Application of a method of redundancy means to involve and use more information, than is in an initial material. For example, it is necessary to remember the following text: "Limping, they have gone down to small river, and once that went in advance, has reeled, having stumbled in the middle of stone placers... Shoulders it delayed the heavy bales which have been pulled together with belts. Everyone bore a gun. The second traveller has slipped on a smooth boulder and nearly fell down... "(J. London). Pupils usually reproduce so: "Two have approached to the river. They had backpacks and guns. One has not fallen nearly. And quot; when it is required to remember literally, such retelling is not necessary. The redundancy method Here again helps. You should present more than is in the resulted fragment. Try to present a plot in more details, placing emphasis on minor details, introduce action which can and not to be. To remember "down", it is necessary to present this descent, to detain attention to it, to see it both in front, and from above, can, even it is somehow unusual, - for example, to go down sideways, touching quickly feet. And the bale at me was not untied nearly, and I pull together on the move with its belt, and the gun to me stirs, I compel to hold it under the arm. Before slipping, I see transparent water, the slippery stones covered with a moss, I hear water splash. I see and I feel as much, and can be, it is a little more than it was wanted by the writer. The introduced images help me to remember more precisely a detail literally, instead of the words to retell the text. It is interesting, that further, at mastering of this method, it cease to use, skill is turned off, the text is as though remembered in itself.

Earlier we already said, that some researches deny utility of a method of redundancy. So, at storing of the list of words - the HORSE, the FENCE, DESERT, the DROP, the SKY and td - Pupils represent laconic, banal associations. In group of 10-20 persons approximately at 2 / 3 story will resemble: they represent, that the HORSE faces to the FENCE in DESERT and waits, while from the SKY the rain will spill. Whether it is necessary to do from this a conclusion, what people prefer to apply the stereotypic images jammed from the frequent use to storing? If in a kindergarten and at their school would learn in another way, they would remember as? Will judge us, besides, an example of the presented people. At competitions (Riga, 1989) We interrogated all who has reached good result as they remembered words. The task was difficult enough. It was necessary to remember 70 words which dictated in rate "one word in second." For the unprepared person, even with good by nature memory, this impracticable task. The most interesting, that at anybody the story has not repeated! Despite deficiency of time, they had time to improvise, use the elaborate images, unusual turns of a plot. Laconicism and rationality there was not and in devil! Everyone had time to present a bright, detailed plot, sometimes a plot part, but always under an unexpected corner of sight, with unusual details. So, one girl has seen a HORSE drawn on a fence in DESERT; the DROP has fallen from the SKY and has washed off the image... Other pupil has seen a going HORSE on which back the FENCE rocked. The horse went on DESERT and dreamt that though one DROP would fall from the SKY (on fi a fence) and then, at last, it would fall down from her back.

To Expand imagination borders, to improve results, to leave from the habitual representations imposed to us by a mass culture, to be able to see, feel more than is actually, - all it allows to use a redundancy method. It can stir only at logic storing. At figurative it does our representation only by more detailed, and we have a space for creativity and inspiration. It is a method future "ecological" pedagogics.