One of the most unusual manifestations of the functioning of the brain is memory, which is short-term, episodic and emotional.

The latter is the preservation of emotions and feelings in the subconscious.

Impressibility will become a prerequisite for the formation of communicative character.

This is an indispensable factor in the formation of the ability to sympathize and compassion.

It is considered a fundamental element of excellence in certain professions, including teaching and acting.

General information

Emotional memory is a memory for vivid memorable events. It plays an important role in the life of all people. Past and surviving emotions and memories become signals that encourage decisive action or keep from those that caused previously negative experiences. Emotional memory is much stronger than its other varieties. In some cases, events that have occurred long ago leave in memory only sensations, emotions, impressions.

Emotional memory refers to the memories of the emotions and feelings experienced in the past. Experts to this day do not have a consensus on what is deposited in the subconscious better, positive or negative impressions. Western scientists argue that positive emotions are remembered more strongly, while Russians believe that negative emotions (suffering, anxiety) are much more important for survival.

It cannot be said that if there is no emotional memory, then this is a significant minus, but in many professions, for example, teachers and artists, it is necessary. The ability to empathize will also become underdeveloped.

In the absence of this kind of memory, one should not despair, since this is only a skill that is improved through constant training.

Physiological basis

As a physiological basis, there will be traces of nervous shocks experienced in the past, preserved in the cerebral cortex due to the plasticity of the central nervous system: any process provoked by an external factor cannot pass without a trace for nerve tissues, but leaves an “imprint” inside it as certain functional changes . They make it easier for the accompanying processes in the central nervous system when they are repeated.

The physiological processes in the brain observed during the process of recollection are the same in content as during perception: memory needs the same apparatuses of the central nervous system to function as perception itself. It is caused by the influence of external factors.

That emotions exist was proven by scientists when the amygdala was discovered in the temporal part of the brain. This part of the limbic system is directly responsible for the formation of emotions. However, vegetative changes within the body under the influence of anxiety, for example, are the function of the hypothalamus. The processes that occur in the limbic system are characterized by electrical and biochemical origin. They affect the well-being of internal organs.

The only difference is that during perception, the central processes are constantly supported by irritation of the receptors, while during memory they are only "imprints" of the nervous processes that have occurred.

All emotions remain in memory due to the development of synaptic communication. Different parts of the brain are involved in the formation of the trace:

• cortex: crown, temporal and frontal regions;
• cerebellum;
• hippocampus;
• subcortical nodes.

The relationship between will be established over time. The functioning of chemical components (, calcium and enkephalin) is important here. These components are impulse-transmitting hormones.

EP functions

The development of this type of memory is required by everyone, since a person without emotions will not be interesting during a conversation. In addition, such people lack empathy, compassion. Based on this, it is possible to distinguish the following functions:

• the formation of a versatile personality;
• education of emotional intelligence;
• improving orientation in society;
• stimulation of creativity.

Emotional memory allows a person to feel more confident and raise self-esteem in the eyes of others.

Kinds

The criterion for division will be what activity of mental processes is expressed during memorization. There are 4 main types of memory:

• Motor. Movements are remembered. Movement, any motor functions are delayed with the direct participation of motor memory.
• Emotional. The ability to remember sensations associated with things, events or phenomena.
• figurative. Memorization of various silhouettes, outlines, concepts that are formed as an abstract image.
• Verbal-logical. Memorization of mental images, concepts that are embedded in words and conclusions. Formed in childhood.

The latter is considered the most difficult and appears later than others, due to the efforts of the will.

How EM works

Functioning is based on the interconnection of several structures: emotions (positive or negative), sensations, thoughts and information that encourages a person to think. They are intimately connected and inseparable in the subconscious.

For example, after reading a story, a person is not able to remember the writer or the name after 4-5 days. And the aroma of the pages, the cover and the euphoria from the read book can be remembered for many years. According to recent research, adrenal hormones are actively involved in the storage of various events, and they are not involved in ordinary memories. It is possible that a specific memory mechanism forms such a vividness of impressions of past events in a person.

In psychological science, this type of memory is studied because of its ability to form unconscious emotions, covering when unconscious irritating factors appear. For example, in childhood, a person went to buy fresh bread, on the way home he smelled a pleasant smell, broke off a piece, but a dog suddenly ran out and scared him. As time passes, forgetting about this incident, a person will pass near this place and feel that smell and a feeling of fear and anxiety.

Not everyone has this type of memory developed to the same extent. This is easy to figure out by asking 2 children who rode the merry-go-round about their emotions. The first with animation will tell in detail about each episode and about everything that caught his attention. Another will say that he liked it without going into details. A year later, 1 will remember everything in detail, and 2 will only indicate the very fact of spending time on the carousel.

EM development

Emotional intelligence is the ability to perceive the emotional component and exercise its control. Without its formation, it is impossible to manage the team. This is a necessary trait of a true leader. An individual who has high emotional intelligence is easily recognizable. He quickly finds a common language with the environment, because he can understand his own and other people's emotions. He is distinguished by affability and cheerfulness.

Developed emotional intelligence is extremely important for artists. However, for people with a different profession who want to use all the resources, it will be a serious help in remembering.

In order for this type of memory to develop better in children, it is necessary to help him “connect” more often thinking using images, go with him to new places and teach him to read and art from an early age.

In adulthood, a specific type of memory predominates, and the psyche is aimed at a certain type of activity. It is quite difficult for an adult, formed individual to change the mindset. However, emotional memory is present in everyone, and it is possible to develop and raise it to the level of consciousness.

For the development of children, you can try the following exercises:

• "Ball of Happiness" Several children and an adult are playing. The child catches a thrown ball and remembers an event during which he felt happy. Then, he throws the ball to another.
• "Magic Bag" You need to remember and write down on paper all your anxieties, fears. Fold deep into the bag, tightly tied and thrown away.

As an adult, the following training is possible:

• A diary. It is necessary to write down your own feelings and experiences, and then, after a lapse of time, by re-reading them, you can restore them again. Thus, the muscle of emotional memory is trained.
• Bibliotherapy. After rereading the book, a person experiences the emotions of literary characters. Often, books that are read as children can trigger experiences that can become attached to stimuli. For example: while reading, the wind increased, the leaves began to rustle. Over time, with the wind and the rustle of leaves, those experiences and the book read can be recalled in memory.

Human behavior throughout life is built on the basis of emotional memories. The criterion for the division of memory is mental activity, often used by an individual. The limbic system is responsible for the formation of the appropriate emotional state. Memorization is formed through the synthesis of long-term relationships between brain neurons. Predisposition to creativity, initially involves a variety of memorization using mental images and emotions. The formation of emotional memory is an important aspect for those who have decided to find themselves in the literary, musical or acting field.

Introduction

Chapter 1 ..........................................................

1.1 Theoretical views ............................................................... ......................................

1.2 Positive and negative emotions .............................................................. ..............

1.3 Physiology of emotions............................................................... ................................................

1.3.1 Neuroanatomy of emotion .............................................. ............

1.3.2 Neurochemistry of emotions............................................................... ...............................

1.3.3 The biological significance of emotions............................................................... ...............

1.3.4 Recent research............................................................... .........................

1.3.5 Placebo efficacy .............................................................. ......................

Chapter 2 Memory .................................................................................................................

2.1 Individual differences in memory............................................................... .........................

2.2 Types and forms of memory............................................... ...............................................

2.3 Mechanisms of memory............................................... ...............................................

2.4 Some common memory impairments ..............................................................

2.5 Some universal principles in the mechanism of memory ..................................................

2.6Some effects and laws of memory.................................................... ....................

2.7 Physiology of memory............................................... ...................................

2.8 Recent research............................................................... .................................

Chapter 3 Interaction of Emotion and Memory ...............................................................

3.1 Learning, reproduction of mnemonic material and emotions.

Research activities ................................................................ ....................................

3.2 Emotional memory............................................................... ...............................................

3.3 Displacement mechanism............................................................... ...............................................

3.4 Emotions and information stored in memory .............................................................. ........

3.5 Association experiment............................................................... ...............................................

3.6 The role of memories in the experience of sadness .............................................. ..........

3.7 Dependence of memorization on impressions and emotions ..............................................

3.8 School of memory............................................... ................................................. .........

Study ...................................................................................................................

Conclusion .........................................................................................................................

List of used literature ........................................................................

Summary ..............................................................................................................

Applications

Introduction

At the level of common sense, it is obvious that there is a connection between emotions and memory. It is well known that we all remember emotionally rich events very clearly and in detail. Elderly people remember how they learned the news about the end of World War II and the treacherous assassination of John F. Kennedy. A large number of people in the United Kingdom and many people around the world will always remember the circumstances under which they learned about the death of Princess Diana. In addition to excellent memory reproduction of the main event, other minor details are also remembered.

This work will show that people remember special or unusual events, and that the emotion associated with the event was more likely to be remembered and could facilitate the recall of a real-life event in memory, and also that emotions influence the memory process and that the influence of positive and negative emotions are different. Research will be foreseen that will shed light on what this influence consists of - do positive emotions contribute to the preservation of memories, or do negative emotions erase them? Or maybe both processes take place?

In the section on the physiology of emotions, we will show that no matter what emotion a person experiences - powerful or barely expressed - it always causes physiological changes in his body, and we will also introduce the neuroanatomy of emotions and the concept that connects emotions with the functions of certain brain structures, which belongs to an American neurologist J. Peipetsu, and its improved model - the limbic system of P. McLean. The emergence of any emotion is also based on the activation of various groups of biologically active substances and their complex interaction. Modern data indicate a strong dependence of our moods and experiences on the biochemical composition of the internal environment of the brain, which will be discussed in the neurochemistry of emotions section. This concludes by summarizing the biological significance of emotions and presenting some of the latest research in this area.

Next, consider the definition, main features and characteristics, the main types and mechanisms of processes occurring in memory, as well as the existing classifications of types of memory: according to the participation of the will in the process of memorization; by mental activity, which prevails in the activity; the duration of the preservation of information and the essence of the subject and the method of memorization.

The memory of feelings and emotions can last even longer than the intellectual memory of specific events, which will be discussed in more detail in this work. We will talk about the processes that any person goes through in order to remember the necessary information, and subsequently reproduce it, such as remembering, saving, recalling and forgetting. Let's consider several theories why forgetting occurs, as well as some patterns in the mechanism of memory, which were generalized and deduced by the German scientist G. Ebbinghaus.

And in conclusion of this chapter, we will introduce the physiology of memory and the latest research in this area. We will tell you that the physiological basis of memory lies in the so-called sequential temporal connections that arise in the cortex of the cerebral hemispheres, on conditioned reflex principles. Modern methods of research show that not only separate groups of nerve cells, but also various areas of the brain are involved in the processes of memorization.

In the next chapter, studies will be foreseen, thanks to which it becomes clear that memory depends to a certain extent on emotional processes, positive memories more than negative ones; negative experiences are remembered better than neutral ones, and, finally, memorization depends on the strength of the emotion: stronger emotions, regardless of their sign, contribute to the memorization of more facts, and also - the emotion of joy facilitates the memorization of concepts that have a positive emotional connotation, and sadness and anger make it difficult to memorize these concepts, in addition, the emotion of anger contributes to the memorization of negatively colored concepts and many other conclusions of practical value.

Let us briefly introduce the concept of “repression”, which was introduced by Freud, and that repression is understood as the exclusion of painful material from consciousness: content that was never realized and content that was realized, but then turned out to be repressed into the unconscious.

Let's show how emotions are closely related to the information that we receive from the surrounding world, that negative emotions arise when the subject has insufficient information, and positive ones when the information is in excess. We will also introduce some of the laws of memory, such as the Zeigarnik effect, the edge effect and the reminiscence effect.

Chapter 1 Emotions and emotional states

Love, self-respect, pride, honor, courage, sympathy, affection, conscience - all these human values ​​are based on emotions. If we treated them indifferently, they would not be values, because in order to appreciate something, you need to treat it emotionally - love, rejoice, be interested or proud. Each of us comes into this world already knowing how to feel, although for the time being he cannot speak, cannot walk. Our vitality directly depends on the ability to feel, feel and express our feelings with the utmost clarity and perseverance.

The concept of “human emotion” is so complex that a concise definition cannot fully reveal its essence. An emotion is something that is experienced as a feeling that motivates, organizes, and directs perception, thinking, and action.

Another definition: emotion is a special form of mental reflection, which in the form of direct experience reflects not objective phenomena, but a subjective attitude towards them.

Basic, discrete emotion is a complex phenomenon that includes neurophysiological, motor-expressive and sensory components. The individual process of interaction of these components, as a result of which emotion arises, is the result of evolutionary biological processes. So, in a person, the features of experiencing and expressing the emotion of anger are innate, pan-cultural and universal.

Defining emotion is not easy. And there are two reasons for this. Firstly, there are many emotions, and each of them manifests itself in its own way. So, for example, the emotion of anger can cause an aggressive reaction, and fear - a reaction of self-defense or prompts him to flee. Secondly, emotion is an extremely complex phenomenon that involves the cooperation of mental and physical, involving all levels of personality.

1.1 Theoretical views

[ 4 p.3–27 ] [ 5 p.7-19 ] [ 10 p.31-51 ]

What are emotions? Are they transitory states or accompany us constantly? To what extent are they determined by the situation, the conditions of the moment, and to what extent are they stable characteristics of the individual? Obviously, we will not be able to give an unambiguous answer to the questions posed. After Cattell and Scheier, after the research of Spielberger, many scientists consider emotions as a dual phenomenon: both as a state and as a trait. For example, there is an extensive layer of theoretical and experimental work aimed specifically at defining and diluting the concepts of anxiety as a state on the one hand, and anxiety as a personality trait, on the other. “State” and “feature” differ in the duration of the experience and the degree of expression of the emotion.

The work of the human brain for modern scientists is as mysterious as the structure of the vault of heaven for contemporaries of Ivan the Terrible. One of the most interesting manifestations of brain activity is memory, which can be short-term, episodic, and even emotional. Here is the last view and consider in more detail.

Emotional memory in psychology - features and examples

It happens that you read a story, and after a few days you can’t remember either the author or the title. But the smell of the sheets, the hard, slightly rough cover and the joy of reading the first self-purchased book are instantly remembered even ten years later. This is one example of emotional memory that is activated when a person goes through strong experiences. Recent studies have shown that adrenal hormones are actively involved in the storage of such events, and they are not used in ordinary memories. Probably, it is a special mechanism of memorization that provides us with such a vivid experience of the events of the past.

In psychology, they are also interested in the emotional type of memory due to its ability to develop unconscious ones, which cover when unconscious stimuli occur. Suppose, in childhood, a boy was sent to a bakery for fresh bread, on the way home he was tempted by a pleasant aroma, broke off a piece, but then a big dog jumped out from around the corner, the boy was very frightened and fell. Time passed, the boy grew up and forgot about hot bakery products, but suddenly he walked past the bakery and smelled the same aroma, followed by a feeling of anxiety and impending danger.

Not everyone has the same emotional development, as you can see by asking two children who have ridden the same carousel about their impressions. One will wave his arms and tell how everything was spinning, what kind of horse he had, that a girl with big bows was sitting in front, and a boy riding a dragon was riding behind, and dad was standing next to him and waving his hand. The second will tell that it was fun, the carousel was spinning, and he was sitting on a dragon, so beautiful. In a year, the first child will be able to remember and tell about everything, and the second will only confirm that he rode the carousel last summer.

This is not to say that the lack of emotional memory is a serious drawback, but many professions, for example, teachers and actors, need it. And the ability to empathize without it will also be underdeveloped. But if you do not have such a memory, do not be upset, this is just a skill that can be improved through regular training.

The grounds for distinguishing different types of memory are: the nature of mental activity, the degree of awareness of the information (images) being remembered, the nature of the connection with the goals of the activity, the duration of the preservation of images, and the goals of the study.

By the nature of mental activity(depending on the type of analyzers included in the memory processes, sensory systems and subcortical formations of the brain) memory is divided into: figurative, motor, emotional and verbal-logical.

figurative memory- this is a memory for images formed using the processes of perception through various sensory systems and reproduced in the form of representations. In this regard, figurative memory distinguishes:
- visual (the image of the face of a loved one, a tree in the yard of a home, the cover of a textbook on the subject being studied);
- auditory (the sound of your favorite song, the voice of the mother, the noise of the turbines of a jet aircraft or the surf);
- taste (taste of your favorite drink, lemon acid, bitterness of black pepper, sweetness of oriental fruits);
- olfactory (the smell of meadow herbs, favorite perfumes, smoke from a fire);
- tactile (the soft back of a kitten, the mother's affectionate hands, the pain of an accidentally cut finger, the warmth of a room heating battery).

The available statistics show the relative possibilities of these types of memory in the educational process. So, when listening to a lecture once (i.e., using only auditory memory), the next day a student can reproduce only 10% of its content. With independent visual study of the lecture (only visual memory is used), this figure rises to 30%. The story and visualization bring this figure to 50%. Practical working out of lecture material using all the types of memory listed above provides 90% of success.

Motor(motor) memory manifests itself in the ability to memorize, save and reproduce various motor operations (swimming, cycling, playing volleyball). This type of memory forms the basis of labor skills and any expedient motor acts.

emotional memory is a memory of feelings (memory of fear or shame for one's previous act). Emotional memory is one of the most reliable, durable "repositories" of information. “Well, you are vindictive!” - we say to a person who for a long time cannot forget the offense inflicted on him and is not able to forgive the offender.

This type of memory recalls previously experienced feelings or is said to reproduce secondary feelings. At the same time, secondary feelings may not only not correspond to their originals (originally experienced feelings) in strength and semantic content, but also change their sign to the opposite. For example, what we previously feared may now become desirable. So, the newly appointed chief, according to rumors, was known (and at first he was perceived as such) as a more demanding person than the previous one, which caused natural anxiety among workers. Subsequently, it turned out that this was not so: the exactingness of the boss ensured the professional growth of employees and an increase in their salaries.

Lack of emotional memory leads to "emotional dullness": a person becomes unattractive, uninteresting, robotic creature for others. The ability to rejoice and suffer is a necessary condition for human mental health.

Verbal-logical, or semantic, memory is the memory of thoughts and words. Actually, there are no thoughts without words, which is emphasized by the very name of this type of memory. According to the degree of participation of thinking in verbal-logical memory, sometimes mechanical and logical are conventionally distinguished. They speak of mechanical memory when the memorization and preservation of information is carried out mainly due to its repeated repetition without a deep understanding of the content. By the way, rote memory tends to deteriorate with age. An example is the "forced" memorization of words that are not related in meaning.

Logical memory is based on the use of semantic links between memorized objects, objects or phenomena. It is constantly used, for example, by teachers: when presenting new lecture material, they periodically remind students of previously introduced concepts related to this topic.

By degree of awareness memorized information distinguish between implicit and explicit memory.

implicit memory is a memory for material that a person is not aware of. The process of memorization is implicit, covert, independent of consciousness, inaccessible to direct observation. The manifestation of such a memory requires a "start", which may be the need to solve some task that is important for the moment. However, he does not realize the knowledge that he possesses. In the process of socialization, for example, a person perceives the norms and values ​​of his society without realizing the basic theoretical principles that guide his behavior. It happens as if by itself.

Explicit memory based on the conscious use of previously acquired knowledge. To solve a problem, they are extracted from consciousness on the basis of recall, recognition, etc.

By the nature of the connection with the goals of the activity Distinguish between voluntary and involuntary memory. involuntary memory- a trace of an image in the mind, arising without a purpose specifically set for this. Information is stored as if automatically, without volitional effort. In childhood, this type of memory is developed, and weakens with age. An example of involuntary memory is the imprinting of a picture of a long line at the ticket office of a concert hall.

Arbitrary memory- intentional (volitional) memorization of an image, associated with some purpose and carried out with the help of special techniques. For example, memorization by an operative law enforcement officer of external signs in the guise of a criminal in order to identify him and arrest him upon meeting. It should be noted that the comparative characteristics of voluntary and involuntary memory in terms of the strength of information memorization does not give absolute advantages to any of them.

By duration of saving images Distinguish instant (sensory), short-term, operational and long-term memory.

Instant (touch) memory is a memory that retains information perceived by the senses without processing it. It is almost impossible to manage this memory. Varieties of this memory:
- iconic (after-figurative memory, the images of which are stored for a short period of time after a brief presentation of the object; if you close your eyes, then open them for a moment and close them again, then the image of what you see, stored for a time of 0.1-0.2 s, will constitute the content of this type of memory)
- echoic (after-image memory, the images of which are stored for 2-3 seconds after a brief auditory stimulus).

Short-term (working) memory is a memory for images after a single, short-term perception and with immediate (in the first seconds after perception) reproduction. This type of memory responds to the number of perceived symbols (signs), their physical nature, but not to their information content. There is a magical formula for human short-term memory: "seven plus or minus two." This means that with a single presentation of numbers (letters, words, symbols, etc.), 5-9 objects of this type remain in short-term memory. Retention of information in short-term memory is on average 20-30 s.

Operational memory, "related" to short-term memory, allows you to save a trace of the image only to perform current actions (operations). For example, sequential removal of information symbols of a message from the display screen and retention in memory until the end of the entire message.

long-term memory is a memory for images, "calculated" for the long-term preservation of their traces in the mind and subsequent repeated use in future life. It forms the basis of sound knowledge. The extraction of information from long-term memory is carried out in two ways: either at will, or with extraneous stimulation of certain parts of the cerebral cortex (for example, during hypnosis, irritation of certain parts of the cerebral cortex with a weak electric current). The most important information is stored in a person's long-term memory for life.

It should be noted that in relation to long-term memory, short-term memory is a kind of "checkpoint" through which perceived images penetrate into long-term memory, subject to repeated reception. Without repetition, images are lost. Sometimes the concept of "intermediate memory" is introduced, attributing to it the function of primary "sorting" of input information: the most interesting part of the information is delayed in this memory for several minutes. If during this time it is not in demand, then its complete loss is possible.

Depending on the objectives of the study introduce the concepts of genetic (biological), episodic, reconstructive, reproductive, associative, autobiographical memory.

genetic(biological) memory is due to the mechanism of heredity. This is the "memory of the ages", the memory of the biological events of a huge evolutionary period of man as a species. It preserves the tendency of a person to certain types of behavior and patterns of action in specific situations. Through this memory, elementary innate reflexes, instincts and even elements of the physical appearance of a person are transmitted.

episodic memory refers to the storage of individual fragments of information with a fixation of the situation in which it was perceived (time, place, method). For example, a person in search of a gift for a friend has outlined a clear route bypassing outlets, fixing suitable items by location, floor, store departments and the faces of sellers working there.

reproductive memory consists in re-reproducing by recalling the original previously stored object. For example, an artist from memory draws a picture (based on recall) of a taiga landscape that he contemplated while on a creative business trip. It is known that Aivazovsky created all his paintings from memory.

Reconstructive memory consists not so much in the reproduction of an object as in the procedure for restoring the disturbed sequence of stimuli in its original form. For example, a process engineer from memory restores a lost process flow diagram for manufacturing a complex part.

Associative memory relies on any established functional links (associations) between stored objects. A man, passing by a candy store, remembered that at home he was instructed to buy a cake for dinner.

Autobiographical memory is a memory for the events of one's own life (in principle, it can be attributed to a variety of episodic memory).

All types of memory related to different classification bases are closely interconnected. Indeed, for example, the quality of work of short-term memory determines the level of functioning of long-term memory. At the same time, objects perceived simultaneously through several channels are better remembered by a person.

Emotional memory is the memory of feelings. Emotions always signal how our needs are being met. Emotional memory is very important for human life. Feelings experienced and stored in memory manifest themselves in the form of signals that either encourage action or hold back from action that caused a negative experience in the past. Empathy - the ability to sympathize, empathize with another person, the hero of the book is based on emotional memory.

figurative memory

Figurative memory - memory for ideas, pictures of nature and life, as well as for sounds, smells, tastes. It can be visual, auditory, tactile, olfactory, gustatory. If visual and auditory memory, as a rule, are well developed, and play a leading role in the life orientation of all normal people, then tactile, olfactory and gustatory memory can in a certain sense be called professional species. Like the corresponding sensations, these types of memory develop especially intensively in connection with the specific conditions of activity, reaching amazingly high level in conditions of compensation or replacement of missing types of memory, for example, in the blind, deaf, etc.

Verbal-logical memory

The content of verbal-logical memory is our thoughts. Thoughts do not exist without language, therefore memory for them is called not just logical, but verbal-logical. Since thoughts can be embodied in various linguistic forms, their reproduction can be oriented towards the transmission of either only the main meaning of the material, or its literal verbal formulation. If in the latter case the material is not subjected to semantic processing at all, then its literal memorization turns out to be no longer logical, but mechanical memorization.

Arbitrary and involuntary memory

There is, however, such a division of memory into types, which is directly related to the features of the most currently performed activity. So, depending on the goals of the activity, memory is divided into involuntary and arbitrary. Memorization and reproduction, in which there is no special purpose to remember or recall something, is called involuntary memory, in cases where this is a purposeful process, they speak of arbitrary memory. In the latter case, the processes of memorization and reproduction act as special mnemonic actions.

At the same time, involuntary and voluntary memory represent two successive stages in the development of memory. Everyone from experience knows what a huge place in our life is occupied by involuntary memory, on the basis of which, without special mnemonic intentions and efforts, the main part of our experience, both in volume and in vital significance, is formed. However, in human activity, it often becomes necessary to manage one's memory. Under these conditions, an important role is played by arbitrary memory, which makes it possible to intentionally memorize or recall what is necessary.

self-perception- this is the process of orienting a person in his own inner world as a result of self-knowledge and comparing himself with other people, this is a reflection in the mind of a person of himself (reflection), his behavior, thoughts, feelings. That is, self-perception is associated with thinking, memory, attention, motivation and has a certain emotional and affective coloring.

Consumers typically choose those goods and services that fit their self-image and reject those that don't. Marketers need to develop a brand image that matches the self-image of the target audience.

The real self-perception of a person (his view of himself) does not always coincide with the ideal idea of ​​himself (how he would like to see himself) and with the idea of ​​​​others about him (what, from his point of view, others think about him). In this case, two concepts of consumer psychology are important.

The first is about perception. real me, which is determined by the worldview of a person, his self-esteem and image of himself.

The second one is about perfect performance a person about himself, i.e. the image that a person would like to match.

Social self-perception of a person - the image that he wants to have in the eyes of the people around him.