Methods for development of memory, imaginative thinking, imagination | Тренировка, развитие и улучшение памяти

Methods for development of memory, imaginative thinking, imagination

In the beginning of the activity we used only four methods of development of memory: "Renewal", "regression", "consecutive association", "dynamic line". Since then the wide experience is saved up, allowing to say, that "School Ejdetiki" owns not only the methods known throughout centuries, but also new, born our intense work.

Usually authors of known books after it to a theme describe the experience of training of memory or quote others. We have gone other road: long-term experiments, on the one hand, have allowed to find absolutely unexpected-WIDE mnemonics receptions, on the other hand, to reveal not-the effective receptions wandering from the book in the book all over the world . For example, in German and English editions, along with the universal reception named in honour of the ancient Roman orator, "method of Cicero", the method "is resulted; tsifro-alphabetic code", which on our memory any could not seize, even the most meticulous, the pupil.

Now in "to School Ejdetiki" 27 methods and numerous exercises to them are. Experiments, competitions, reports of talented pupils and instructors have allowed us or to rediscover well-known to experts receptions of improvement of memory, or to think up new (for example "changed the modalities", "graphic improvisation"). Sometimes the methods rejected by other authors as not so effective, have in practice appeared very useful (as a method "redundancy").


The Mnemonics

  1. Logic laws.
  2. Consecutive associations.
  3. The Connected associations.
  4. Phonetic associations.
  5. Autobiographical associations.
  6. The Tsifro-alphabetic code.
  7. OCHOG.
  8. Rational repetition.


  1. Revival.
  2. Occurrence.
  3. Transformation.
  4. Figurative hooks.
  5. Figurative thinking.
  6. Sooschuscheniya.
  7. Graphic improvisations.
  8. Dispassionateness.
  9. Regress.
  10. Redundancy.
  11. Method of Cicero.
  12. Recall.
  13. The Changed modalities.
  14. Dynamic conformity.
  15. Imprinting.
  16. The combined methods.
  17. Forgetting.
  18. A photographic memory.
  19. Memory Development in a dream.

Before occurrence to the public Lurija AR's books "the Small book about big memory" All receptions of strengthening of memory were called "mnemonics." Luria for the first time has entered division into a mnemonics (the methods based on verbally-logic thinking) and eydotehniku (from a word "eidos", with grech. - An image; the methods based on is concrete-shaped thinking). In this book it gives an example phenomenal eidetic memories.

Numerous experiments have shown, that reserves of memory of the person are connected with development eidetic memories. From here and the name of our centre - "School Ejdetiki".

At many foreign schools learn, as it is correct; to remember. Our experience convinces what to remember we so we are able, it is necessary to study not to remember, and to reproduce. Here one example which we repeated hundreds times at our lessons. To pupils of 9-15 years on the first employment allowed to remember the big table of symbols. Time for this purpose was enough, from 3 about 5 minutes. At the answer they

have reproduced the table on 40-60%. It is average result. What do at usual school of the teacher? Show the table until pupils will not reproduce it completely. And what we do? We put it aside - and we follow our policy. On last employment we ask pupils: "Recollect, please, that, the first table. And they recollect it on 80-95%. About what it speaks? That the table was in a head, but they could not recollect it. Developing imagination, doing work of the brain as more plastic, pupils have learnt to remember easily. And if the information was remembered at once, so and here repetition? In a technique it is necessary to do accent not on ability to remember, and on ability to reproduce. In many books learn to remember. So, experiment has shown, where it was necessary to direct our researches.

And how to learn to reproduce? It is necessary to look, as the presented people as there are supermemoirs in hypnosis (hypermnesya) as this phenomenon during stress (are known cases of supermemoirs during war) is shown do it. About presented mnemoniste it is well described in book Luria. At the hero of its book for 30 years of supervision over it it has not been found memory borders.

And in hypnosis the person can recollect for a long time the forgotten names, the events, the read books. We will result some the interesting cases confirming it. To us the lawyer who has lost the contract has addressed for the help. In it the sum of money which it should pay has been specified. During a session of hypnosis he has seen the contract before itself (himself) and has recollected the necessary sum. However, paid the contract with some doubts. In some months the contract was. To its surprise, the sums coincided. In the same way there were the gone keys, the hidden jewelry, signs of criminals were recollected.

Canadian neuroscientist Penfield implanted during operations in a brain of patients electrodes. During electrostimulation they it is extraordinary bright remembers the childhood. Visions were so realistic, that it seemed to patients, that they do not recollect, and again are there. And they did not wish to come back.

And examples of the presented people, both hypnosis, and operations, both stresses, and illnesses speak about one: the supermemoirs are always accompanied by bright images. From this follows, that reserves of our memory are connected with activization of the right hemisphere which are responsible for is concrete-shaped thinking.

Among six prize-winners of the International competitions centre to centre memory developments (Moscow, 1988; Riga, 1989) was not any who would use methods of logic storing. All were eydetiki.

Many methods were born at competitions. At inspection of champions of competitions it was found out, that they remember not how we learnt them. They changed methods depending on a situation. So, the method "for example was born; changed modalities".

Many methods are easier for using, than to explain. On an example of geometrical figures and other material we will show, how pupils change storing tactics, imperceptibly passing from one mnemotehnicheskogo reception to another - division into methods is conditionally and often used a combination of methods. But for greater clearness their artificial division and opposition is justified.