Development of memory of younger schoolchildren in the process of educational activities. Methods for studying memory processes in preschoolers and primary schoolchildren
Performance is determined by the formula:
Health = number of lines x number of lines / number of errors
The greater the efficiency and the less number errors, the more stable attention is.
To study the switching of attention, you can use the same proofreading test, but the task should be given to schoolchildren as follows: cross out “v” and “r” on two lines, and “k” and “ch” on the third line, then cross out again on two lines “v” and “r”, and on the third - “k” and “h”, etc.
Result evaluation:
Error percentage = 100 x number of rows flagged / total number of rows reviewed.
Based on this, mark the levels.
Diagnostics of memory of a junior schoolchild
A person’s memory is even more multifaceted than his attention, and with the help of one or two methodological tests, one or two particular indicators, it is almost impossible to satisfactorily assess it. For a child to be successful in learning in the early grades, it is necessary to know at least the following types of memory:
1. Short-term visual and auditory, including their volume and ability to retain information in the appropriate types random access memory. Without good short-term and operational visual and auditory memory, any information perceived through the main senses - educational, work, social and others - will not enter long-term memory and be stored there for a long time.
2. Indirect memory, which is characterized by the presence and independent, proactive use of the child various means remembering, storing and reproducing information.
3. It is also important to correctly and accurately assess the dynamic features of the process of memorization and recall, including such indicators as the dynamism of memorization and its productivity, the number of repetitions required for error-free recall of a certain set of pieces of information.
The memory of a child of primary school age should not be assessed as a whole, but differentiated, according to individual indicators, and for each of them it is necessary to make an independent conclusion about the child’s memory. As for the general conclusions about the state of the child’s mnemonic processes, they have a conditional meaning and only generally characterize the degree to which his memory is developed.
If most of the individual indicators related to particular types of memory are relatively high, and the rest are at an average level, then this does not allow us to judge with sufficient confidence that the child’s memory is good or average. Those types of memory that were not studied in this case may turn out to be different and just those that are important in certain types of activities. So it would be more correct if in drawing conclusions about the state of a child’s memory we rely on particular indicators.
To determine the volume of short-term and operational visual memory, you can use the following method.
The stimulus material shown in Figure 1 is used. The sheet with dots is pre-cut into 8 small squares, which are then folded into a stack so that there is a square with two dots at the top and a square with nine dots at the bottom.
Instructions:
“Now we'll play. I will show you cards one by one with dots on them, and then you yourself will draw these dots in the empty cells in the places where you saw these dots on the cards.”
Next, the child is shown sequentially, for 1-2 seconds, each of eight cards with dots from top to bottom in a stack in turn, and after each next card he is asked to reproduce the dots he saw in an empty card (Fig. 2) in 15 seconds.
Evaluation of results:
10 points - very high level of development,
8-9 points - good,
4-7 points - average,
0-3 points - low.
Rice. 1 Stimulus images of broken lines for a method for determining the volume of short-term and operational visual memory.
Rice. 2 Stencil frames for the reproduction of stimulus images in the method for determining the volume of short-term visual memory.
Short-term memory is necessary for a person to select necessary and filter out unnecessary information. The methodology for studying short-term memory is outlined in the book “Practical psychology in tests, or how to learn to understand yourself and others.”
Methodology for studying short-term memory
Description.
The subject must remember and then write down the maximum number of numbers from the table presented to him.
The number of correctly reproduced numbers is used to assess short-term visual memory. The maximum amount of information that can be stored in short-term memory
10-12 units is a good level.
6-9 units – average level,
3-5 units - low level.
Diagnostics of the thinking of a junior schoolchild
At primary school age, under the influence of learning as a leading activity, all three types of thinking actively develop: visual-effective, visual-figurative and verbal-logical. Particularly significant changes occur in the development of the last type of thinking, which at the beginning of a given period of a child’s life is still relatively poorly developed, and by the end, i.e. by the beginning of adolescence, it becomes the main one and in its qualities is no longer much different from the similar type of thinking of adults. In this regard, practical psychodiagnostics of the thinking of children of primary school age should be aimed, on the one hand, at assessing all types of thinking in a child, and on the other hand, at a special assessment of verbal and logical thinking.
In order to study the peculiarities of thinking, the “Proverbs” technique of B.V. Zeigarnik, described by T.N. Ovchinnikova, was used.
Studying the characteristics of thinking
Two sets of cards were used as experimental material. Proverbs were written on the cards of one set, phrases were written on the cards of the other. Some of these phrases had nothing in common with proverbs, but they included words mentioned in proverbs, while some of the phrases revealed the meaning of the proverbs presented to the child.
Proverbs:
1. Chickens are counted in the fall.
2. The wolf's legs feed him.
3. Measure seven times and cut once.
4. The word is not a sparrow; if it flies out, you won’t catch it.
5. A little business is better than a lot of idleness.
Method No. 1
Target:
Equipment: A few words. In one column there are pairs of words with semantic connections, in the other there are pairs of words that are not related in meaning:
- Knife-cut;
- Pen-write;
- Student-school;
- Chicken-egg;
- Ice skates;
- Sky-cancer;
- Song fish;
- Boots-table;
- Tree-roof;
- Matches bed.
Research procedure: The teacher invites the child to listen carefully and remember the words, after which he slowly reads pairs of words from the 1st column with an interval of 5 seconds between pairs. After 10 sec. During the break, the left words are read at intervals of 15 seconds, and the child names the remembered word from the right half of the column. Similar work is carried out with the 2nd column of words.
Processing the results: The data from the 1st and 2nd columns are compared, the coefficients of logical and mechanical memory are calculated: the number of correctly reproduced words / 5. The ideal option is 1. A conclusion is made which is better to remember words with a mechanical or logical connection.
Method No. 2
Target: Visual memory research.
Equipment: 20 pictures.
Research procedure: The teacher invites the child to carefully look and remember the pictures (10 pcs.). The interval between presentation of pictures is 2 seconds. Then you need to take a break - 10 seconds. Next, the teacher mixes the pictures that were presented to the child with new pictures (10 pieces). Then you need to lay out all 20 pictures on the table. After which the teacher asks the child to select and name only those pictures that were shown at the very beginning.
Processing the results: The results obtained are expressed as percentages, and a conclusion is drawn about the degree of development of visual memory in the child.
Method No. 3
Target: Study of logical memory and mechanical memory.
Equipment: a short story with clear semantic units, for example, “The Jackdaw and the Doves.”
Research procedure: The teacher reads the story and asks the child to reproduce its content.
Processing the results: The number and completeness of reproduced semantic units is calculated.
Method No. 4
Target: To trace the dependence of memorization on personality characteristics.
Equipment: Words to remember: match, bucket, water, friend, soap, window, school, book, chamomile, doll, ice cream, wardrobe, dress, hare, sand.
Research procedure: The teacher invites the child to listen carefully and remember the words, after which he slowly reads them at intervals of 5 seconds. After 10 sec. During the break, the child reproduces the remembered words.
Processing the results: When analyzing the results, attention is paid to which words are best reproduced by the child. Most often, emotionally charged words or words that are personally significant for the child are remembered better.
Target: Study of the features of logical memory, in particular, the nature of indirect memorization. This technique provides a lot of valuable information about the state of memory and thinking in a child, which can be used in differentiating LD from normal or mental retardation.
Equipment: 12 words and the same number of pictures related to them in meaning.
Research procedure: A stack of 12 pictures are placed face down in front of the child. The pictures must be placed in the order in which the words will be pronounced. The teacher calls the word “play” and invites the child to take the first picture, after which he asks: “Why can you remember the word “play” with the help of this picture (doll)?” The child explains the connection between the word and the picture, and then puts the picture aside (face down). Work with the rest of the pictures and words in the same way. At the last stage of the task, the child is asked to take pictures (1 at a time) and reproduce the words associated with them. When reproducing words, the pictures are taken not in the same sequence in which the child took them when memorizing the words.
Processing the results: According to L.V. Zankov, normally developing children master the operation of meaningful memorization by the age of 10. Mentally retarded children of this age do not master the techniques of meaningful memorization and recall. The picture only bothers them. Normally developing children of 10 years of age remember more meaningfully than mentally retarded children of 15 years of age. Children with imbecility of this age do not even understand the meaning of the proposed task.
A. I. Leontiev)
Target: studying the characteristics of memory (mediated memorization). It provides valuable material for analyzing the nature of thinking, the child’s ability to form semantic connections between a word and a visual image (picture).
Equipment: 12 pictures and 6 words to remember.
Research procedure: All 12 pictures are laid out in front of the child in any order, but so that all of them are visible to him. Instructions:“You will need to remember the words. To make this easier, every time I say a word, I need to choose a picture that will later help me remember this word. For example, the picture “glasses” would be suitable for the word “book”, because in order to read a book better (more conveniently) you need glasses.” Next, the child is called the words and each time he chooses a picture, he must ask: “How will this picture help me remember the word... All the cards selected by the child are put aside. After 40 or 60 minutes, the child is shown one picture in random order and asked to remember which word this card was selected for. At the same time, they always ask how they managed to remember this word.
Processing the results: It doesn’t matter at all which picture the child chooses. Establishing a connection between a word and a picture is of a purely individual nature. It is important that the child establishes a meaningful semantic connection between the word presented for memorization and what is shown in the picture.
A.I. Leontyev proved that in normally developing children 7 years of age and older, indirect memorization predominates over direct memorization. With age, this gap increases even more in favor of indirect memorization. By the age of 15, normally developing children can reproduce 100% of the presented material. Children with poor performance ability remember material much better when memorizing indirectly, since semantic connections provide them with additional support for memorization. In normally developing children, semantic connections between a picture and a word are easily formed. They talk about the nature of knowledge, ideas and life experience, sometimes with the help of this technique it is possible to draw a conclusion about the child’s ability to generalize. In mentally retarded children, difficulties in forming connections are manifested in a slower pace of picture selection. The connections are poor and monotonous; the explanations given by the children are stingy and monosyllabic. Sometimes there is excessive detail in listing the details of the drawing, and sometimes, having done right choice pictures, they cannot express the semantic connection in words. Children with imbecility do not understand the task.
Method No. 7
Target: determining the speed of memorization, completeness, accuracy and consistency of reproduction. The ability to control one’s actions and work with concentration and interest is revealed.
Equipment: Text “What did Seryozha come up with?”
Research procedure: The child is given instructions: “Listen carefully to the story. Then you’ll tell me about what I’m about to read.” The text is read again only if the child is unable to reproduce it after one listening.
Processing the results: Normally developing children, as a rule, reproduce the story completely and accurately from the first listening. Mentally retarded children are characterized by fragmentary memorization of material. When reproduced, they allow inaccuracies, violations of meaning and consistency. Help in the form of leading questions does not always help them.
Method No. 8
Target : Study of the characteristics of visual memory and attention.
Equipment: 5-6 pictures depicting objects familiar to children.
Research procedure: The child is asked to carefully look and remember 5 (6) pictures that are laid out in front of him on the table in a certain sequence for 10 seconds. After which the pictures are removed. After 10 sec. The child is offered new instructions: “Take the pictures and put them the way they were at the very beginning.”
Processing the results: Normally developing children, as a rule, have little difficulty arranging pictures in the right order. Mentally retarded children get confused in the arrangement of pictures and experience difficulties.
Method No. 9
Target: Studying the characteristics of visual memory and attention.
Equipment: 2 identical pictures, differing from each other in some details.
Research procedure: The child is presented with the first picture and asked to carefully look and remember all the objects in it, their number and location (picture demonstration - 1 minute). After which the picture is removed. After 10 sec. the 2nd picture is presented. Instructions: “How are the pictures different?” or “What has changed?”
Processing the results: Correctly named and incorrectly named objects are recorded. Normally developing children cope with the task and correctly name objects that were not drawn or that appeared. Mentally retarded children experience great difficulties and cannot do without help.
Method No. 10
Target: Assessment of the state of memory, fatigue, attention activity.
Equipment: 10 words that have no semantic connection between each other.
Research procedure: First explanation: “Now I will read 10 words. You need to listen carefully and remember. When I finish reading, immediately repeat as many words as you remember. You can repeat it in any order." The teacher reads the words slowly and clearly. When the child repeats them, the teacher puts crosses under these words in his protocol. Second explanation: “Now I will read the same words again, and you must repeat them again: both those that you have already named and those that you missed the first time - all together, in any order." The teacher again puts crosses under the words that the child reproduces. Then the experiment is repeated the 3rd, 4th and 5th time, but without any instructions. The teacher simply says: “One more time.” If the child names some extra words, the teacher writes them down next to the crosses, and if they are repeated, puts crosses under them. There should be no talking.
After 50 - 60 minutes, the teacher again asks the child to reproduce these words (without a reminder). These repetitions are indicated by circles.
Protocol of method No. 8 for a mentally retarded child
Words Forest Bread Window Chair Water Brother Horse Mushroom Needle Ice
No. of repetitions
№5 + + + + + +
In 1 hour 0 0 0
Using this protocol, a “memorization curve” can be derived.
Processing of results: In normally developing children, the “memorization curve” is approximately as follows: 5, 7, 9 or 6, 8, 9 or 5, 7, 10, etc., i.e. by the third repetition the child reproduces 9 or 10 words; with subsequent repetitions (at least 5 times in total), the number of words reproduced is 10. Mentally retarded children reproduce a relatively smaller number of words. They may produce extra words and get stuck on these errors (especially children with ongoing organic brain disease). The “memorization curve” may indicate both a weakening of active attention and severe fatigue. Sometimes the “memorization curve” can take the form of a “plateau.” Such stabilization indicates emotional lethargy, lack of interest (in dementia with apathy).
Method No. 11
Target: Study of understanding and memorization of texts, features of oral speech of subjects.
Equipment: Texts: fables, stories that have an allegorical meaning (subtext). They provide an opportunity for subsequent discussion.
Research procedure: The child is asked to listen carefully to the story and remember it. The teacher reads the text. After which the child reproduces it. The teacher records the oral story verbatim or using a tape recorder (dictaphone). The main attention should be shifted from independent retelling to discussion of the story, that is, to questions and answers about its content.
Processing the results: With mild degrees of mental retardation, a literal, almost correct presentation of the details of the beginning of the story is observed, while they do not understand the figurative meaning (subtext) of the story. Normally developing children, as a rule, understand the allegorical meaning (subtext) of a story and reproduce it correctly.
Diagnostics and memory correction of younger schoolchildren
Memory diagnostic techniques junior schoolchildren
memory junior school student diagnostics
Methodology. Assessment of auditory working memory
To the child at intervals of 1 second. The following four sets of words are read in turn:
Month carpet fork school
Wood glass sofa man
Jump dust joke sleep
Yellow heavy bold red
Doll book coat notebook
Bag apple phone flower
After listening to each set of words, the subject, approximately 5 seconds after finishing reading the set, begins to slowly read the next set of 36 words with intervals of 5 seconds between individual words:
Glass, school, fork, button, carpet, month, chair,
man, sofa, cow, TV, tree, bird,
sleep, brave, joke, red, swan, picture,
heavy, swim, ball, yellow, house, jump,
notebook, coat, book, flower, telephone, apple,
doll, bag, horse, lie down, elephant.
This set of 36 words contains in random order the listening words from all four listening sets, indicated by Roman numerals above. To better identify them, they are underlined in different ways, with each set of 6 words corresponding to a different way of underlining. Thus, words from the first small set are underlined with a solid single line, words from the second set with a solid double line, words from the third set with a dotted single line, and words from the fourth set with a double dotted line.
The child must auditorily detect in a long set those words that have just been presented to him in the corresponding small set, confirming the identification of the found word with the statement “yes”, and its absence with the statement “no”. The child is given 5 seconds to search for each word in a large set. If during this time he could not identify it, then the experimenter reads out the next words and so on.
Evaluation of results
The indicator of operational auditory memory is defined as the quotient of dividing the average time spent on identifying 6 words in a large set (for this, the total time the child worked on the task is divided by 4) by the average number of errors made plus one. Errors are considered to be all words that are indicated incorrectly, or words that the child could not find in the allotted time, i.e. missed it.
Comment. This technique does not have standardized indicators, so conclusions about the level of development of a child’s memory cannot be made on its basis. Indicators using this technique can only be compared in different children and in the same children when they are re-examined, making relative conclusions about how the memory of one child differs from the memory of another child, or about what changes have occurred in the memory of a given child over time .
Methodology. Determination of the volume of short-term visual memory
The child is alternately offered each of the following two drawings (Fig. 48 A, B). After presenting each part of the drawing, he receives a stencil frame (Fig. 49 A, B) with a request to draw on it all the lines that he saw and remembered on each part of the drawing. 48. Based on the results of two experiments, the average number of lines that he reproduced correctly from memory is established.
A line is considered correctly reproduced if its length and orientation do not differ significantly from the length and orientation of the corresponding line in the original drawing (the deviation of the beginning and end is no more than one cell, while maintaining the angle of its inclination).
The resulting indicator equal to the number correctly reproduced lines is considered as the volume of visual memory.
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