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Cultural-Historical Psychology

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1816-5435

ISSN (online): 2224-8935

DOI: http://dx.doi.org/10.17759/chp

License: CC BY-NC 4.0

Started in 2005

Published quarterly

Free of fees
Open Access Journal

Affiliated ISCAR

 

Memory in the Learning Activities of Schoolchildren 1334

Repkina N.V., PhD in Psychology, Associate Professor, Psychology Chair, Taras Shevchenko Lugansk National University, Lugansk, Ukraine, repkinagalina@gmail.com
Abstract
In this article we propose a possible approach to the development of ideas about human memory. It is based on the study results of memory in learning conducted from the perspective of activity concept. The internal logic of this approach required to shift studies of memory to the setting of actual learning activities. Connection of the memory with the processes of self-regulation, first of all goal-setting are placed in the foreground, and not the psychological structure of the action. The goal-setting is reflexive by its nature and thus provides the corresponding character to all mnemonic processes. Author suggests that the main function of memory is not only storage or selection and understanding the experience, but it is a reflexive organization directly in the process of accumulation. Theoretical validity and promising practical outlook of such a view on memory is confirmed by the materials from the experimental and vast learning practice directed at developing the student as the subject of educational activities.

Keywords: Involuntary Memory, Memory, Understanding, Voluntary Memory, Developing Education, Reflexive Memory, Reflection, Subject, Educational Activity, Goal, Goal-setting

Column: Empirical Research

For Reference

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