Memory is tactile. Tactile memory Development of tactile memory

Tactile memory

Moon has a lot to do today:

We must kill the memory to the end,

It is necessary that the soul turned to stone,

We must learn to live again.

(Anna Akhmatova)

Behind these lines, the true psychological truth about the inner work of the self-building of the personality is revealed. Each of us, whoever he may be, is busy with one thing - doing ourselves.

You can order yourself to forget, you can kill the memory, you can finally master the art of remembering our world in visual images. The main thing is to understand that true practical psychology is the science of building, constructing, cultivating and designing the world of man.

However, the meaning of this manual is not only and not so much in the memory itself and in the enthusiasm of its reserves. It's much wider. The manual teaches everyday business - the matter of mastering one's behavior. Thanks to this, the child, according to the brilliant psychologist L.S. Vygotsky, no longer simply uses his memory, but also begins to dominate it.

An amazing world of sensations and images will open before children. They will get acquainted with new games that will allow them to perceive the world around them more vividly, develop their imagination, improve their memory, and teach them to get rid of unpleasant experiences. The variability of games will help develop a very interesting kind of memory - tactile memory.

Tactile memory is the ability to remember sensations from touch to various subjects.

Game description:

Age: senior preschool.

Material: To play, you will need ten boards made of plywood or cardboard with different roughness (matches, fur, shreds of fabric, rope and other materials). On the reverse side, write a serial number from 1 to 10. Images of various objects.

1 option: In front of the child, lay out the boards in a row in order from 1 to 10, numbered down. Offer closed eyes to carefully and slowly feel the surface of each plank. Try to remember how they feel and in what order they lie. Without opening your eyes, mix them. Then to the touch lay out the boards in the same order. Opening your eyes, check the correctness of the task.

Option 2: Offer to take board No. 1 - fur, close your eyes and touch it. What does its surface remind you of (a cat, a fur coat, a lawn, ...). Then touch plate No. 4 - drops of wax, the child imagines (hummocks in a swamp, drops of jam on a saucer, ...). Touching each of the boards in turn, the child imagines what they look like. Can draw a picture.

3 option: Lay out the images of different objects, under them the planks in any order. The child will try to remember by touch under which board which picture lies. For example: above plate No. 3 - the fabric (feels) turned out to be a picture with a drop (sees), makes a connection. Imagine wringing out a wet rag. Or board number 2 - sandpaper and a picture of a boot. Imagine walking in boots on asphalt.

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.

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

Before proceeding to the bodily time line, I consider it necessary give some explanations about the terminology used. For the purposes of this book, 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. Please note: we do not consider sensations in internal organs and muscles - they correspond to another line time. To improve memory at the first stage of mastering the hologram, tactile memory is not of great importance, and confusion due to inaccuracies in terminology can be very thorough. Therefore, no matter what words and terms (body memory, body memory, etc.) are used, keep in mind: unless otherwise specified, it means tactile memory, that is touch memories.

As for sensations, the vast majority of psychological schools believe that a person has eight species sensations. We found that for standard memory development, it is optimal to deal with four: 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, which is fairly 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 working information. WITH we begin to work with other types of sensations after some time, when a person has mastered the algorithm of memory operation and wants to gain access to the possibilities of a higher level hologram. In case of shortage of time, we exhibit only three lines time: visual, tactile and auditory. During presentations, I generally limit myself to setting just one (main) timeline, which in itself has a significant effect.

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 recall something good, avoiding negative memories as much as possible. 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 torn memory, not allowing sometimes to remember the necessary information as well as we would like.

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

Key

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 feelbodynot just butwith love.Try to send love to every cell of the body, nourishing yourself with joy, warmth, grace.

Those who have the skilloverlearning(or those who own Aliyev's "KEY" method), let them use the appropriatemoodon finding and building 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 5-15 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 it feeling to the left beam of the timeline (at a distance of about 9 cm from the face, where the first reference point is located) and to fix by his mental effort, fixing it for 20–30 seconds. Then (or almost simultaneously) we turn on the visual memory in this place in space. Directly in the classroom we expose anchor points of touch sensations on the hologram after finding 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, for example, right in front of you, at a distance of 20 cm 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 give A bit more time to fixation of touch sensations in the reference points of the hologram.

Similar way exhibit memories of touches that were 3-4 hours before the present moment, then a day, a week, a month, a year and 9 years. We sequentially transfer them to the left beam of the memory hologram (those who are older can remember the touches that took place 25 years ago).

Immediately after placing these bodily memories on the hologram, we perform the following exercise. Concentrating as much as possible (exercise 2), we present the left beam of the hologram with the memories of sensations we perceive. And immediately we begin to imagine how everyone memories about bodily touch are going on the left beam of the hologram. 1-2 minutes - and all bodily memories are located on the left ray. It takes us in groups an average of about half an hour to find and set the bodily time line. At pronounced kinesthetics quite often the body time line is basic, that is, they 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.

Structuring bodily memory is very salutary affects 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 line of time Not recommended to do on the same day, as finding the line of sight.

Required maximum concentration, which can be achieved with the help of exercise No. 1, discussed at the beginning of the book, as well as the mood for concentration in a neutral state. It is also possible to use overlearning skills.