Download a biology presentation on memory. Memory. its types. main processes. Solving biological problems
Presentation on the topic "Memory" in biology in powerpoint format. The presentation for schoolchildren contains information about how human memory works and what to do so that it does not fail.
Fragments from the presentation
Memory- the ability of the brain to store information and reproduce it if necessary after some time
Types of memory
- Motor
- Figurative
- Emotional
- Auditory
According to the degree of volitional regulation
- Involuntary
- free
By duration of material storage
- Iconic (instant)
- Short term
- Long-term
- Operational
- Genetic
How memory works
- Natural memory
- Cultural memory
Laws of memory
- Unfinished actions are remembered better than completed ones.
- Actions are remembered better than thoughts
- Edge effect. The beginning and end are better remembered
- Reminiscence
- A person may not realize that he is making a mistake
- Rare and strange phenomena are remembered better
- Positive emotions promote recall, while negative emotions hinder
- learning the material is not productive, repetitions should be distributed over time
The amount of information remembered depends on the method of obtaining it.
- Speech 15%
- Visual 25%
- Both at the same time 65%
So that your memory doesn’t let you down
- Try not to get overtired
- Spend more time outdoors. Suitable for any weather
- To do this, get a dog, it will always remind you of a walk
- Try to avoid eating foods rich in cholesterol
- Eat less salty foods
- Try not to get head injuries. To do this, do not participate in fights!
MEMORY MEMORY is the ability to consolidate, preserve and subsequently reproduce past experiences. MEMORY - the ability to consolidate, preserve and subsequently reproduce past experiences. Memory provides the accumulation of impressions about the world around us. Memory provides the accumulation of impressions about the world around us, serves as the basis for the acquisition of knowledge, skills and their use in later life. serves as the basis for the acquisition of knowledge, skills and their use in later life. It is a necessary condition for the unity of personality, its integrity and the very existence of man. It is a necessary condition for the unity of personality, its integrity and the very existence of man.
To develop memory, it is necessary to keep in mind the following: - Memory develops in the process of activities that require Memorization; - Memory develops in the process of activities that require Memorization; - It is better to remember what is related to the interests of the individual; - It is better to remember what is related to the interests of the individual; - The more active and independent a person is, the better the type of memory necessary for his activities develops; - The more active and independent a person is, the better the type of memory necessary for his activities develops; - The logical connection of thoughts promotes memorization. - The logical connection of thoughts promotes memorization.
Memory processes There are four main processes in memory: There are four main processes in memory: 1. Memorization; 1. Memorization; 2. Saving. 2. Saving. 3. Forgetting. 3. Forgetting. 4. Recovery. 4. Recovery. The main one is memorization. The main one is memorization.
Types of memory: There are several types of memory: There are several types of memory: according to the degree of volitional regulation: according to the degree of volitional regulation: 1. Involuntary - 1. Involuntary - the process of retaining information occurs on its own. the process of retaining information occurs on its own. 2. Voluntary 2. Voluntary - a person sets himself the task of remembering information. - a person sets himself the task of remembering information.
Types of memory: By object of memorization: By object of memorization: 3. Verbal-logical – 3. Verbal-logical – memorization of verbal formulations, mathematical symbols, theoretical positions. memorizing verbal formulations, mathematical symbols, theoretical positions. 4. Visual-figurative – 4. Visual-figurative – memorizing visual and sensory images: sounds, faces, colors, natural phenomena. remembering visual and sensory images: sounds, faces, colors, natural phenomena.
Duration of information storage Long-term - storage of information for a long period of time. Long-term - storing information for a long period of time. Short-term - storing information for a short period of time. Short-term - storing information for a short period of time. Operational - manifests itself in the process of performing individual operations (working mixture between short-term and long-term memory). Operational - manifests itself in the process of performing individual operations (working mixture between short-term and long-term memory).
The importance of some types of memory in professional activities The importance of some types of memory in professional activities Type of memory Necessary in professions Type of memory Necessary in professions Voluntary - In all Voluntary - In all Involuntary In all Involuntary In all Short-term Cashier, typist, stenographer, operator, dispatcher Short-term Cashier , typist, stenographer, operator, dispatcher Operational Dispatcher, investigator, equipment adjuster, vehicle driver Operational Dispatcher, investigator, equipment adjuster, vehicle driver Long-term Teacher, educator, doctor, journalist, poet, diplomat Long-term Teacher, educator, doctor, journalist, poet , diplomat Tactile (tactile) Watchmaker, surgeon, electrician, sculptor, acrobat Tactile (tactile) Watchmaker, surgeon, electrician, sculptor, acrobat Auditory Musician, reader, mechanic, tractor driver Auditory Musician, reader, mechanic, tractor driver Visual Pilot, driver , fashion designer, director, photographer Visual Pilot, driver, fashion designer, director, photographer Emotional Artist, writer, composer Emotional Artist, writer, composer Propulsive Athlete, turner, pilot, driver Propulsion Athlete, turner, pilot, driver
Memory hygiene mnemonics Rules of memory hygiene. Mnemonics techniques and methods of memory training. Memory hygiene rules. Mnemonics techniques and methods of memory training. Mnemonics is the art of memorization. Mnemonics is the art of memorization. The condition for constant readiness of memory for memorization is compliance with the following rules of memory hygiene: The condition for constant readiness of memory for memorization is compliance with the following rules of memory hygiene: a) mini-breaks every 40-45 minutes of intense mental work; a) mini-breaks every 4045 minutes of intense mental work; b) long breaks of 1520 minutes every 22.5 hours with physical warm-up; b) long breaks of 1520 minutes every 22.5 hours with physical warm-up; c) good regular sleep; c) good regular sleep; d) rhythmic nutrition; d) rhythmic nutrition; e) giving up coffee and tea when tired. e) giving up coffee and tea when tired. Mnemonics techniques: Mnemonics techniques: on the 1st day, 2-3 repetitions; on day 1, 2-3 repetitions; in the 2nd 1-2 repetitions; in the 2nd 1-2 repetitions; in 4, b, 9th, etc. one repetition each. in 4, b, 9th, etc. one repetition each.
Methods of memorization Cicero's method Cicero's method for people with well-developed motor and kinesthetic memory. for people with well-developed motor and kinesthetic memory. Imagine that you are walking around your room, where everything is familiar to you. Imagine that you are walking around your room, where everything is familiar to you. Place the items you need to remember in your mind as you walk around the room. Place the items you need to remember in your mind as you walk around the room. You can find them in memory by again imagining yourself walking around the room. You can find them in memory by again imagining yourself walking around the room. The objects will be in the places where you placed them during the previous “walk-through.” the objects will be in the places where you placed them during the previous “walkthrough”.
Methods of remembering Grouping. Grouping. Draw a semantic relationship between the words of the memorized list, Draw a semantic relationship between the words of the memorized list, for example, by the number of elements in each of the objects: for example, by the number of elements in each of the objects: pencil (similar to number 1), pencil (similar to number 1 ), glasses (2 glasses), glasses (2 glasses), chandelier (3 lights), chandelier (3 lights), chair (4 legs), chair (4 legs), star (5 rays), star (5 rays), beetle (6 legs). beetle (6 legs).
Diagnostics Self-determination diary p.7. Self-determination diary p.7. Auditory memorization. Auditory memorization. Visual memorization Visual memorization Motor-auditory memorization. Motor-auditory memorization. Visual-motor-auditory memorization. Visual-motor-auditory memorization. Semantic and mechanical memorization Semantic and mechanical memorization (methodology p. 127) (methodology p. 127) Pictogram (methodology p. 138) Pictogram (methodology p. 138) Determination of the dominant type of memory. Determination of the dominant type of memory.
Diagnostics of visual-figurative memory Diagnostics of visual-figurative memory Look at the picture for 20 seconds. After 20 seconds, draw or write down for 1 minute those images that you remember. Look at the picture for 20 seconds. After 20 seconds, draw or write down for 1 minute those images that you remember.
Data processing Memory type coefficient - the number of correctly reproduced words divided by 10. Memory type coefficient - the number of correctly reproduced words divided by 10. Auditory Auditory Visual Visual Motor-auditory Motor-auditory Visual-motor-auditory Visual-motor-auditory
Methods of memorization Formation of semantic phrases from words that sound similar. Formation of semantic phrases from words that sound similar. Words are ordered using rhyme, and it is better if the objects in the plot act actively. Words are ordered using rhyme, and it is better if the objects in the plot act actively. From the words from the words ball, yolk, ball, yolk, copper, samovar, copper, samovar, razor, product razor, product you can make a phrase: you can make a phrase: The ball brought the goods to the razor, a yellow copper samovar. The razor ball brought the goods - a yellow copper samovar.
Memory training techniques Aivazovsky method. Aivazovsky's method. Look carefully at an object, part of a landscape, or a person walking towards you. Look carefully at an object, part of a landscape, or a person walking towards you. For 35 seconds, try to remember the object as best as possible, in all details. For 35 seconds, try to remember the object as best as possible, in all details. Close your eyes, try to achieve the clearest and brightest view of the object. Close your eyes, try to get the clearest and brightest view of the object, look at the details of the image. look at the details of the image. Ask yourself questions about the details of the object and answer them based on the image. Ask yourself questions about the details of the object and answer them based on the image. Open your eyes again for 1 s, complete the image. Open your eyes again for 1 s, complete the image. And so on several times. And so on several times.
Match method. Match method. Match method. Throw 45 matches on the table. Within 23 seconds, remember their location. Throw 45 matches on the table. Within 23 seconds, remember their location. Recreate the image with your eyes closed (or on your left palm). Recreate the image with your eyes closed (or on your left palm). If you didn’t manage to remember everything, look at the matches for another 1 second and recreate the image more accurately. If you didn’t manage to remember everything, look at the matches for another 1 second and recreate the image more accurately. Increase the number of matches by one every day. Increase the number of matches by one every day. When you reach 1214 pieces, start again with 4 5, but this time remembering the location of the match heads. When you reach 1214 pieces, start again with 4 5, but this time remembering the location of the match heads.
Analysis of the events of the day. Analysis of the events of the day. Analysis of the events of the day. In the evening before bed, for 57 minutes at a very fast pace, restore the chain of main events of the day with mental reproduction of images of new acquaintances. In the evening before bed, for 57 minutes at a very fast pace, restore the chain of main events of the day with mental reproduction of images of new acquaintances, their names, manners behavior, telephones. their names, behavior, phone numbers. Try to recreate everything exactly in the order it happened. Try to recreate everything exactly in the order it happened, with an accurate and vivid reproduction of the sensations that took place. with an accurate and vivid reproduction of the sensations that took place.
Exercises for mastering some mnemonics techniques. Mnemonics is a system of methods and techniques that ensure effective memorization, preservation and reproduction of information, and of course the development of speech. Mnemonics is a system of methods and techniques that ensure effective memorization, preservation and reproduction of information, and of course the development of speech.
Mnemonics Exercise 1. Exercise 1. Place 7 objects on the table and cover them with a scarf. Place 7 items on the table and cover them with a scarf. Remove the scarf. Count to ten, remove the scarf. Count to ten, then, closing things again, try to describe the objects you saw on paper as accurately as possible. then, closing things again, try to describe the objects you saw on paper as accurately as possible. Over time, the number of items can be increased to fifteen. Over time, the number of items can be increased to fifteen.
Slide 2
The purpose of the lesson
Systematization of knowledge gained in the process of getting acquainted with special literature, which allows improving memory abilities. Objectives: get acquainted with the mechanism of memory, which will allow you to competently regulate memory processes; establish hygiene and nutrition standards that help improve memory; master mnemonics techniques for memory development
Slide 3
Learning new material
Often, many of you guys complain about poor memory, which fails you in studying school subjects, and envy your classmates who have a good memory. Even from the tales of ancient mythology, one can see the large role that was assigned to memory in the development of human culture. The mother of all muses was the goddess of memory Mnemosyne (hence the synonym for the word memory - mnemonics).
Slide 4
Express diagnostics. How many items can you remember in 1 minute?
Slide 5
Conclusion
It is important to be able to use memory processes competently. Therefore, it is necessary to become familiar with the essence, mechanisms and means of improving memory.
Slide 6
Meet your memory
Memory is the ability of the brain to store information and reproduce it if necessary after some time.
Slide 7
Basic memory processes
Slide 8
Types of memory
Slide 9
The amount of information remembered depends on the method of obtaining it.
Slide 10
Imprinting
“Imprinted” goslings follow their “mother” - K. Lorenz
Slide 11
MEMORY RECORDS
Alexander the Great Julius Caesar Napoleon Academician A.F. Ioffe Academician S.A. Chaplygin
Slide 12
To keep your memory flexible, follow the commandments
Give us more blood oxygen! Get a good night's sleep! Don't smoke, beware of alcohol and certain medications! Never use drugs! Lead a healthy lifestyle!
Slide 13
Brain nutrition should be rational!!! phosphorus calcium magnesium glutamine vitamins amino acids
Slide 14
“Mnemonics” Remember the order of colors in the spectrum. Answer. Every hunter wants to know where the pheasant is sitting.
Remember what funny expression you can use to remember the definition of a bisector. Answer. A bisector is a rat that runs around the corners and divides the corner in half. learn to remember!
Slide 15
"Mnemonics"
Remember the value of “pi” (3.1416) using the sentence: “What do I know about circles,” where the number of letters in each word is equal to the corresponding number. Easily remember the formula of water.
Having trouble remembering the 7 Wonders of the World? Here is the pyramid of Cheops, here are the gardens of Babylon. I'm afraid of losing sight of the Guide in the Temple of Artemis.
And I will remember four more miracles for a long, long time: The Lighthouse is visible from afar, Zeus sits in the desert, the Colossus illuminates the earth On the way to Halicarnassus. 1. Large Egyptian pyramids in Giza, Pyramid of Cheops 2. Ham of Artemis in Ephesus 3. Mausoleum in Halicarnassus 4. Hanging Gardens of Babylon 5. Statue of Zeus in Olympus 6. Colossus of Rhodes 7. Lighthouse in Alexandria Then come up with logical connections!
Slide 17
Sometimes the most absurd association helps lasting memorization Association is a “hook on which a fact is suspended.” The cow went to the clock to see if she would have time to finish the gardening work, take the books to the forest library, then drink tea, put some makeup on her beautiful eyes and go to the forest. a heartfelt date with a teddy bear...
Slide 18
Structuring Schematization Drawing up an answer plan LEARN TO REMEMBER
Slide 19
Don't teach until you die at night!!!
Slide 20
Memorization rules
1. Treat the memorized subject with great emotional interest 2. Learn to focus your attention on the subject being studied. 3. Try to understand the material. 4. Form a conscious, volitional intention to remember this material. 5. Repetitive, but meaningful. 6. Highlighting main ideas, using illustrations, drawing up plans, diagrams, tables.
Slide 21
Laboratory work “Identification of the volume of short-term memory”
Purpose: to determine the volume of short-term memory. Within 1 minute, carefully read the proposed text. Within 5 minutes, write down all the words that you managed to remember, in any order. Words: Hay, key, plane, train, picture, month, singer, radio, grass, pass, car, heart, bouquet, sidewalk, century, film, aroma, mountains, ocean, stillness, calendar, man, woman, abstraction, helicopter.
Slide 22
Reporting form: count the number of words written and rate each word 1 point. 6 or less points – memory capacity is extremely low. In this case, it is necessary to engage in regular memory training exercises. If necessary, consult a doctor or psychologist. 7 – 12 points – memory capacity is slightly below average. The main reason for poor memory is often the inability to concentrate. 13 – 17 points – good memory capacity 18 – 21 points – excellent short-term memory capacity. You can force yourself to concentrate, therefore, you have sufficient willpower. Over 22 points - your memory is phenomenal.
Slide 23
Try not to overwork, spend more time in the fresh air. Any weather is suitable. To do this, get a dog, it will always remind you of a walk so that your memory does not fail you.
Slide 24
Try to avoid eating foods rich in cholesterol. Eat less salty foods so that your memory doesn’t fail you.
Slide 25
Our memory can be compared to a house, where the foundation is natural memory, and all other structures are cultural - be the builder of your memory!
Slide 26
Try not to get head injuries. To do this, do not participate in fights! so that your memory doesn't let you down
Slide 27
YOU CAN INFLUENCE YOUR SUCCESS!!! THIS PATH IS OPEN FOR EACH OF US!!!
Slide 28
Consolidation.
Frontal conversation: 2. What types of memory are there? 3. What are the basic rules for memorization? 4. What are the advantages of meaningful memorization over mechanical memorization? 5. Why is material forgotten faster if work on consolidation is not done immediately?
Slide 29
Solving biological problems
1. A student takes a physics ticket, looks at the questions, cannot understand in the first minutes, and a rhyme from a children’s program that she heard on the way is pounding in her head: “A teddy bear doesn’t eat anything.” What type of memory is described? 2. Lena was called to the board. She knew the material, but at the first moment she hesitated a little, and then it began! Hints, many hands, some shouts like: “What are you doing! It’s quite simple!” Lena couldn’t answer anything. Why? 3. Pavel was called to the board. The question was simple: “Structure of the joint.” There is silence in the class. Pavel is silent. The teacher asks: “What type of joint is the joint?” Pavel answers. The teacher nods: “That’s right.” He asks me to continue. But Paul is silent again, although there is no external interference. The teacher asks leading questions, Pavel answers each of them, but then falls silent again. What is the reason? It is clear that he has studied the material and knows it. But why such misfires in the answer?
Slide 30
Conclusion Memory reserves are limitless. Anyone who takes the path of endless internal improvement will achieve all the desired results. By combining the capabilities of “pure” memory and mnemonics, it is undoubtedly possible to make memory more reliable
Slide 31
Homework.
Pages 180 – 182, learn the notes in the notebook. Complete the task on page 212
Slide 32
Final diagnostics
View all slides
Human memory and ways to improve it
Performer: 10th grade student
Samochernova Alexandra Evgenievna
Scientific adviser:
Pashaeva Ekaterina Leonidovna,
MBOU Secondary School No. 90, biology teacher
Nizhny Tagil
Target: study the mechanisms of memory and ways to improve it.
Tasks:
1. Study the mechanisms of memory;
2. Classify types of memory;
3. Highlight ways to improve a person’s memory.
Methods:
Empirical: literature study, testing;
Theoretical: logical methods of cognition.
An object: human memory.
Item: ways to improve human memory.
Hypothesis: By using various methods to develop memory, it can be improved.
Relevance: the topic is relevant, since memory is one of the most complex and well-studied processes, including the phases of imprinting, storing and retrieving incoming information.
Memory - This is a mental property of a person, the ability to accumulate, (memorize) store, reproduce experience and information.
- Volume;
- Speed (memorization and reproduction);
- Accuracy;
- Duration;
- Ready to play
- by sensory modality- visual, motor, sound, taste memory, pain;
- by content- figurative, motor, emotional;
- on organizing memorization- episodic, semantic, procedural;
- according to time characteristics- long-term, short-term, ultra short-term;
- by presence of target- voluntary and involuntary;
- according to availability of funds- mediated and not mediated;
- by level of development- motor, emotional, figurative, verbal-logical
Memory Mechanisms:
1. Memorization
2. Saving
3. Playback
- Recognition
- Recall
- Reproduction
4. Forgetting
Memory impairments:
Amnesia- a disease with symptoms of memory loss, especially for recent important events, or incomplete memories of past events.
Hypomnesia- congenital or acquired as a result of various diseases weakening of memory.
Hypermnesia- increased ability to remember and reproduce information.
Paramnesia- memory deceptions, " false memories" Most often, paramnesia is understood as disorders memory, in which what is happening at the moment seems familiar, already experienced once.
- "Thinking in Images"
- "A couple of words"
- "Word List"
- "Memorizing texts"
- "Memorizing threes"
- "Image training"
- "Big Score"
- "Cicero's Method"
Exercises to improve
auditory memory:
1.Reading aloud;
2. When walking down the street, try to grab and hold for a few moments a fragment of a conversation between passers-by;
4. Try to hear the difference in the sound of people’s steps walking along a fairly long corridor;
5.Listen to a simple piece of music or melody and then try to sing it;
6. When attending classes, treat them with the greatest attention. Try after each lesson to repeat everything you remember;
, School psychological service , Social pedagogy , Competition "Presentation for the lesson"
Class: 9
Presentation for the lesson
Back forward
Attention! Slide previews are for informational purposes only and may not represent all the features of the presentation. If you are interested in this work, please download the full version.
Lesson objectives:
- Introduce students to the cognitive process “memory”, give its general characteristics;
- Reveal the physiological mechanism of this process, identify and characterize the main types of human memory;
- To introduce the basic processes of memory and the conditions for successful memorization and reproduction of material.
- Perform a memory self-test
- To develop in children a general understanding of human cognitive activity, its connection with higher nervous activity, and to cultivate interest in the disciplines they study.
Equipment:
- table "Brain";
- individual cards for enhancing activities and making independent conclusions;
- presentation “Memory, types of memory” to update and facilitate the perception of the material;
- basic lesson summary;
- cards-tables for checking homework on the board
DURING THE CLASSES
ORGANIZING TIME
KNOWLEDGE UPDATED.
CHECKING YOUR HOMEWORK ON THE TOPIC “PERCEPTION AND ATTENTION – IMPORTANT PHYSIOLOGICAL PROCESSES OF THE ORGANISM”
Attached to the board are the cards “PERCEPTION” and “ATTENTION”, as well as the characteristics “Switching”, “INDIVIDUALIZATION”, CONCENTRATION”, “VOLUME”, “ACTIVITY”, “RELATIVITY”, “DISTRIBUTION”, “INTEGRITY”. (see Attachment " Tables », « Tables 1 »)
Students, coming to the board, distribute characteristics among processes, commenting and answering questions that arise. In this way we concentrate on the essence of these phenomena.
We conclude the survey with the problematic question “Why do we train attention? Are we trying to concentrate? Of course, to understand and REMEMBER! So, the topic of our lesson today is “Memory. Types of memory" (slide 1) We begin to work with the reference notes, writing down the topic of the lesson
EXPLANATION OF NEW MATERIAL
- We are working on the definition of memory. What it is? (brainstorm). After formulating it, we write it down in the notes.
- Let's try to explain how the memorization mechanism works (brainstorming is suggested, as a result of which a scheme appears) (slide 2). We duplicate all the points on the board with cards, attracting children to work independently.
- Using a diagram of the structure of the brain (slide 3), we remember which departments are responsible for memorization, work through the material again, after which the children independently write down in notes and shade the corresponding parts of the brain in the picture.
- Independent work of students with cards, with the help of which different groups of students must distribute types of memory depending on the action of willpower, by the duration of storage of information, by the degree of participation of thinking, by the nature of the predominant activity (see Appendix “Cards “Types of Memory”)
- We check the guys’ work using presentation slides 4, 5.
- A minute of rest "Let's play." The children are offered various musical fragments and sounds (see appendix " Sounds for the lesson"), after listening to which you need to determine who the sounds belong to and remember the words of the songs.
- Now we are invited to think about how the memory process itself occurs (slide 6)
- Laboratory work “Determination of the volume of short-term memory.” Using the instructional note card and slide 7, we perform the work, determine the volume of our short-term memory, and draw a conclusion by writing it down. (slides 8, 9, 10).
- And now some tips on what to do to improve your memory, facilitate and speed up the memorization process? (slides 11, 12, 13, 14)
- Let's check right away if these recommendations help. Each student receives a set of words that he must connect with a common thought. (See the appendix “Linking Images”). We listen to the resulting stories.
FEEDBACK
- What did we learn in class?
- What is memory?
- What types of memory do you already know?
- How can you improve your memory and speed up memorization?
