process of memorizing the deaf mediated analysis of activity with objects by correlating with the newly perceived held earlier.
The effectiveness shaped memory has a significant impact the ability of deaf children in the perceptual objects to allocate public and private signs, pay attention to the individual phenomena, but these effects can be significant.
Deaf children are generally isolated bright, memorable event.They begin to recognize the objects in the first private, and then a general, initially formed the ability to see small, and only then allocate especially significant.
Hearing children in the development can release all of these features at the same time, in connection with which they have shaped the development of memory is more rapidly.Features of the perceived object affect the process of remembering and storing it in the memory of man.
involuntary memory i
Thus, in pre-school age children are worse places memorize the location of objects.In primary school age deaf have less quality characteristics of image memory, so confused and finding images of objects that are similar in appearance or purpose.
themselves images of objects deaf children remember less accurately than their normal hearing peers.
In the early school years, they easily confuse the different characteristics of individual items, it hardly provides a transition to a new image of the object.
With age, the qualitative differences in remembering visual material between the deaf and hearing decline.
By the nature of voluntary memorization of visual material, we can conclude that the images of objects less systematized deaf children.Deaf children have little use techniques of figurative memory, causing serious damage to the memorization process.
Research involuntary memorizing objects and schematic figures showed that deaf children developed empirically system images less strong before Similarly, in normal hearing.At the same time almost deaf pupils do not use verbal images in memorizing figures, and using inaccurate describe the image of the object.
Specifics shaped memory in deaf children are connected with the inability to complete storing objects, they have almost no previous verbal image of the object.
verbal description of facilities for storing, is twofold: on the one hand, with the help of words the child can give a definition of the subject, using past experience, and on the other - it allows for the integration of the object into a coherent whole.
If the children could choose the exact description of the object memory, then save the information process was much easier.In addition, children in memorizing can use sign language and deaf.
These features memorization of visual material using arbitrary regulation affect both the quality of play, and in the long-term preservation of information.
Deaf children often disappear certain objects or images stored nonessential attributes, whereas normal hearing children are able to maintain for a long time and important properties of objects and their images.
When delayed reproduction deaf children less qualitatively reproduce the similar features of objects.For example, in memorizing images of various fish (perch, bream, carp, etc.) deaf children drew less detail compared to their normal hearing peers.
process of psychological development of deaf children takes place in such a way that the properties are improved memory, increased its volume and consistency.For the development of figurative memory deaf child needs to develop his speech, thinking, encourage the establishment of analysis, synthesis, collation, comparison and imagery information coming from the outside.
It is also necessary to teach deaf children a variety of methods and techniques that facilitate memorization.
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