revealed in everyday life in dreams, memory blocks, slips of the
tongue, and spontaneous humor. Freud believed that when
unconscious conflicts became extreme, psychological disorders could
result.
John B. Watson:
Behaviorism
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Behaviorism contended that psychology should focus its scientific
investigations strictly on overt behavior—observable behaviors that
could be objectively measured and verified. Behaviorism is yet
another example of the influence of physiology on psychology.
Ivan Pavlov demonstrated that dogs could learn to associate a
neutral stimulus, such as the sound of a bell, with an automatic
behavior, such as reflexively salivating to food. Once an association
between the sound of the bell and the food was formed, the sound
of the bell alone would trigger the salivation reflex in the dog. Pavlov
enthusiastically believed he had discovered the mechanism by
which all behaviors were learned.
In the United States, a young, dynamic psychologist named John B.
Watson shared Pavlov’s enthusiasm. Watson (1913) championed
behaviorism as a new school of psychology. Structuralism was still
an influential perspective, but Watson strongly objected to both its
method of introspection and its focus on conscious mental
processes.
The famous American
psychologist B. F. Skinner
Like Watson, Skinner believed that
psychology should restrict itself to studying
outwardly observable behaviors that could be
measured and verified. In compelling
experimental demonstrations, Skinner
systematically used reinforcement or
punishment to shape the behavior of rats and
pigeons.
l Between Watson and Skinner, behaviorism
dominated American psychology for almost
half a century. During that time, the study of
conscious experiences was largely ignored as
a topic in psychology.
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Humanistic Psychology
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Humanistic psychology was largely founded by American
psychologist Rogers. Like Freud, Rogers was influenced
by his experiences with psychotherapy clients.
However, rather than emphasizing unconscious conflicts,
Rogers emphasized the conscious experiences of his
patients, including each person’s unique potential for
psychological growth and self-direction.
In contrast to the behaviorists, who saw human behavior
as being shaped and maintained by external causes,
Rogers emphasized self-determination, free will, and the
importance of choice in human behaviour.
Abraham Maslow
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Maslow developed a theory of motivation that
emphasized psychological growth.
Like psychoanalysis, humanistic psychology included not
only influential theories of personality but also a form of
psychotherapy.
Each of the schools that we’ve described had an impact
on the topics and methods of psychological research.
From the founding of Wundt’s laboratory in 1879,
psychology has evolved to its current status as a
dynamic and multidimensional science.
The ideas of Carl Rogers have been particularly
influential in modern psychotherapy.
Abraham Maslow’s theory of motivation emphasized the
importance of psychological growth.
The Scientific Method
The four basic goals of psychology are to (1) describe,
(2) explain, (3) predict, and (4) control or influence
behavior and mental processes.
l To achieve these goals, psychologists rely on the
scientific method. The scientific method refers to a set
of assumptions, attitudes, and procedures that guide
researchers in creating questions to investigate, in
generating evidence, and in drawing conclusions.
l Like all scientists, psychologists are guided by the basic
scientific assumption that events are lawful. When this
scientific assumption is applied to psychology, it means
that psychologists assume that behavior and mental
processes follow consistent patterns.
l Psychologists are also guided by the assumption that
events are explainable. Thus, psychologists assume that
behavior and mental processes have a cause or causes
that can be understood through careful, systematic
study.
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The Scientific Method
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In striving to discover and understand consistent
patterns of behavior, psychologists are open-minded.
They are willing to consider new or alternative
explanations of behavior and mental processes.
However, their open-minded attitude is tempered by a
healthy sense of scientific skepticism. That is why
psychologists critically evaluate the evidence for new
findings, especially those that seem contrary to
established knowledge.
And, in promoting new ideas and findings, psychologists
are cautious in the claims they make.
General psychology studies:
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- structure of psychical activity of man and basic
conformities to the law of motion of psychical processes
(feeling and perception, memory, attention, thought and
intellect, emotions and volitional activity, consciousness,
selfconsciousness, subconscious and irresponsible
processes).
- One of basic tasks of general psychology is a study of
personality, its structure and basic displays.
- In 19-20 age formed great number of separate
branches of psychological science, what associate with
other sciences, including and medical psychology.
Medical psychology is divided into general
and special.
General medical psychology studies:
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Basic conformities to the law of psychology of sick man;
Psychology of relatives and near patient;
Psychology of medical workers in relation to each other;
Psychological aspects of intercourse of physician with
patients and their relatives;
Psychological atmosphere in treatment - prophilaxy
establishments;
Internal picture of illnesses, psychosomatic and
somatopsyche mutual relations;
Influence of personality on motion of disease;
Psychological aspects of medical deontology;
Psychological aspects of psychotherapy, psychohygiene and
psychoprophylaxy.
The special medical psychology studies:
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Features of psychology of patients with the boundary forms
of nervous - psychiatric disorders which actually are the
object of activity of doctor of any speciality;
Psychology of patients on the stages of preparation,
conducting of surgical interferences and in a afteroperative
period;
Features of psychology of persons with different diseases
(cardio-vascular, infectious, oncologic, gynaecological,
leather, nerve - psychic);
Psychology of patients with the defects of organs and
systems (blindness, deafness, deaf-and-dumb and etc.);
Medic-psychological aspect of labour, military and judicial
examinations.
Industries of psychology:
1). Psychology of labour - studies the psychological
features of labour activity of man, scientific
organization of labour.
l Tasks - research of professional features of man:
l conformities to the law of development of skills of
labours;
l influence on the man of production situation, placing
of machine-tools.
l Psychology of labour has a row of sections:
l engineering psychology is a problem of order and
concordance of functions between people and
machine;
l aviation psychology, space psychology.
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2). Pedagogical psychology: study of psychological
conformities to the law of studies and education of man.
Its sections:
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it is psychology of studies (bases of didactics,
programmable studies, forming of mental actions).
psychology of education (psychology of education
of student's collective).
3). Medical psychology, psychological
aspects of activity of physicians, patient:
neuropsychology: correlation of the
psychological phenomena with
physiology of cerebral structures;
· psychopharmacy;
· psychotherapy: facilities of the psychical
influencing for treatment of a sick;
· psychoprophylaxy and psychohygiene
measures for providing of psychical
health of people.
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4). Legal psychology is realization of right
judicial: psychological features of
conduct of participants of criminal
process;
· psychology of testimonies, conduct of
accused, requirements to the
interrogation;
· criminal: conduct and formings of
personality of criminal, reasons of
crime;
· community-service psychology.
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5). Military psychology.
· 6). Sport psychology.
· 7). Trade psychology (including
influencing of advertising).
· 8). Psychology of scientific creation.
· 9). Psychology of artistic creation (in
literature, art) and aesthetically
beautiful perception.
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10). If to take the psychological aspects of
development for basis, distinguish:
age-old psychology: (child,
psychology of teenager, adult,
herontopsychology);
· psychology of anomalous
development;
· olygophrenopsychology;
· surdopsychology (defect of ear);
· typhlopsychology (badseing and
blind).
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11) Comparative psychology is research
of filogenic form of psychical life,
comparison of psyche of animals and man;
animal psychology.
12). Social psychology: mutual
relations of people from the different
organized and unorganized groups of
communities:
l makro environments;
l mіkro environments.
Methods of psychology
In psychology distinguish:
l basic methods: supervision and
experiment;
l auxiliary: method of expert
estimations, analysis of products of
activity, methods of questioning
(conversation, questionnaire,
interview;
l method of supervision;
l method of tests etc.
1). Supervision:
Advantages - conducted in a natural ordinary
situation
does not change behavior of persons;
l it is possible to look after one person or
group of persons;
l very comfortable in the group of preschool
or in a school class, student group;
l supervision and fixing of single displays of
psychical properties insufficient for reliable
conclusions.
2). Experiment: laboratory and natural.
Advantages: - it is possible specially to cause a certain psychical
process
it is possible to trace dependence of the psychical phenomenon on
changeble external conditions.
3). Methods of questioning:
Method of conversation: use on the different stages of research both for
a primary orientation and for clarification of conclusions, got with the
help of other methods (supervision).
4). Method of interview. Questionnaire.
Difference: The method of interview foresees greater freedom of
polled in forming of answer.
5). Method of expert estimations: widely use
personality psychology. As experts can come forward competent
persons which know explored well: educators of preschool, schoolsboarding-schools, leaders of classes, masters on a production, leaders
of scientific collectives, sporting trainers and other
6). Method of introspection: widely used in empiric
psychology of a 18-19 ages
7). Method of tests: tests, that the brief studies of properties of
personality are more or less standardized
Are you able to own the emotions?
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Are you able to influence on other?
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Are you understood in Cosmetology?
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Are you able to get dressed? and etc
8). Concrete methods of psychological
inspection: there are very much and depends on a purpose. For
example, study of age-old changes of attention (to firmness), normal
and morons children.
Experimental method
The experimental method is a research method used to
demonstrate a cause-and-effect relationship between changes in
one variable and the effect that is produced on another variable.
Conducting an experiment involves deliberately varying one
factor, which is called the independent variable. The
researcher then measures the changes, if any, that are produced
in a second factor, called the dependent variable. The
dependent variable is so named because changes in it depend
on variations in the independent variable.
To the greatest degree possible, all other conditions in the
experiment are held constant. Thus, when the data are
analyzed, any changes that occur in the dependent variable can
be attributed to the deliberate variations of the independent
variable. In this way, an experiment can demonstrate a causeand-effect relationship between the independent and dependent
variables.
Sensation and perception
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Sensation is a psychical process of
reflection in our consciousness of separate
properties of objects and phenomena of the
objective world, which arise up at their direct
influence on sense-organs.
Sensation
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– the most elementary stage, which reflects separate quality of
subject, which is acting in right moment on sensory organs.
Classification :
According to modality:
Interoceptive – give signal about condition of our inner world:
warm, cold, hunger, uncomfortability. These sensastions don’t
have localisation, outside proection, closely connected with
emotional processes.
Exteroceptive – 5 sensation organs: smell, taste, sight,
hearing, tactile.
Proprioceptive – information about body position, movement in
space, everything which makes body scheme.
1. Exteroreceptors (external).
Distances:
l a) an organ of sight - an eye;
l b) an ear - is external and middle ears and frizz;
l c) organ of smell - nose.
2. Contacts:
l a) receptors of touch and pushing;
l b) receptors of heat;
l c) receptors of cold;
l d) receptors of pain.
3. Interoreceprors (visceroreceptors).
Receptors of the digestive system:
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a) receptors of smell is - nosethroat;
b) receptors of taste - are a tongue and throat;
c) sensory cells of thirst - mucus of throat;
d) sensory cells of hunger is - stomach;
e) sensory cells of nausea is - stomach.
Receptors
Receptors
Receptors
Receptors
of
of
of
of
the system of circulation of blood
the respiratory system.
the system of reproduction.
pain of all internal organs.
Feeling properties:
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Absolute sensitiveness of sense-organs - to feel
ability of man insignificant sizes of irritation.
A feeling threshold - is a minimum or maximum size
of irritant, which feeling is appear (to the 16-20 hrz.
for ear).
Adaptation - is a change of sensitiveness of
analyzers as a result of adaptation of sense-organs
to the operating irritant (light, warm).
Sensibilisation - is an increase of sensitiveness as a
result of co-operation (sound - light - disco).
Habituation - is getting used, when certain irritants
become so usual, that stop to influence on activity
of higher parts of the brain (a townsman does not
hear noise of cars, physicians - smell of medications
Perception is a psychical process which consists in the
integral reflection of objects and phenomena of outward
things under direct influence of physical irritants on the
receptors of sense-organs (auditory, visual etc).
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Integrity of perception - is an always integral reflection.
Selectivity - appears in the grant of advantage one objects, to
the phenomena or their properties before other (the trained
nurse pays attention to the signs of illness).
A constant of perception - is less-more relative firmness of
separate properties of objects regardless of terms of perception
(sun illumination and electric).
The intelligentness of perception - is linked with understanding
essence of object which is perceived.
Apperception - is dependence on previous experience and its
individual features and profession.
Supervision - the intentional planned perception, conditioned
by a concrete task, is integrally directed.
Perceptions of colors and their influence are on the
psyche of man
Grey neutral - estrangement from surrounding
l Green - calming - stability self-affirmation
l Red - excitant - energeticness, unrestrainedness
l Yellow - stimulant - life-breath
l Dark blue calming - rest and passivity
l Black - repressing - fencing off, promoted
self-esteem, on occasion testifies to
depression
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Perception depends on:
the state of receptors
l leading ways
l cork (brain) end of analyzers
l consciousness
l attention
l emotions
l vital experience
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Violation of sensation:
-hyperaesthesia
- hypoaesthesia
- anaesthesia
Violation of sensation
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– Anesthesia – absence of 1 or more type of
sensation. Analgesia – loss of pain sensation ( at
acute psychopathological diseases.) Patients, who
commit suicides: they cut their organs – at such
moment they don’t feel anything. After some time
everything comes back with recreation of psyche. ( At
deep depression, progressive paralysis, brain
syphillis, convulsive disorders(hysteria), anaestesia
dolorosa depresia – absense of sensation).
Hyperesthesia – subjective increasing of sensation.
Hyperalgesia – increasing of pain sensastion
(depression,espessially light).
Violation of perception:
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Illusions: error perception or error
interpretation of the real external irritants
(physical, physiology, psychical).
Hallucinations: error perception of non-existent
sensory stimuli, here can take place (but not
necessarily) delusional interpretation of the hallucinative
experience. Hallucinations specify in the presence of
psychosis only in that case, when they are connected
with violation of real situation.
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Illusions are perceptions that are associated with an
outside stimulus, but the stimulus is wrongly interpreted.
For example, lapping water may be heard as laughter.
Technically, these are not hallucinations, as they are
associated with a stimulus. Illusions are frequently
visual, and they are usually the result of a medical
condition. The condition which most commonly causes
illusions is delirium tremens (DTs), the disturbed state
which can complicate alcohol withdrawal. Objects such
as creases in bed covers may be perceived as snakes,
insects or other animals. Folk law says that people in
DTs see pink elephants. In clinical practice, however,
small organisms are more commonly “seen”.
“Hallucinations” in healthy people
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Briefly, there are differences between the voices
heard by healthy individuals and the hallucinations of
those with mental disorders. In healthy individuals,
the voice is usually as from one person, speaking
comprehensibly, in a helpful and comforting manner.
Auditory hallucinations in mental disorders, in
contrast, often involve more than one voice,
sometimes arguing, sometimes commenting about
the patient, frequently making little sense, often in a
threatening and frightening manner.
PERCEPTION l
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Auditory or heard hallucinations
are usually voices, however “nonverbal” auditory hallucinations
occur, and include clicking and
mechanical noises, muttering or
mumbling and music. (In musical
hallucinations the patient often
hears a complete piece of music.)
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In the case of verbal auditory
hallucinations, one or more voices may be
heard simultaneously.
They may come from inside or outside the
head. Two or more voices may speak at
the same time, or they may conduct a
conversation between themselves.
Imperative hallucinations
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Voices may instruct or command the
patient to perform an act. Usually this is a
trivial act such as making a cup of tea, but
it may be to injure him/herself or others.
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Visual hallucinations may occur in a range
of disorders, and may occur more
frequently than auditory hallucinations in
the organic mental disorders. In some
types of epilepsy visual hallucinations may
form complex scenes such as two trucks
and a rickshaw driving through the room.
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Tactile hallucinations are the experience of being
touched or of a crawling sensation under the skin. These
are common in drug withdrawal states, but may occur in
schizophrenia.
Somatic hallucinations are the sensation of things
happening inside the body, such as organs moving from
one part of the body to another. These are rare, but may
occur in schizophrenia.
Gustatory hallucinations, the hallucinations of taste and
smell , are more common in medical conditions,
particularly epilepsy, but may rarely occur in
schizophrenia.
PERCEPTION l
S-m Lippman, s-m Ashaphenburg, s-m Reyhardt.
PERCEPTION -
PERCEPTION -
Psychology
of memory
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Sometimes, when we think of our memory,
we imagine it as a mental "filling cabinet"
in which we deposit isolated facts that we
want to be sure to retain - such as the
dates of the revolutions, or out mother's
birthday, or the errands we must be sure
to do on the way home from work. But that
is only a partial description of our memory.
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Our memory encompasses everything we
have recently perceived and everything we
know or can recollect - about people,
places, music, pictures, ways of doing
things, languages, emotional feelings,
dreams, actions, and skills.
Memory (from GREEK. - mnema) is a capacity for fixing,
storage, recreation and FORGETTING of various
experience and information.
Basic processes (functions) of
memory:
Memorizing of information (fixing);
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Saving or maintenance of
information (RETENSION);
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Recreation of information
(reproduction);
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Forgetting of information.
Psychologist analyze the
memorizingremembering cycle into three
distinct processes:
acquisition,
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l and retrieval.
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Acquisition is the process by which
we initially perceive, register, and
record information in our memory. If
you do not pay attention and register
something in the first place, you will
never be able to remembcr it.
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Retrieval is the process by which we
get information out of storage and
bring it back into our awareness. You
may register a piece of information
and store it, but then find yourself
unable to bring it back to mind — until
someone gives you a good cue that
"jogs your memory".
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Human memory retains 2 types
of information:
Specific - accumulated in the process of
evolution during many millenniums,
appears unconditioned reflexes and
instincts, passed inherited;
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Gained in the process of living by
everybody and realized in Pavlovs
reflexes.
Memorizing
After the degree of activity of
man:
Involuntary (passive);
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Arbitrary (active).
Depending on connections
which memorizing is made:
Mechanical (“learning by heart”);
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Semantic (logical).
On content - 4 types of memory:
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Motive;
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Emotional;
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Vivid;
Associative (word-logical).
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Personal memories consist of distinct
episodes we have witnessed, such as this
morning's breakfast, when we remember
such episodes, we can "see" the event
taking place, and our mental
images carry a sense of the past.
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Generic memories, by contrast, include
memories that are abstract and are not
tied to any particular time or place; we do
not usually remember where we leaned
them. They include memories that are
primarily semantic or meaning related,
rather than being scenes. Concepts such
as "love" or "constitutional monarchy" are
generic memories. Generic memories also
include perceptual memories of the way
things look, sound so on.
Associative models suggest that semantic memory
consist of relationships between pieces of information, such
as those relating to the concept of “animal”, shown in this
figure
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Skill memories consist of cognitive skills,
such as our ability to solve quadratic
equations; motor .,such as our knowledge
of how to ice skate or put in a light bulb,
verbal sequences we have memorized,
such as our phone number.
Memory
is divided into three kinds or stages:
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sensory memory,
short-term memory,
and long-term memory
Sensory memory
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Is the shortest stage. It involved the brief
holding of information after stimulus has
been removed. If we pay attention to that
which was in sensory memory the
information enters short-term memory
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Virtually every moment of your waking life
you have memories that are simply the
aftereffects of your sensory processes.
These fleeting sense impressions, known
as sensory memories, last for just a tiny
interval of time. Our visual world maintains
its stability even though we blink frequently
as we look about us. This phenomenon is
related to our sensory memory. Similar
sensory aftereffects exist for touch and
hearing. We rely on auditory aftereffects
in conversation: the persisting auditory
images enable us to process speech
sounds after the speaker has gone ahead
with his or her remarks.
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Short-term memory. Many of our sensory
memories simply fade almost immediately. But if
we pay close attention to a sensory memory,
that record enters a more durable phase, we call
it short-term memory. Short-term memory is a
temporary form of memory that lasts many
seconds; it is also known as active memory or
primary memory. Here is how short-term
memory operates. While we are attending to a
sensory event, we may also retrieve
associations to that event from more durable
parts of our memory. These retrieved
associations themselves become active as part
of our memory of the event. In essence, we have
converted the information from one form to
Long-term memory (LTM)
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In witch information is stored for much
longed period. An important different
between short-term memory and long-term
memory pertains to their capacity. That of
LTM is enormous, while that of only about
seven items, as shown by studies of
memory span
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Long-term memory. Now try to
remember your mother's maiden name.
Do you have it as an active trace? Before
you remembered it, the name was
inactive; it was in what is called long-term
memory, out of your consciousness. Then,
when you retrieved it, the name was
aroused into your consciousness, into
short-term memory. This description is
metaphorical. You did not actually move
the name from one place to another in
your mind, because memory is not a set of
places. Instead, a given item can be either
active or inactive: it can be in your
consciousness, or it can be out of your
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Long-term memory is what most people
think of when they talk about memory: the
total content of our long-term memory
encompasses that tremendous range of
knowledge, ideas, images, skills, and
feelings that we have gathered in the
course of our experience. All these items
of knowledge are inactive for the moment,
but they can be retrieved, given an
appropriate request, and "brought into"
short-term memory. So short-term and
long-term memories have a close,
Quality and durability of memorizing is
stipulated:
By the type of memorizing.
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By interest to that which is
memorized.
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By volitional effort.
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Setting on time.
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By an orientation on durability.
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By application of the special
receptions of mnemotechnic.
What mnemonic strategies are
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Mnemonic strategies are systematic procedures
for enhancing memory. Their particular use is in
developing better ways to take in (encode)
information so that it will be much easier to
remember (retrieve). Although there are retrieval
strategies that can be employed to attempt to
retrieve information that has been forgotten,
research has demonstrated that the way we
encode information when we first study
facilitates memory better. The particular task in
developing mnemonic strategies is to find a way
to relate new information to information students
already have locked in long-term memory. If we
can make a firm enough connection, the
For information involving key words
Acronym - an invented combination of
letters with each letter acting as a cue
to an idea you need to remember.
l BRASS is an acronym for how to
shoot a rifle-- Breath, Relax, Aim,
Sight, Squeeze.
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For ordered or unordered lists
Rhyme-Keys - a 2-step memory
process:
Memorize key words that can be associated with
numbers (one-bun);
l Create an image of the items you need to remember with
key words. (A bun with cheese on it will remind me of
dairy products.)
l Food groups:
l Dairy products: one-bun-cheese on a bun.
l Meat, fish, and poultry: two-shoe-livestock with shoes.
l Grains: three-tree-sack of grain hanging from tree.
l Fruit and vegetables: four-door- opening a door and
walking into a room stocked with fruits and vegetables.
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For foreign language vocabulary
Keyword Method- Select the foreign words you
need to remember, then identify an English word
that sounds like the foreign one. Now imagine
an image that involves the key word with the
English meaning of the foreign word.
l In Spanish, the word "cabina" means phone
booth. Invent an image of a cab trying to fit in a
phone booth. When you see the word "cabina,"
you should be able to recall this image and
thereby retrieve the meaning "phone booth."
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For approximately twenty items
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Loci Method- Imagine placing the items
you want to remember in specific locations
in a room with which you are familiar.
To remember presidents:Place a dollar bill
(George Washington) on the door. Walk
into the room and see Jefferson reclining
on a sofa and Nixon eating out of the
refrigerator.
For remembering names
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Image-Name Technique- invent a
relationship between the name and
the physical characteristics of the
person.
Shirley Temple - her curly (rhymes
with "Shirley") hair around her
temples.
For ordered or unordered lists
Chaining- Create a story where each
word or idea you have to remember
will cue the next idea you need to
recall.
l Napoleon, ear, door, Germany Story:
Napoleon had his ear to the door to
listen to the Germans in his beer
cellar.
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With saving of information
forgetting is closely associated.
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Ebbinhaus (german scientist) led to:
through 0,5 hour. after learning remains 60 %
perceived information;
·
in 1 day - 34 % (1/3)
·
in 3 days - 25 % (1/4)
·
in 30 days - 21 % (1/5)
·
in 1 year - 15 % ( 1/6)
Conclusion: It follows in good time to repeat the
perceived information.
Recreation (reproduction):
Mention (without the repeated perception):
landscape, a book etc.
Recognition (a condition - is the repeated
perception of some object): kid and mom etc·
Facilitating memory (information
actively is not remembered, but at the
repeated study memorized easier).
A recreation is:
involuntary (unintentionally);
·
arbitrary (intentionally).
Productivity of memory:
Speed is an amount of reiterations,
necessary for memorizing of certain
information;
·
Exactness is an amount of errors,
done at the recreation of information;
·
Durability is duration of saving of
learned material or speed of him
forgetting;
·
Readiness - as far as a man can
quickly and easily to remember in a
necessary moment that he needs.
Practical recommendations.
Phenomenon of Ebbinhaus: if to study material
parts, a total expense of time will be less, than
study of all block.
·
Phenomenon of Muller: it follows to divide
material no more than on 7 parts.
·
Remember: a sick man memorizes less
information, that is why better to write down
necessary information to him.
·
Factor of edge: The first is better
memorized, and the best is the latest report.
·
Factor of sleep: It is the best to learn major
material or repeat before sleep.It is necessary to
have a good sleep before examination or test.
·
Factor of writing down of information.
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Law of Ebbinhaus: quick in all information drops
off at first o'clock (to the days). Through 0,5h.
after learning in memory remains 60% the
perceived information, in 1 day - 34%, in 3 days 25%, and in 30 days - only 21%.
Factor of motivation (to the personal interest).
Principle is “violence and to naturalness”. A
child masters a language without efforts above
itself, and to the schoolboy heavier.
Phenomenon of Freud: negative information is
psychogenically memorized by histeric persons
worse and drops off quick.
Phenomenon of “absolute novelty”: It follows
tactfully to a patient to tell new and basic to write
down as a message.
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Thank you for your
attention!