Verbal memory technique. What is non-verbal memory? Age features of memory
Verbal memory is a memory that is responsible for a person's ability to memorize any textual information. As a rule, memorizing a simple text can be quite difficult. Experts advise coping with these things quite simply: to select words with bright visual, tactile, emotional associations that make it much easier.
Verbal and non-verbal memory
All information that comes from the outside can be verbal, that is, verbal, and non-verbal, that is, not related to speech designation (these are faces, routes, music, smells, etc.). As a rule, a person has one of these two types of memory better developed than the other.
The left hemisphere of the brain is more capable of memorizing verbal information, while the right hemisphere is more capable of processing non-verbal information. This corresponds to the general division of brain functions. In 66% of all left-handers, the brain works in a similar way, and only 33% of them have changes in the functioning of the cerebral hemispheres.
Development of verbal memory
Verbal memory is primarily responsible for the ability to reproduce textual information. Therefore, in order to develop it, it is necessary to refer specifically to the texts.
For example, at any age, this type of memory training is perfect, as it is not at all necessary to choose complex works at once, you can choose short and simple texts for a start, in which there are no complex or outdated words and expressions that are not characteristic of the modern language.
After you have already mastered learning poetry, you will notice that memorizing the texts will become easier and easier for you. After that, you can move on to monologues of characters from plays or more complex texts. As a result of such work, it will be easier for you to perceive and transmit any verbal information.
Non-verbal memory is the ability to encode, store and access memories of faces, figures and images, melodies, sounds and noises, smells, tastes and sensations. Those. non-verbal memory allows us to store and recall information, the content of which is not expressed in words (neither verbally nor in writing). This feature is of great importance as we use it in many everyday situations. Cognitive practice and training can help improve our non-verbal memory.
Types of memory.
- Depending on the type of information that we remember, memory is divided into: Verbal (if the information consists of words read or heard) and Non-verbal (if the information is not expressed in words).
- Depending on how long information remains in our memory, and on the type of its processing, the following types of memory are allocated: Sensory memory, and.
- Depending on the organ with which we perceive information, memory is divided into the following types: and Spatial memory (vision), (hearing), Tactile memory (touch), Olfactory memory (smell) and Gustatory memory (taste).
Examples of non-verbal memory
- Non-verbal memory is essential in various professions such as architect, designer, musician, artist, food critic, etc.
- In the educational process, non-verbal memory is also often used, for example, when memorizing geographic maps, drawing or sketching. Young children are often given assignments in which they experiment with different textures.
- If we need to remember a map or a GPS route, we use non-verbal memory. Failures in the work of this type of memory can lead to the fact that we will not be able to follow the established route or, for example, will not be able to remember whether overtaking was allowed by the road sign that we just passed.
- We also use non-verbal memory in our daily life, for example, when we are trying to remember a melody, someone's face or smell.
Pathologies and disorders associated with non-verbal memory problems
If once we had the trouble to remember someone's face, the details of a visited excursion or museum, this does not mean that we have any problems with non-verbal memory. However, there are a number of disorders associated with a deficiency of this cognitive ability, which can lead to forgetting even the most familiar non-verbal stimuli. A problem with non-verbal memory can significantly complicate our daily activities..
Non-verbal memory impairments are observed in various disorders. One of the diseases in which non-verbal memory is severely affected is Alzheimer's disease, however, these problems are observed with other dementia... On the other hand, difficulties have been observed in people with depression when performing tasks that require the use of non-verbal memory. In addition, brain damage caused by stroke or traumatic brain injury (TBI), can also lead to impairment of non-verbal memory.
How to measure and assess non-verbal memory?
Non-verbal memory allows us to solve many of our daily tasks correctly and quickly. Thus, the assessment of non-verbal memory can be useful in various areas of life: educational process(to know that some of the students may have difficulty remembering a certain topic or show poor performance in some subjects), clinical setting(in order to know that the patient may not remember what medicine he needs to take, as well as the faces of familiar people, or will not be able to behave according to the situation), professional field(to know if the architect will work effectively with projects, and if the truck driver can do his job correctly).
Via can effectively and reliably measure a variety of cognitive abilities, including non-verbal memory... The test that offers CogniFit for the assessment of non-verbal memory, based on the classic tests: NEPSY and the Test for Simulated Memory Disorders (TOMM). In addition to non-verbal memory, this test also measures reaction time, working memory, visual perception, memory for names, contextual memory, monitoring, visual memory, recognition, and information processing speed.
- : Objects in the form of images or sounds appear on the screen. It is necessary to indicate in what format (image or sound) the object appeared last time, and whether it appeared at all.
How to restore or improve non-verbal memory?
All cognitive abilities, including non-verbal memory, can be trained to improve their performance. CogniFit gives you the opportunity to do it professionally.
is the basis for the restoration of non-verbal memory and other cognitive abilities. CogniFit offers a series of clinical exercises for the rehabilitation of non-verbal memory and other cognitive functions. The brain and its neural connections are strengthened through the use of functions that depend on them. Thus, if we regularly train non-verbal memory, the brain structures responsible for this ability will be strengthened.
CogniFit consists of an experienced team of professionals specializing in the study of synaptic plasticity and neurogenetic processes. This made it possible to create personalized cognitive stimulation program that adapts to the needs of each user. This program begins with an accurate assessment of non-verbal memory and other fundamental cognitive functions. Based on the results of the assessment, the cognitive stimulation program from CogniFit automatically suggests a personalized training regimen to strengthen non-verbal memory and other cognitive functions that are assessed as impaired.
Training to improve non-verbal memory should be consistent and regular. CogniFit offers assessment and rehabilitation tools to optimize this cognitive function. For correct stimulation, you need to devote 15 minutes a day, two or three times a week..
CogniFit Cognitive Stimulation Program Available Online... A variety of interactive tasks await you in the form of fun brain games that you can play with your computer. At the end of each session CogniFit will show you a detailed progress graph your cognitive state.
Very often you can hear that a person has a verbal memory, and also that one should try to develop it in every possible way. However, what does this term mean? What is meant by verbal memory? It is with this that this article will help you figure it out. You will learn what verbal memory is, how it differs from non-verbal memory, how to check its state, and also how to develop it at any age.
What it is?
Verbal memory is a memory that is responsible for a person's ability to memorize various information provided in verbal form. This means memorizing texts, news, poems, reports that you are going to present, and so on.
As a rule, the use of exclusively verbal memory can be fraught with problems, since it can be extremely difficult to remember a clear text. However, this type of memory will be very useful to you in life, regardless of which career path you choose. Accordingly, you need to develop it. Verbal memory is what allows you to assimilate the most difficult information, that is, dry text.
Verbal and non-verbal memory
However, before we talk about how exactly this can be improved, it is necessary to fully understand what it is. And the easiest way to do this is through comparison - this way you can understand how verbal memory differs from non-verbal memory.
As mentioned earlier, in the first case, you memorize information that comes to you from the outside in the form of text, words, speech. Accordingly, non-verbal memory is the exact opposite. And the information that you receive and remember in this way is neither text, nor speech, nor anything else like that. Most often these are images, faces, images, scents, sounds, etc.
Thus, verbal memory is responsible for verbal data, while non-verbal memory is responsible for figurative data. At the same time, studies show that one type of memory is better developed in all people than another. How does this happen?
Hemispheres of the brain
The left hemisphere of the brain is precisely the center that is responsible for memorizing verbal information, while the right hemisphere is already responsible for images, sounds and other non-verbal forms of information. Accordingly, now you know that if you want to develop the verbal properties of memory, then you should concentrate on the activity of the left hemisphere of the brain.
Separately, it is worth talking about left-handers. Many people believe that absolutely all left-handers have completely opposite functions of the cerebral hemispheres compared to people who write and perform basic actions with their right hand. However, this is a common misconception - in fact, most people who write with their left hand have exactly the same brain functions as right-handed people. Only thirty percent of them have a change in the functionality of the cerebral hemispheres to the opposite.
Verbal intelligence
If you want to know about the development of verbal memory, then you first need to understand another concept, such as verbal intelligence. What is it, and what does it have to do with memory?
The fact is that the connection between the two concepts is direct - verbal intelligence is responsible for a person's ability to analyze textual information and generate it independently. Thus, the higher it is, the better you can understand the text, the broader your vocabulary.
It is easy to understand that thanks to this, your verbal memory also improves, since you are able to memorize more various information, being aware of it, and not just memorize it. It will be much more efficient to use memory, filling it with what you understand than just a set of letters and words that you can only mindlessly reproduce.
Verbal memory is formed in children, that is, already at a very young age. So parents should think about how to stimulate its development and increase the verbal intelligence of children from a very early age.
Semantic memory
There is one more concept that is worth mentioning before moving on directly to and improving verbal memory. This is semantic memory. This concept can be found less often in everyday life, but much more often it is used in psychology. What it is?
As a matter of fact, this is a kind of system in which a person stores his generalized idea of the world around him in a verbal form. Thus, this is a subtype of verbal memory, since semantic memory does not imply the storage of any emotions or experiences associated with information about the world around us. And these emotions can be stored exclusively in a verbal format.
Testing
So, it's time to move on to practice. What needs to be done to determine how well your verbal memory is? The test is carried out mainly only on young children under the age of ten, since in adults it can be a little difficult to determine the level of verbal intelligence or verbal memory.
The reason here lies in the fact that it is at the very youngest age that there is a constant increase in certain knowledge, so it is easy to determine at what stage of verbal development the child is. Adults, on the other hand, do not differ too much from each other in this indicator.
Verbal memory in children is tested using play methods. For example, a child is asked to choose an extra object or image from a row, or to finish a sentence that has been started. These small tests will help determine your baby's developmental level.
However, the verbal is also tested in adults. How does this happen? The most common option is that the psychologist reads to the patient a list of fifteen words that have absolutely no connection with each other, and the latter must reproduce them. Typically, the average person is able to memorize seven out of fifteen words after one reading. When the list is read to him four times in a row, he can reproduce already from twelve to fifteen words. And fifteen minutes later, this number drops again to ten words.
This means that if you show similar results, then your verbal memory is normal, but if the results are worse, then you should work on it. However, even if the results are normal, you can always strive for something greater. How exactly? This is what will be discussed now.
Development in children
As mentioned earlier, it is best to develop verbal memory in children. The fact is that memorizing words, sentences and whole texts is a rather boring and uninteresting activity, so a small child is unlikely to show serious interest in this. And as you know, a small child must be interested in order to achieve something from him. Therefore, try to come up with various games that will include memorizing words and sentences. Instead of texts, let the child learn poems, since they are given much easier, and the rhythm of their pronunciation always pleases children. Later, you can move on to more serious options, but always remember that children should be interested, otherwise the results will be scanty.
Trainings
If we are talking about adults, then such simple techniques will have far from the most impressive effectiveness. Therefore, you need to pay attention to trainings that psychologists can recommend.
One of the most popular is the replay of the TV news. Its essence lies in the fact that when watching the news, you need to repeat what the presenter said, as accurately as possible. This way you can develop your verbal memory much more efficiently than when you just read and memorize a text.
Age features of memory
Naturally, when a person gets old, his memory deteriorates significantly. However, it should be noted that when trying to reproduce the story just read, seventy-year-olds show no worse results than twenty-year-olds. But if you ask them to try to reproduce the same story as accurately as possible half an hour after reading, the young people are doing much better at the task.
At present, the peculiarities of the development of verbal memory in preschool children with hearing impairment are becoming an urgent problem.
In special pedagogy, there is a number of studies devoted to the analysis of the formation of verbal memory in children with hearing impairment and its use in the learning process: an activity approach is implemented in deaf education (R.M.Boskis, N.G. Morozova, M.N. Nikitina, E. G. Rechitskaya), reveals the features of involuntary memorization of words by children with hearing impairment (L.V. Zankov, V.G. Petrova, T.V. Rozanova), sentences (D.M. Mayants) and coherent texts (T.V. Rozanova), some aspects of voluntary memorization of verbal material were analyzed (D.I. Lebedev, T.V. Rozanova, I.M.Soloviev).
Verbal memory is considered as one of the most complex forms of mental activity, which is directly related to speech, the development of which in children with hearing impairment is slow and peculiar.
Verbal memory (memory-story) is expressed in memorizing and reproducing our words, nursery rhymes, jokes.
Among the types of memory, verbal and verbal-logical memory are distinguished.
Verbal-logical memory is a set of psychophysiological processes of memorization, preservation and reproduction of thoughts, concepts and verbal formulations.
Verbal memory is a type of memory that determines the ability to memorize, store and reproduce speech (verbal) information.
We can say that verbal memory is verbal memory. A.R. Luria singles out verbal memory as a more complex and higher specifically human kind of memory.
A person not only uses words to designate objects, and verbal speech not only participates in the formation of representations and the storage of visual information. He receives the overwhelming amount of knowledge through the verbal system, perceiving oral information, reading books and storing in his memory the results of information obtained through speech.
Verbal memory is to an even lesser extent the direct fixation of words and the passive storage of the images evoked by them than the fixation and storage of the results of visual experience, deposited in the form of representations.
Verbal memory is always a processing of verbal information, extracting the most essential from it, abstraction from the secondary, irrelevant and retention of those thoughts that come across in a verbal message. This means that the basis of verbal memory is the process of recoding the reported material, associated with the generalization of the central moments of information.
Verbal memory is often called "associative" or "logical". This is due to the fact that words evoke whole chains of a matrix of associative or logically connected elements in us.
Verbal and logical memory, according to V.A. Krutetsky, is expressed in memorizing, preserving and reproducing thoughts, concepts, verbal formulations. Thoughts do not exist outside of speech, outside of certain words and expressions. The reproduction of thoughts does not always occur in the same verbal expression in which they were originally expressed. In some cases, only the general meaning of the material, the essence of thoughts, is remembered and reproduced, and their literal verbal reproduction is not required. In other cases, it is necessary to memorize and reproduce the exact, literal verbal expression of thoughts (rules, definitions, etc.). However, literal reproduction of verbal material can occur without understanding its meaning, then memorizing it will no longer be logical, but mechanical memorization. The form of thought reproduction depends on the level of speech development. The less developed the child's speech, the more difficult it is for him to express the meaning in his own words. But in this case, it is just and important to encourage him to retell the material in his own words.
Remembering the meaning is memorizing the general and essential aspects of the material and distracting from insignificant details and features. Highlighting the essential depends on understanding the material itself, what is most important and significant in it, and what is secondary. Consequently, memorization and reproduction of semantic material is closely connected with the processes of thinking, with the mental development of the child, with the stock of his knowledge. Children, especially young children, independently identify essential features with great difficulty, they need the help of a teacher. As for the details, children often remember and reproduce them very well, attach disproportionate importance to them, especially when these details have vivid clarity, concreteness and emotional impact.
P.P. Blonsky emphasizes that since verbal memory exists for other people due to speech development, its development is socially conditioned.
According to P.P. Blonsky, socially conditioned memory does not appear immediately in ontogeny. In its development, 3 main stages can be distinguished:
Simple reproduction;
Socially conditioned selective reproduction;
Literate memory using writing.
The development of verbal memory begins in the second year with reproductive verbal memory. Otherwise, the child would not have learned the language. The most rapid development of verbal memory occurs in preschool age. Following the reproducing verbal memory and simultaneously with it, under the influence of upbringing and training, a telling memory (selectively reproducing verbal memory) develops. This memory pushes memory-reproduction into the background, and in essence the development of verbal memory in childhood is mainly the development of this particular memory. It begins to form in preschool childhood, but its most energetic development occurs at school age.
There are three main groups of children with hearing impairments: deaf, hard of hearing (deaf) and late deaf.
Deaf children have profound, persistent bilateral hearing impairment, which can be hereditary, congenital, or acquired early in childhood - prior to language acquisition. If deaf children are not taught speech by special means, they become dumb - deaf-dumb, as they were called not only in everyday life, but also in scientific works until the 1960s. Most deaf children have residual hearing. They perceive only very loud sounds (with a strength of 70 - 80 dB) in the range not exceeding 2000 Hz.
Hearing impaired (deaf) - children with partial hearing impairment, leading to impaired speech development. Hearing impaired children are children with very large differences in the field of hearing. A child is considered to be hard of hearing if he begins to hear sounds with a loudness of 20 - 50 dB or more (hearing loss of the first degree) and if he hears sounds only with a loudness of 50 - 70 dB or more (hearing loss of the second degree).
Late deaf people are children who have lost their hearing due to some illness or injury after they have mastered speech, i.e. at 2 - 3 years of age and later. Hearing loss in these children is different - total, or close to deafness, or close to that observed in hearing impaired. Children may develop a severe mental reaction to the fact that they do not hear many sounds or hear them distorted, do not understand what they are told.
Studies by domestic defectologists and psychiatrists (R.M.Boskis, T.A. Vlasova, M.S. Pevzner, V.F. children with hearing impairments are slowing down and distortion of the formation of speech in the first years of a child's life.
Children with hearing impairments show a sufficient ability to perform rather complex constructive tasks (Koos cubes, creating models from a constructor, drawing, modeling, etc.), which significantly distinguishes them from oligophrenic children, whose visual constructive activity is much poorer and mostly has an imitative character.
At the same time, in children with hearing loss, there is an inadequacy of those types of intellectual activity that are closely related to speech. Difficulties in them are caused by tasks requiring speech design and speech reporting.
The selection and consolidation of individual properties of objects is violated, as a result of which the formation of object representations suffers. This, in turn, leads to the fact that the child cannot freely operate with ideas, difficulties arise in their actualization.
Tasks for classifying objects, establishing the sequence of events, highlighting the "extra four", comprehending plot pictures cause difficulties in the speech design of the answer, while the way of completing the task, understanding the task posed by the experimenter indicate a sufficient level of intellectual development.
There are several methods for studying verbal memory in preschool children.
Methodology "10 words" A.R. Luria.
Purpose: studying the state of memory, identifying mental status (exhaustion, fatigue), stability of attention.
Equipment: 10-word plaque.
Instruction: “Now I will read 10 words. Listen to them carefully, and then repeat. Then I will read the same row of words again, and you will repeat it again. And so only 5 times. "
HOUSE FOREST CAT NEEDLE BROTHER NIGHT BRIDGE WINDOW HORSE TABLE
Methodology "Repetition of words and numbers".
Research objectives: Reveal understanding of the meaning of the assignment; the ability to retain in memory a number of words, a number of numbers and repeat them, the skill of self-control; duration of concentration.
Equipment: cards with words and numbers.
Instruction: “Now we are going to play. I will name, and you repeat. " They name three familiar words and ask them to repeat them.
Then other words are called and asked to repeat them in reverse order. The same for dialing from numbers.
Method "Memorizing numbers" in order to study the amount of memory.
The child receives the task for several attempts to reproduce an increasing number of numbers.
After each next listening to it, the child tries to reproduce the entire row. The experimenter notes the number of numbers that the child remembered and named correctly during this attempt, and reads the next row.
In the methodology "Reproduction of stories" to study the volume and accuracy of reproduction, children are read a story, they perceive it by ear. They then reproduce the story orally. When analyzing, it takes into account whether all semantic links are reproduced, which is omitted. For memorization, the most preferable stories are: "Jackdaw and Doves", "Ant and Dove", "Logic", "Columbus Egg", "The Eternal King", etc.
The methodology "Self-control of children in the process of text reproduction" is carried out individually with children 4-6 years old. First, a fairy tale is read to the child with a request to remember it. Then he tells what he remembers. Conclusions are drawn about the individual and age characteristics of self-control, about the predominance of one or another of its types in different periods of preschool childhood.
Bibliography
1. Blonsky, P. P. Memory and thinking [Text] / P. P. Blonsky. - M.: State Socio-Economic Publishing House Leningrad - 215 p.
2. Boryakova, N. Yu. Pedagogical systems of teaching and upbringing of children with developmental disabilities [Text] / N. Yu. Boryakova. - M.: AST Astel, 2008. –222 p.
3. Boskis, R. M. Deaf and hard of hearing children [Text] / M. R. Boskis. - M.: Publishing house "Soviet Sport", 2004.
4. Luria. AR Theory of development of higher mental functions in Soviet psychology [Text] / AR Luria. - M.: Questions of Philosophy, 2003.
5. Stolyarenko, L. D. Fundamentals of Psychology [Text] / L. D. Stolyarenko. - M.: Rostov-on-Don: Phoenix, 2005 .-- 672 p.
Semantic memory is a memorization system based on the semantic characteristics of concepts. The organization and structuring of semantic memory, thus, is based on a meaningful description of concepts and words denoting these concepts. Such memory, as we have already seen, is in a sense the opposite of figurative memory. The differences lie in the fact that if the figurative memory is a memory for "raw", "undistorted" images that preserve the topology, i.e. the relationship of their spatial parts, then semantic (verbal, or verbal) memory is based on the code description of concepts.
In principle, the code description does not preserve any topological features of the original concept, if such features were present. For example, in the code description of a face, one can speak of sequential lists of characteristics of individual parts, expressed in terms of length, area, cut ™, etc. This type of memorization is, of course, compatible with and complements figurative memory.
However, the most important is semantic memory when memorizing concepts, words and representations that have no figurative analogues. For example, it is difficult to visualize concepts such as kindness or difference. Such abstract concepts, of course, have connections with various images, but these connections, as a rule, are mediated and associative. Perhaps the exception is the examples of synesthesias and exotic figurative associations used by some mnemonists considered below. Thus, semantic memory is based on the structuring of meanings, meanings of concepts. Moreover, it is based, firstly, on memorizing the codes of individual features of concepts, which occurs as a result of complex processes of identifying and describing these features, and, secondly, the establishment of a system of associative links between individual features and whole concepts. As a result, it is clear that semantic memory provides many more options for memorization and ways of establishing connections between concepts than figurative memory.
In fig. 9.10 as an example or, more precisely, a model of a part of the semantic memory of a person, a small section is given semantic web, defining the possible systems of connections between the concepts, defined by the words of the lines of the famous poem by D. Kharms:
Ivan Toporyshkin went hunting,
The poodle went with him, jumping over the fence,
Ivan, like a log, fell into the swamp,
And the poodle in the river jumped an ax ...
Using as an example a rather bizarre, exotic text of Kharms, perhaps, helps to better feel the ideology of building semantic memory. Indeed, its structure presents the possibility of establishing connections between any concepts. Moreover, the memory structure makes it possible to assign to each connection a certain value of the frequency of its use, and the frequency or, as they say, the weight can be different depending on the situation of using this connection, i.e. from the general context. Figure 9.10 also illustrates the fact of the existence of a different and constantly changing number of properties in a given concept. Properties describing a certain concept or, as is often said, attributes of this concept may themselves represent complex hierarchically organized structures.
In order to more deeply imagine the organization of semantic memory, you can try to supplement Fig. 9.10, describing additional links, weights, concepts, their definitions and attributes. This work leads to an important conclusion: the structure of semantic memory is constantly being reorganized. This property is inherent in memory and follows from its network structure. Indeed, depending on the situation, the list of attributes of each memory node must change, in addition, the priorities of the attributes must change. In some conditions, we rely on some properties of objects, in others - on other
Rice. 9.10. Semantic memory area model. Each concept, denoted by a rectangle or ellipse, can have many arrows indicating properties, parameters or characteristics. A section of the semantic memory network can be completed or rebuilt depending on the situation. Different arrows-links can have different weights or frequency of use of rs, and this effect is based on the variety of human mental activity.
The development of semantic memory models is based on a large amount of experimental data. In particular, on the results showing that the semantic memory in the general case is not a graph, but a network structure (Fig. 9.11). Under count in this case, we mean some economically constructed structure in which there is a single path of communication between any two points. From these examples, it is clear that in a complex network, simpler sections, which are graphs, can be distinguished.
The main difference between graph and network structure is related to the principle cognitive economy, or the non-redundant structure of connections between concepts. Within the framework of the semantic model, one can go from one concept to another using many paths. The link graph model requires a single path, a high degree of economy and hierarchy. The term "cognitive economy" means, therefore, the economy of connections between traces of knowledge (cognio- knowledge, concept).
Experimental verification of the correctness of a particular model is based on measuring the decision-making time in determining the similarity of various concepts. For example, determining whether pairs of words such as hemlock and daisy were in the same category took longer than determining the similarity between hemlock and parrot. Thus, this experiment showed that in order to go from the name of one flower to the name of another, it takes a longer way than when determining the relationship between the name of a flower and an animal. In the memory graph model, the opposite would be expected. Strict ordering of concepts and
Rice. 9.11. Diagram of differences between graph (A) and network (B) models of semantic memory organization. The graph model implements the principle of cognitive economy, the network model - the possibility of direct connections between any concepts, the economy of connections of this model requires a short path to go from the name of one plant to the name of another; this requires making a small number of steps up the graph to the "plants" node. However, the transition between distant nodes of a particular plant and a particular animal should take a much longer path and much longer.
The conclusion from many such experiments was made in favor of the model of an uneconomical semantic network, which allows for the possibility of a disordered and seemingly strange system of connections "everyone with everyone".
A variant of the network model of semantic memory is in good agreement with the assumptions that in the process of development, memory is formed according to the principle of "cores", when a certain concept is reflected by the structure of a section of the network. Moreover, as a rule, individual concepts in the process of memory and organism development are partial, far from complete, sometimes not entirely correct knowledge. As a result, each "core", each "atom" of knowledge is formed gradually and carries many previous, previously established connections. That is why, as the results of experiments show, the time for making decisions about the correctness (assessment of the truth) of statements often does not depend on the minimum number of connections between concepts and is shorter when analyzing in frequently encountered expressions.
