Characteristic memory of deaf children

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Impersonal memory in deaf children, as well as their peers listen to, is characterized by consciousness.

The process of remembering in the deaf is mediated by the analysis of activities with objects in the ratio of the newly perceived with the previously held.

The effectiveness of figurative memory has a significant impact on the ability of deaf children to allocate in the perceived objects general and private characteristics, pay attention to individual phenomena, but these phenomena may be insignificant.

Deaf children mostly distinguish bright, memorable phenomena. They begin to recognize in the subjects first private, and then general, initially formed the ability to see the insignificant, but only then identify the features of the essential.

Those who hear children in development can allocate all these signs simultaneously, therefore, the development of their imaginative memory is faster. Features of the most perceived subject affect the process of memorizing and preserving it in the memory of man.

Features of figurative spontaneous memory

When involuntary memorization of objects of visual character deaf children are behind all indicators of normal hearing.

So, in preschool children, children remember the location of objects worse. At a younger school age, deaf people have less qualitative characteristics of figurative memory, and therefore confuse finding and image of objects that are similar in appearance or purpose.

The images of the objects are deaf children remember less accurately than their peers normally hear.

At junior school age, they are more easily confused with the different characteristics of individual subjects, it is difficult for them to transition to new patterns of objects.

With age, qualitative differences in memorizing visual material between the deaf and hearing are reduced.

Random imagery of memory in deafness

By the nature of the arbitrary memorization of visual material, one can conclude that in deaf children the images of objects are less systematized. Deaf children almost do not use methods of memorizing, which causes serious damage to the process of remembering.

Psychological studies of figurative memory of the deaf

Investigation of spontaneous memorization of objects and schematic figures showed that in deaf children, the experimental images of systems that are less strong in front of such images in normal ones are formed. At the same time deaf students almost do not use verbal images while memorizing figures, but when used improperly describe the image of the object.

Specific features of figurative memorization in deaf children are related to the impossibility of full memorization of objects, they have virtually no previous verbal image of the object.

The verbal characteristic of objects intended for memorization has twofold character: on the one hand, with the help of words the child can define the subject using the past experience, and on the other hand, it allows to integrate parts of an object into a single whole.

If children were able to find the exact description of the memory object, the process of storing information was much easier. In addition, children can remember and use the sign language of the deaf.

The listed features of storing visual material with the use of arbitrary regulation affect both the quality of reproduction and the long-term preservation of information.

Deaf children often disappear individual objects of the objects or retain insignificant signs, while normally hearing children can for a long time maintain the important properties of objects and their images.

In delayed play, deaf children reproduce similar features of the subject less qualitatively. So, when storing images of different fishes (perch, bream, crucian carp, etc.), deaf children painted less details compared to their normal peers.

The process of mental development of deaf children takes place in such a way that the properties of memory improve, its volume and systemicity increase. For the development of figurative memory of a deaf child it is necessary to develop his language, thinking, stimulate the formation of analysis, synthesis, systematization, comparison and imagery coming from outside the information.

It is also necessary to teach deaf children a variety of methods and techniques that facilitate memorization.


Characteristic memory of deaf children

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