Memory is tactile. Tactile memory Tactile memory in psychology

Valentina Vragova

Childhood is an important period in personality development. During this period, children ask a lot of questions, as they need new information for the brain to work. In children from 3 to 7 years old speed memory outperforms other abilities. Looking at the picture, the child remembers, seeing an unusual object, he begins to reason, recalling something from his life experience. Wouldn't be memory and we would not understand anything because, without having time to get the information, everyone immediately forgot. Therefore, any desire of the child to remember something must be encouraged - this is develops not only memory but also the cognitive abilities of children (attention, imagination, perception, thinking). Memory is the basis of our consciousness.

The baby, born, learns the world gradually. First, what surrounds him, and then the child's horizons gradually expand. Impressions from communicating with people play a big role in this, but this is not enough for him. He seeks to interact with the world around him.

Direct contact child with objects allows you to know their distinctive features, develop children's imagination, memory, to form simple mental operations and the emotional state of the child.

“If you want to teach me something,

Let me walk slowly. ”

Let me take a look. touch. hold in your hands Listen. smell. and maybe,

To taste.

Oh, how much can I find on my own.

Just please don't rush me!"

From birth, it is necessary to cultivate sympathy for ordinary things in a child, to create harmony with the outside world and an understanding that nature surrounds us, sends signals and asks for attention. on: yellow dandelions, leaves, raindrops, a frog sitting in a puddle, stars, etc.

When introducing children to a particular subject, it is necessary, first of all, to ensure its active perception. Separate features and qualities of an object are most easily perceived when the child repeatedly "tests" the object.

So, in particular, we got acquainted with various objects in the environment. For example: having introduced the children to vegetables visually, she gave the vegetables to the children for examination, used natural vegetables, and you can use dummies.

Didactic games: “Wonderful bag”, “Guess and name”, “Wonderful box”, etc.

On a walk, she drew the attention of children to the bark trees: poplar, mountain ash, birch, children touched the bark with their hands, remembered visually the tree and feeling from touching the bark. The same was done with the leaves. In the future, children memory characterize certain trees.

In the summer, running barefoot, the children memorized feeling feet to the ground, sand, asphalt, pebbles.

During the tour, pay attention to surrounding: for example, stones are the most different: flat, round, long, rough, smooth, stones of beautiful color and

interesting shape. Children found pebbles that write well on asphalt or stone, they drew and wrote their names.

Clay is a very convenient material. What can you do with it whatever: squeeze it, stick your fingers into it, punch it, smooth it, squeeze it, roll it into sausages, twist it, and in general clay is good because any lump can be turned into something that no one else has!

Sand is a wonderful material to play with. Children can draw on it (dry, cook from it (wet, make pies, cakes, build roads, dig tunnels, build castles. Playing with sand and other materials, children remember Feel from touching them.

As the seeds and leaves, in all their elegant beauty, swirl and fall to the ground, the child is given a lesson in observation and classification. Here, learning is a game, not hard work. The main goal of such games is to organize a direct acquaintance with objects, give children vivid impressions, and form specific visual representations of the surrounding reality.

As already noted, the formation of a child's personality is influenced by everything around, but first of all by people and most of all by people.

Playing with a child does not require a lot of time and material costs, the most important thing is creativity, imagination and a cheerful patient look of an adult involving the child in new exciting games.

We should in every possible way encourage the research inclinations of the child, rejoice at every “Why?”, Promote an independent search for answers to questions. Active mental activity will create the necessary conditions for child's memory development.

Learn by playing! Let the children not see that they are being taught something, they just play, but unnoticed by themselves they know the world. The game will be more interesting if the playing adult, along with the child, takes turns describing the object, complicating the game over and over again.

The search for non-standard methods of working with children led to the appearance in our group of games related to tactile memory.

Tactile memory is the ability to remember Feel from touching various objects.

At the first stage of my work, together with the children, I made planks. The children were happy to help me. The boards were made of plastic, size 19*13.5. Various materials are glued on the surface of the boards (various roughness) such, for example, How: fur, velveteen, flannel, sandpaper, velvet paper, melted wax, matches, sticks 5 cm long, 0.8 cm in diameter. Matches on the plank were arranged randomly, and the sticks in a vertical position, a rope with a diameter of 0.5 cm, were glued not strictly straight, but in waves, you can stick it in a zigzag or in some other way. Wrote on the back of the board (painted) numbers from 1 to 10, since she made 10 boards.

When gluing some materials, such as flannel, fur, sticks, children took part. They smeared the boards with glue, others served sticks, and still others smoothed the glued material. (flanel, fur) etc.

I pasted velveteen, velvet and sandpaper together with the fox, who came to visit us in front of the children, the fox tried so hard, praised these boards so much that it fascinated the children, but after making the boards, the children had a desire to touch them, play with them , imagine what (whom) similar. Touching the boards, the children imagined - a large beautiful carpet, a soft blanket,

a chicken, a fence, a short flight of stairs, an asphalt road, a wall, granny's rough hands, etc.

Some boards were a surprise for the children, for example, a board with melted wax on the surface was brought to the children by a postman in a beautiful envelope from children from another kindergarten. The children really liked the board, touching it, the children represented: clouds floating in the sky, bumps in the meadow, puddles, etc.

I made some boards for the kids as a surprise. (matches, sticks, cellophane). While playing the game “Wonderful bag”, I put these boards in a bag and touching, but not seeing them, the children imagined what they were similar: forest, ladder, ice, tree bark.

In the younger group, after making each board, the children beat it, touching the board, imagined what (whom) she is similar, developing fantasy, speech. They found objects similar to a plank in the environment, picked up pictures with objects similar to a plank. Through word games, children memory described the subject, its quality, remembering what they are felt by touching the subject. Not all children took part in the games, some did not like this activity at all, they were doing something else at that time and I did not force anyone, but tried to interest them. In the future, these children imperceptibly for myself were fond of boards and played with us. With the help of boards in the younger group, most of the children already knew (visually remembered) numbers from 1 to 10. To consolidate the numbers with the children, they learned verses about each number.

With the age of the children, the tasks for the games and the games themselves gradually became more complicated.

In the middle group, the children made up short stories on the boards. They made sketches of what they imagined by touching the boards.

The experience gained by the child in the perception of various objects of nature and social life clearly helped the child develop thinking and speech. In the middle group, she introduced cards on which numbers from 1 to 10 and geometric shapes were squeezed out. I believe that the cards helped children in quickly memorizing and consolidating numbers and geometric shapes.

In the older group, the children expressed a desire to make planks - gifts for kids, and many supported this proposal. Julia suggested sticking seeds on the board, touching this board, she imagined a huge sea and small boats sailing on the sea. Anton imagined that he was holding a pineapple in his hands. Anya suggested sticking a circle of cardboard, touching this board, she imagined the sun in the sky, because the circle is warmer than the surface of the board itself. On other boards, the children suggested sticking foam rubber (you can wet it, scales from cones, millet, etc. On these boards, the children made up interesting stories. The kids liked the boards and stories, and the elders were satisfied that they made the kids pleasant.

In the older groups, she continued to make acquaintance with cloth, sand, clay, water, glass, etc. And all this happened through direct children's contact with the object. For example, when working with fabric, children determined its quality, fixed the name, suggested what could be sewn from this material and what time of year the thing was intended for. (Games: “Atelier”, “What would happen if the fabric disappeared?” etc.).

Or take a section "Water":

We are surrounded everywhere and always

This sorceress, miracle water!

The scope of games in this section is very extensive and at any time of the year and in any form in which it exists. While playing, children learn and consolidate all the properties of water, the concepts - dry, wet, wet. The children had fun drawing water (rain, snow, steam, icicle, stream) while talking about their feelings obtained by contact with various forms of water.

Direct examination of the leaves from the trees also helped the children remember the name of the tree from which the leaf fell. For example, a poplar leaf is dense, resilient, and smooth. The birch leaf is thin, a little rough on top, the rowan leaf is smooth on top, and fluffy on the reverse side. In the same way, the children examined the edges not visually, but by touch. leaves: smooth, jagged, carved.

Starting with the older group, they fixed the letters embossed on the cards. Many games were played with children tactile memory from the book And. Y. Matyugina.

The proposed program is based on the idea of ​​educating developed child. Suggested games by me tactile memory develop not only tactile memory but also fantasy and imagination. What would happen if a person did not possess these qualities? We would simply lose scientific discoveries and works of art. Children would not hear fairy tales and would not be able to play many games.

Games help to master a wonderful gift - the gift of words; in games, children open up for myself the wonderful world of words, think about their meaning.

In the emotional psychological development the child plays a big role, almost the main one development of tactile memory.

A light breath of the breeze, gentle, affectionate touches give rise to positive emotions in the child’s soul, a sense of spirituality.

comfort. On the other hand, the negative impact (painful* rough) has a negative impact on the feelings of the child.

Dealing with this topic, I want to say that this topic is very extensive, the group of games played with children is limitless and diverse, because children's imagination is inexhaustible. It is important not only to teach a child something, but also to instill self-confidence in him, to form the ability to defend his point of view.

Before proceeding to the bodily timeline, I consider it necessary to make some clarifications about the terminology used.

For the purposes of this paper, bodily memories refer only to memories of touch. Another name for what we have to deal with is tactile memory, that is, memories of touching the palms, back, legs, stomach, etc. Note that we do not consider sensations in the internal organs and muscles. They correspond to a different time line. At the first stage of mastering the hologram, it is not of great importance for improving memory, and confusion due to inaccuracies in terminology can be very thorough. Therefore, whatever words and terms (body memory, body memory, etc.) are used, keep in mind: tactile memory, that is, memories of touch, is always meant.

As for sensations, the vast majority of psychological schools believe that a person has eight kinds of sensations. We found that for standard memory development it is optimal to deal with four types of sensations: visual, tactile, auditory, olfactory. Others don't provide enough memory improvement to waste time working with them, and finding them is usually a difficult task for beginners (with the exception of the flavor timeline, it's pretty easy to find). If you want, you can try after working with the four main time lines to set, for example, also the time line of feelings of balance.

In this book, when I talk about improving memory, I mean the memory that is required to remember and recall the main types of educational and work information. We begin to work with other types of sensations after some time, when a person has mastered the memory algorithm and wants to gain access to the capabilities of a higher level hologram.

In the event of a time deficit, we expose only three time lines: visual, tactile and auditory. During presentations, I generally limit myself to setting just one (main) timeline, which in itself has a significant effect.

What is better to remember - pleasant or unpleasant?

Practice shows that all memories are equally well suited for building a tactile memory time line (as, indeed, any other of those with which we are working at this stage), but it’s better to remember something good, avoiding negative ones if possible. memories. Don't spoil your mood once again, right?

The time line of touch sensations, as it turned out, in the vast majority of people does not coincide in space with the visual time line. As a result, there is an internal fragmentation of memory, which sometimes does not allow remembering the necessary information as well as we would like.

When in the classroom we begin to find the tactile time line, I try to create all the conditions for increasing the concentration of students' attention on the "inner zone", in terms of Gestalt therapy.

CONCENTRATION EXERCISE #2

Let's improve on the attention management exercise we did when we found the visual timeline. We non-judgmentally perceive everything that falls into our field of vision, and just as non-judgmentally we feel our body. If you have already mastered the exercise well enough, begin to feel the body not just, but with love. Try to send love to every cell of the body, nourishing yourself with joy, warmth, grace.

Those who have the skill of super-learning (or who own Aliyev's "KEY" method), let them use the appropriate attitude to find and build a tactile time line, and the inner mind will begin to help them.

Then I propose to recall what happened to the participants of the training five to fifteen minutes ago. People remember, and many begin to see the picture. Then I suggest turning off the image, focusing on remembering the touch. After that, you need to transfer this sensation to the left ray of the time line (at a distance of about nine centimeters from the face, where the first reference point is located) and fix it with mental effort, fixing it for twenty to thirty seconds. Then we turn on the visual memory in this place in space.

Directly in the classroom, we expose the reference points of touch sensations on the hologram after finding the places where they are perceived by the mind of each person. It turns out an interesting picture. For example, a few minutes ago you picked up this book and started working with it. Your visual memory may already be on the left beam of the hologram, or elsewhere. For example, right in front of you, at a distance of twenty centimeters from your face. And the memory of touching a book can be perceived by your mind in a very special way and be located in a different place, which usually does not coincide with the location of the visual image. There is a certain discontinuity, a discrepancy between memories of the same event.

In distance learning, I do not suggest even trying to find places where the mind fixes memories of touch sensations. So far, this task is almost impossible, but this is not an obstacle to building a tactile time line in space: you just need to spend a little more time fixing touch sensations at the reference points of the hologram.

Similarly, we expose memories of touches that were three to four hours before the present moment, then a day, a week, a month, a year and nine years. We sequentially transfer them to the left beam of the memory hologram (those who are older can remember the touches that took place twenty-five years ago).

Immediately after exhibiting bodily memories on a hologram, we perform the following exercise.

Having concentrated as much as possible (concentration exercise No. 2), we present the left beam of the hologram with the memories of sensations we perceive. And immediately we begin to imagine how all the memories of bodily touches are collected on the left beam of the hologram. One - two minutes - and all bodily memories are located on the left ray.

It takes us in groups, on average, about thirty minutes to find and set the bodily time line.

For pronounced kinesthetics, quite often the bodily time line is the main one, that is, it is they who build it for the first time. Remembering bodily sensations for the second time, these people find that everything seems to be in place anyway. What to do in this case? I suggest remembering only images (as in a photograph), moving away from tactile sensations and sounds as much as possible, and then finding your “visual files” in space and placing them in order on the left beam of the hologram. If initially not a visual, but a bodily time line was set, calmly set the visual one. The order of alignment does not matter much. The main thing is to expose all the main components of the hologram.

The structuring of bodily memory has a very beneficial effect on both memory and thinking. It is possible that in case of organic brain damage, when individual memory blocks are affected, building a single hologram from the memories of various sensory organs will make it possible to quickly create compensatory mechanisms to restore the impaired function.

Two more important points that need to be taken into account when finding and building a bodily time line.

Finding the body time line is not recommended to be done on the same day as finding the visual line.

Maximum concentration is required, which can be achieved with the help of the Gestalt therapy exercise discussed at the beginning of the book, as well as the mindset for concentration in a neutral state. It is also possible to use overlearning skills.

MEMORY TACTILE (English tactile memory) - storage of information obtained by touch. It refers to the "professional" types of memory, since it develops especially intensively in connection with the specific conditions of activity. It reaches a high level of development under conditions when it must compensate for the missing types of memory (for example, in the blind). The use of the technique of partial reproduction for the study of P. t. made it possible to detect the presence of iconic P. t. It was established that the volume of iconic P. t. is 50% more than the volume of tactile short-term memory. Information in the tactile iconic memory is erased by 50% after 1.3 s. See Memory types, Sensory memory. (T. P. Zinchenko.)

• SHORT MEMORY TIME- SHORT-TERM MEMORY TIME - the period of time during which a trace from short-term memory can be. restored and used for further processing or reproduction (see Mem...
• MOTOR MEMORY -- MOTOR MEMORY - see Memory types.
• JANET PIERRE- JEAN PIERRE (Janet, 1859-1947) - fr. psychologist and psychiatrist. In the 1st period of creativity, he developed Mr. Fr. pathopsychological and psychiatric problems (neurosis, psychasthenia, psychasthenic character ...
• REMEMBER- MEMORIZING - the process of memory, through which information is entered into memory. In the process of Z., the inclusion of newly arriving elements in the memory structure occurs by ...
• SHORT-TERM MEMORY- SHORT-TERM MEMORY (English short-term memory) - one of the types of memory (see Memory types), characterized by a limited storage time of information (up to 30 s) and a limited amount of retention ...
• SHORT MEMORY CAPACITY- SHORT-TERM MEMORY VOLUME (eng. span of short-term memory) - the maximum number of elements (letters, numbers, words, characters, etc.) that are recalled without errors immediately after presentation ...
• PARTIAL REPRODUCTION TECHNIQUE- METHOD OF PARTIAL REPRODUCTION (English partial-report method) - used in the study of iconic memory (see Iconic memory); consists in a short-term (tachistoscopy) demonstration ...
• MODAL-SPECIFIC MEMORY DISORDERS- MODAL-SPECIFIC MEMORY DISORDERS (English modality-specific memory impairments) - partial, private memory impairments, limited to defects in the preservation and reproduction of traces, ...
• IDENTIFYING MEMORY- RECOGNITION MEMORY - a form of memory based on the identification of a perceived object or event with one of the standards recorded in memory; evaluated in procedures at...
• MEMORY TYPES- MEMORY TYPES (English kinds of memory) - various forms of manifestation of mnemonic activity. They are differentiated according to 3 main criteria. 1. By the type of memorized material and charac...
• MEMORY READINESS- MEMORY READINESS (English memory readiness) - the ability to timely update mnemonic traces and reproduce the necessary information. The information stored in a person's memory is evaluated ...
• MEMORY DYNAMIC -- DYNAMIC MEMORY - a property of memory processes, manifested in the functional variability of mnemonic actions and operations, due to the characteristics of the material, its significance, motives and goals ...
• MEMORY INDIVIDUAL DIFFERENCES- MEMORY INDIVIDUAL DIFFERENCES - see Memory types.

Tactile memory is designed to store various information that is obtained in a tactile way. It is ranked among the “professional” types of memory, because it trains especially well under specific conditions of activity. An increased level of development is provided in terms of compensating for the missing types of memory (for example, blind people who are able to determine by touch what is in front of them).

My daughter Masha, of all the games that children play, fell in love with “boards”. The essence of the game is quite simple: various objects are glued onto small wooden planks, such as a fleecy cloth, silk fabric, and plastic. The task is to determine by touch what kind of object is glued to the board. Masha has achieved great success in this game. She correctly identified almost all objects by touch, except for those that had not been used before.

I knew that "planks" is a game that perfectly develops tactile memory. So I tried to play with my daughter more often. I tried to use as many different surfaces as possible. I especially remember a board with the hair of a cat glued to it, which was shedding at that time. For a long time Masha could not determine what was glued to the board, but in the end she gave the correct answer.

I believe that every parent should play these games with their child. This is much better than if the child watched cartoons all day long. It is known that the child's speech is directly related to tactile memory.

By the way, I forgot to say the main thing - Masha graduated from high school with honors and now dreams of becoming a TV presenter. She has all the makings for this. I think if it were not for the educational games that Masha played in her childhood, she would not have been able to deliver her own speech so well.

What is tactile memory

Tactile memory is associated with the sensations of a person that remain with him when he comes into contact with something. For example, once you touched a hedgehog. You still remember today what his needles feel like. When you see a hedgehog in a book or on TV, you remember how the needles touched your hands.

Such memory is associated with the tactile organs. It is activated when you are in complete darkness, and the visual organs cannot help you. Also, this type of memory is very important for those who master touch typing. In particular, such a memory is developed in those who are engaged in physical work or sports.

Tactile memory is very important in childhood, when motor skills are developing and children want to touch everything they see. First of all, pain sensations are stored in the memory, for example, from contact with a hot iron. Children with well-developed tactile memory learn better. They also have developed speech, imagination, coordination.

As far back as the second century BC, the Chinese knew that hand movements affect the brain. They believed that actions with hands and fingers had a positive effect on the work of the brain, leading to harmony of the body and mind.

Japanese culture is another proof. There are many reflector points on the hands, from which impulses are sent to the central nervous system. Physiologists say that the development of the hands is related to the development of the brain. For example, Bekhterev in his own works confirmed that ordinary actions with hands help to relieve mental fatigue, improve the pronunciation of many sounds, and develop the baby's speech apparatus. The famous teacher Sukhomlinsky believed that "the mind of a child begins with the fingers."

It was found that how the baby's speech apparatus will be formed depends on the movements of the fingers. When the fingers work smoothly and skillfully, it accelerates the development of speech and intellect, has a positive effect on the child's body, and prepares the hand for writing. Speech is, first of all, the result of the coordinated work of different parts of the brain. The organs of articulation only carry out orders that come from the brain. The hands are connected to the speech centers of the brain. The more skillfully and deftly they work, the better speech develops.

Most of all, children want to move. For them, movement is the way they experience the world. First of all, the baby begins to name such objects that he often touches. This once again confirms that there is a strong connection between tactile memory and the speech center. So, if you want your child's speech to be crisp and clear, you need to pay attention to the development of the appropriate type of memory.

The cortical region of the brain, into which tactile information is supplied, interacts with other parts of the brain. In particular, it strongly interacts with the visual center, as well as the area of ​​\u200b\u200bmuscle sensitivity. Such interaction gives us the opportunity to distinguish objects of the environment by their shape and size, to recognize their location in space.

Exercises for the development of tactile memory

It is necessary to train the baby's tactile memory from the age of 1 month, when the child makes the first touches, gradually making the exercises more and more difficult. This is necessary in order not to miss the time that nature has for training kinesthetics. Psychologists in their work use different methods and exercises to develop motor skills. Below you can find several exercises aimed at developing tactile memory:

1. "Plates". The meaning of the exercise is as follows: ten boards are taken, to which various objects are glued - paper, fabric, shavings, and so on. Each board is numbered. Then the boards are placed on the table according to the numbers. The kid should name the objects that are pasted on the boards. After that, the exercise becomes more difficult. The baby needs to close his eyes with a bandage and allow, by touch, to establish what kind of object is glued to the board.
2. "Guess". Here you need to select several items that differ in their own texture, composition, structure (products with pile, down). Tell the child about these objects, about your own feelings, and then tell the child to repeat.
3. "Guess." This exercise is often used by teachers in kindergartens or schools. Children are given cards with written names of various objects (an iron door, a wooden table, a plastic pen). Then each child tells the other children about his feelings without saying the name of the object. Children must guess what the subject is described.
4. "Collect the figure." Several figures are used, which are divided into parts. You can use round, triangular, square shapes. The task of the baby is to restore the figures in the right way. After its completion, it is required to divide the figures into parts again. The child must perform the recovery blindfolded.
5. "Draw it." The child should feel the object with his eyes closed, and then draw a drawing from memory.
6. "Find me." Conducted in a group. Children cover their eyes with bandages and give out objects for palpation. The task of everyone is to find a child with the same object.

The simplest exercise that can be used anytime and anywhere is that the baby needs to close his eyes and give out various objects in turn. The kid should feel them and say the name.

Conclusion

Adults do not need to develop tactile memory. Children are another matter. Tactile memory develops best in childhood. It depends on how quickly the child will master speech. In view of this, it is necessary to pay your own attention to the training of the child. Play with your baby at least once a day in any of the games listed above. This will be quite enough for normal development.

If you are interested in other articles related to the development of human capabilities, you can find them on the Brain Trainer website. The articles presented on the website will provide you with valuable information that is related to self-development. Develop, and you will undoubtedly be able to succeed in life.