DEVELOPMENT OFIMAGINATIVE MEMORY OF SCHOOLCHILDRENFROMEARLY SPECIALIZED CLASSES

Memory is a property of a living system that consists in recordingаthe facts of interaction with the external and internal environment, storing the results of this interaction in the form of experience and usingit to registerbehavior [2].

There are many reasons for classifying memory.оThe most well-known is the classification of memory by the leading type of mentalеactivity, developed by P. P. Blonsky [3]. The scientist distinguished educationalз, emotional, motor and verbal-logical types of memory.

1. Image memory-information is stored in the form of visual,auditory, gustatory, tactile, and olfactory images.

2. Emotional memory is a type of memory that consists of remembering feelings, emotions and moods (for example, fear of the dark).

3. Motor or motor memory-it is aimed at memorizingvarious motor acts: writing, walking, cycling, etc.

4. Verbal-logical memory is a type of memory that consists in rememberingиnumbers, words, concepts, and rules.

In the course of our work, we studied the development of imaginative memory in students during the school year. The study was conducted on the basis of the municipalвautonomous general education institution of secondary general education school No. 16 in Gubkin, Belgorod region. It was attended by students of the profile 11 classes.

The students were divided into the following groups: group 1 – young men studying in the socio-economic class; group 2-young men from the class with a biological and chemical profile of training; group 3-youngюmen studying in the physics and mathematics profile class; group 4-girls from the class with a socio-economic profile of training; Group 5 – girls studying in the biology and chemistry profile class; group 6-girls from the physics and mathematics class.

In the course of our work, we used the method of "Imaginative memory" by V. P.оS. Lomin. The reliability of the obtained data was determined using the Student's t-test. The following results were obtained (Table 1):

Table 1

Image memory capacity indicators

According to the table, at the end of the experimentа, the imaginative memory volume indicator in young men from group 1 was 23.72% (p < 0.05) higher than at the beginning of the study. The level of imaginative memorization increased from high to very high.

At the end of the experiment, the volume of imaginative memory in young men from group 2 increasedиby 2.86% compared to the beginning of the study, which corresponds to a very high level of imaginative memorization.

At the end of the experiment, the volume of imaginative memory in schoolchildren from group 3 increased by 12.71% (p < 0.05) compared to the beginning of the study. The level ofбob different memorization increased from high to very high.

At the end of the experiment, the girls from group 4аshowed a 7.07% (p < 0.05) higher volume of figurative memory than at the beginning of the study, which corresponds to a very high level of figurative memorization.

The volume of imaginative memory in girls from group 5 increased by 14.44% at the end of the experiment compared to the beginning of the study. The level of imaginative zacommemoration has grown from high to very high.

In group 6 girls, the amount of imaginative memory at the end of the experiment increasedиby 36.67% compared to the beginning of the study. The level of imaginative memorization increased from high to very high.

Comparing the indicators of the volume of image memory between girls and boys from the socio-economic profile of training, we found that in girls from group 4, this indicator is higher than in boys from group 1 by 25.84% (p < 0.05) at the beginning of the experiment and by 8.90% at the end of the study.

In group 5 girls, the volume of image memory at the beginning and endof the surveywas lower than in group 2 boys by 16.67% (p < 0.05) and 4.86% (p < 0.05), respectively.

At the beginning of the experiment in the physics and mathematics class, the indicators of imaginative memory of girls were 20.67% lower than in boys of thiseducationalprofile. At the end of the study, the indicators of girls were 0.49% higher than those of boys.

Comparing the volume of imaginative memory of the biological-chemical and physical-mathematical profiles with the socio-economic profile among young men, we found that the memory indicators of students in group 2 are higher than in boys from group 1 at the beginning of the experiment by 33.47% (p < 0.05), at the endofthe study – by 10.96%. The memory capacity of children from group 3 was higher than that of childrenоfrom group 1 at the beginning and end of the experiment by 10.43% and by 0.60%, respectivelyн.

Analyzing the volumes of imaginative memory of biological-chemical, physicalи-mathematical, and socio-economic learning profiles among girls, we found that the subjects from group 5 had lower memory indicators than the students from group 4 by 10.0% at the beginning of the experiment and by 2.91% at the end of the study. The memory capacity of girls from group 6 at the beginning and end of the experiment was lower than that of students from group 4 by 37.50% and 7.72%, respectivelyт.

Comparing the memory capacity of biology-chemistry and physics-mathematics classes among young men, we found that thisindicatorof a-memory in students from group 3 was lower than in boys from group 2 by 20.86% (p < 0.05) at the beginning of the experiment and by 10.29% (p < 0.05) atthe end research.

Analyzing the indicators of imaginative memory of biology and chemistry and physicsandmathematics classes among girls, we found that thisindicatorof a-memory in girls from group 6 at the beginning and at the end of the experiment was lower than in students from group 5 by 25.0% and 4.67%, respectively.

Thus, regardless of the learning profile, both boys and girls had higher levels of imaginative memory at the end of the study compared to the beginning. Among young men, imaginative memory is best developed in students of the biology and chemistry class, and among girls-in students from the socio-economic class. The best result among all subjects was shown by young men from the biology and chemistry class.

Our results show that the educational programsofstudents of physical and mathematical, biological and chemical, as well as socio-economic profiles have a positive impact on the indicators of the volume of imaginative memory recorded during the school yearо. To a greater extent, the development of imaginative memory is promoted by training in the biological and chemical profile.