Paměť

Pojem

Thebasicprocessofmemoryiscomposedofthreesteps:remembering,keeping,recallingandrecognizing.Uznáníisthebeginningofthememoryprocess.Itistheprocessofrecognizingandrememberingthingsandformingacertainimpression.Preservationisanintensifyingprocessofmemorizingcontentsothatitcanbecomeabetterhumanexperience.Recollectionandrecognitionaretwodifferentformsofrepresentationofpastexperience.Thesethreelinksinthememoryprocessareinterrelatedandrestricteachother.Memorizationistheprerequisiteforretention.Withoutretention,therewillbenorecallandrecognition.Odvoláníandrecognitionareindicatorstotesttheeffectivenessofmemorizationandretention.Fromthispointofview,thesethreelinksofmemoryareindispensable.Thebasicprocessofmemorycanalsobesimplydividedintotheprocessesof"remembering"and"remembering"."Remembering"includesrecognizingandmaintaining,and"remembering"includesrecallingandrecognizing.

Informationprocessingtheorybelievesthattheprocessofmemoryistheprocessofencoding,storingandextractinginputinformation.Onlyencodedinformationcanberemembered.Encodingistheprocessofprocessingandtransformingtheinputinformation.Encodingisthekeystageoftheentirememoryprocess.

Proces

Uznání

Uznáníreferstotheprocessofdistinguishingandrecognizingthecharacteristicsofthingsandleavingacertainimpressioninthemind.Someofthememorizationofthingscanbeachievedthroughasingleperception,whilemostofthecontentrequiresrepeatedperceptiontoconnectnewinformationwithpeople’sexistingknowledgestructure.Asthefirstlinkinthememoryprocess,memorizationhasaveryimportanteffectonthequalityofmemory.Therefore,understandingandmasteringthelawsofmemorizationcanhelpimprovememory.

Klasifikace zapamatování

1.Accordingtowhetherthememorizationhasapurpose,thememorizationcanbedividedintotwotypes:

Nevědomé zapamatování

  • Nevědomé zapamatovánímeansnoreservationPurpose,intheprocessofmemorization,thereisnoneedtomakeacertainamountofwillandeffort,andmemorizationoccursnaturally.Forexample,moviesanddramaswehaveseen,storiestoldbyothers,andcertainthingswehaveexperienced.Whenweperceivethem,wehavenointentionofrememberingthem,butthesecontentscanreappearinthemindinthefuture.Itistheunconsciousmind.memory

  • Thecontentoftheunconsciousmindisanimportantpartoftheexperience,anditalsohasasignificantimpactonmentalactivityandbehavior.Whatweexperienceunintentionally,whenweconsciouslyfacecertainsituationsanddealwithcertainproblems,canbeusedasexistingexperiencetohelp.Indailylife,theenvironmentpeoplearein,thepeopletheycomeintocontactwith,andtheworktheydowillcausepeopletobesubtlyaffectedandchangetheirpsychologyandbehavior.Forexample,theculturaltraditionofanationwillinvisiblyaffectthepsychologyoftheentirenation,givingitthecharacteristicsofitsownculture.

  • Unconsciousmindisveryselective.Generallyspeaking,thecontentoftheunconsciousmindhastwocharacteristics:First,thestimulationactingonpeople'ssensoryorgansisofgreatsignificanceorattractingattention.Forexample,peoplewillneverforgetnewthings;thesecondiscontentthatmeetspeople'sneeds,interests,andcanproduceadeeperemotionalexperience.Suchasthesituationwhentakingthecollegeentranceexamination,thesituationonthefirstdayofregistrationattheuniversity,etc.Nevědomé zapamatováníhasapositiveeffectonpeople'sknowledgeandexperience.Asteachers,studentsshouldtrytheirbesttomakestudentslearnhappilyinthisway.However,unconsciousmemorizationcannotguaranteethatstudentsacquiresystematicculturalandscientificknowledge.Therefore,intheteachingprocess,alargeamountofmemorizationcontentshouldbeobtainedthroughconsciousmemorization.

Vědomě si pamatujte

  • Itreferstoapredeterminedpurpose,andmustbedoneintheprocessofrecognitionThewilltoworkhardtoremember.Theprocessofconsciousmemorizationiscarriedoutunderthecontrolofthepurposeofmemorization.Thepurposeofthememorizationdeterminesthatthememorizationprocessisaproactivecodingprocessofthememorizationcontent.Thiscodingincludes"whattoremember"and"howtoremember"."Whattomemorize"determinesthedirectionandcontentofmemorization,and"howtomemorize"iswhatmethodcanbeadoptedtobettermemorizethecontenttobememorized.Thememorizationofstudentsinthecourseoflisteningtotheclassiscomposedofthesetwoparts.Eachlessonhasacertainteachingpurposeandtask.Teachersusuallygiveanexplanationfirst,sothatstudentswillhavetheintentiontoremembernewknowledgewithapositiveattitude.Inordertobetterrememberwhattheteachersaid,somestudentstakethemethodoflisteningattentively,thatis,usingmind-memory,andsomestudentstakethemethodofcombiningmind-memoryandnotes.

  • Allpeople'sknowledgeandexperienceareobtainedthroughconsciousandunconsciousmemory.However,intermsoftheeffectofmemorization,consciousmemorizationisbetterthanunconsciousmemorization.Asateacher,understandingthislawofmemorizationwillhelpstrengthentheeducationofstudents'learninggoalsintheteachingprocess.Studentsshouldbeassignedtasksreasonablytoachievegoodteachingandlearningresults.

2.Accordingtotheunderstandingofthematerialduringthememorization,thememorizationcanbedividedintotwotypes:

Mechanické zapamatování

  • Mechanické zapamatováníItreferstotheidentificationbymechanicalrepetitionaccordingtotheorderofthematerialwhenthematerialitselfhasnointernalconnectionordoesnotunderstanditsmeaning.Suchastherecognitionofmeaninglesssyllables,placenames,namesofpeople,historicalyears,etc.Thiskindofmemorizationispassive,butitcanpreventthedistortionofmemorymaterials.Forstudents,thiskindofmemorizationisalsonecessary,becausesomeofthelearningcontentdoesneedtobememorizedaccurately,suchastheheightofthemountainsandthelengthoftheriver.Therearealsosomecontentthatislimitedtotheknowledgeandexperienceofstudents,anditisimpossibletotrulyunderstanditsmeaning,butthisknowledgeisimportantforfuturelearningandshouldalsobememorizedmechanically.Forexample,studentsinthefirstandsecondgradesofelementaryschoolrecitemultiplicationformulas.Infact,purelymechanicalmemorizationisrare,andpeoplealwaystrytomakethematerialasmeaningfulaspossibleinthememorizationprocess.Accordingtothepointofviewofinformationprocessingtheory,anindividualshouldcodeanyinputinformationasbestaspossibleaccordingtohisownexperiencesystemorpsychologicalpattern.Ifyourememberaphonenumber,youarenotsimplyrepeatingthememory,butusinghomophonicorfindingpatternstomakeitmeaningful.

Význam paměť (porozumění zapamatování)

  • MeaningmemorizingisaboutthematerialBasedontheunderstandingofthecontent,thememorizationiscarriedoutthroughtheinternalconnectionofthematerial.Inmeaningmemorization,understandingisthekey.Understandingisakindofprocessingofmaterials.Itreflectstheconnotationofmaterialsandtherelationshipbetweenvariouspartsofmaterialsthroughanalysis,comparison,andsynthesisbasedonpeople'sexistingknowledgeandexperience.Sincemeaningmemorizationrequiresmorementalenergy,itisamorecomplicatedmentalprocessthanmechanicalmemorization.Meaningmemorizationshouldbethemainformofstudentmemorization.

Zapomínání

Zapomínáníreferstothephenomenonthatthematerialthathasbeenmemorizedcannotberecalledandrecognized,orthememoryandrecognitionarewrong.Accordingtothepointofviewofinformationprocessing,theforgettingprocessexistsatdifferentstagesofmemory.Zapomínáníisbasicallyanormalandreasonablepsychologicalphenomenon.Becausethethingsthathavebeenperceivedarenotnecessaryforallmemory;theimportanceofmemorizingmaterialsistime-effective;itisnecessaryforpeople'smentalhealthandnormallife.

Althoughforgettingisacomplexpsychologicalphenomenon,itsoccurrenceanddevelopmentalsohavecertainlaws.TheGermanpsychologistEbbinghausfirstconductedthisresearch.Heusednonsensesyllablesasexperimentalmaterialsandhimselfastheexperimentalobject.Aftermemorizingthematerials,here-learnedatregularintervals,usingthetimeandnumberoftimessavedwhenre-learningwasusedasanindicator.

Hedrewtheforgettingcurve.Whattheforgettingcurvereflectsistherelationshipbetweentheforgettingvariableandthetimevariable.Thecurveshowsthelawofforgetting:theprocessofforgettingisuneven.Theamountofforgettingisrelativelylargeinthefirstperiodoftimeaftermemorization,andthengraduallydecreases.Thatis,thespeedofforgettingisfastfirstandthenslow.FollowingEbbinghaus,manypeople’sstudiesontheforgettingprocesshavealsoconfirmedthattheEbbinghausforgettingcurveisbasicallycorrect.

Thereasonsforforgettingarenotonlyphysiological,suchasforgettingduetoillness,fatigue,etc.;butalsopsychological.Therearefourmaintheoriesaboutthereasonsforthis:

  • Thetheoryoftracedecline:Itmainlyemphasizestheinfluenceofthephysiologicalactivityprocessonthememorytraces,anditisbelievedthatforgettingisduetotheinabilitytostrengthenthememorytraces.Andgraduallyweakened,andfinallyfaded.FromtheperspectiveofPavlov’sconditionedreflextheory,memorytracesaretemporaryneuralconnectionsformedonthecortexofthecerebralcortexduringhumanactivitiessuchasperception,thinking,emotion,andmovement.Aftertheconnectionisformed,itwillleaveacertainamountinthenervoustissue.Thekeepingofthetracesisthememory.Undertheactionoftherelevantstimulus,thetraceswillbeactivatedtorestorethetemporaryneuralconnection,andthepastexperiencekeptinthehumanbrainwillbedisplayedintheformofrecallorrecognition.Sometracesthathavenotbeenstrengthenedgraduallydeclineovertimeandcauseforgetting.Thetheoryofmemorytracedeclinehasnotbeenprovedbyaccurateandpowerfulexperiments,butitsexplanationisclosetocommonsense.Justassomephysicalandchemicaltraceswilldisappearovertime,itiseasilyacceptedbypeople.

  • Interferencetheory:Thistheorybelievesthatforgettingiscausedbythemutualinterferencebetweenthematerialsthathavebeenmemorized.Proactivesuppressionandbackwardsuppressionarepowerfulexamplesofsupportforinterferencetheory.

  • Thetheoryofdepression:Thistheorybelievesthatforgettingiscausedbythedepressionofemotionormotivation.Ifdepressionisrelieved,memorycanberestored.Thistheoryiseffectivetoexplainthetemporaryforgettingofemotion-relatedcontent.ThistheorywasdiscoveredbyFreudinclinicalpractice.Hebelievedthatthoseexperiencesthatbringpeopleunpleasant,painful,andsadexperiencesoftenleadtomotivationalforgetting.

  • Thetheoryofassimilation:Thistheorybelievesthatforgettingistheprocessoforganizingknowledgeandsimplifyingthecognitivestructure.ThisisOsubel'suniqueexplanationforforgettingbasedonhistheoryofmeaningfulspeechlearning.Hebelievesthatwhenpeoplelearnmoreadvancedconceptsandlaws,high-levelconceptscanreplacelow-levelconcepts,makinglow-levelconceptsforgotten,therebysimplifyingunderstandingandreducingmemory.Intruemeaningfullearning,successivelearningdoesnotinterferewitheachotherbutpromoteseachother,becausemeaningfullearningisalwaysbasedontheoriginallearning,andthelaterlearningdeepensandsupplementsthepreviouslearning.

Memoryscoretableofdifferenttimeintervals

Časový interval

Procento zachráněných při opakováníškola

20 minut

58,2

1 hodina

44,2

8-9 hodin

35.2

1 den

33.7

tr>

2 dny

27.8

6

25.4

31

21.1

UznáníandRecollection

Uznání

Uznáníisthementalprocessthatcanberecognizedandconfirmedwhenthingsexperiencedinthepastreappear.Intheprocessofrecognition,differentpeoplerecognizedifferentmaterialsatdifferentspeeds.Thisisrelatedtothefactorsthataffectrecognition.Thesefactorsare:

  1. Thedegreeofconsolidationoftheoriginalexperience.Ifpastexperienceisclearlyandaccuratelymaintained,whenitreappears,itcangenerallybeconfirmedquicklyandaccurately.Ifgeneralizationhasoccurredinpastexperience,recognitionerrorswilleasilyoccur.

  2. Thesimilaritybetweentheoriginalandthereappearance.Thehigherthedegreeofsimilarity,thefastertherecognitionandtheworsetheaccuracyofsimilarity,themoredifficultandslowertherecognition,thegreaterthepossibilityofrecognitionerrors.

  3. Personalitycharacteristics.Personalitycharacteristicsaredifferent,andpeople'smentalactivityspeedandbehavioralresponsespeedarealsodifferent.Psychologistshaveconfirmedthroughexperimentsthatthereisacleardifferencebetweentherecognitionofpeoplewithstrongindependenceandthosewithstrongdependence.Whentherearedifficultiesinrecognition,peopleoftenhavetolookforcluestorecognize,andachieverecognitionofthingsthroughclues.Cluesarethefulcrumofrecognition,suchasrecognizingalong-lostfriendwhoreunites,generallyusecertaincharacteristicsofthebodyascluesforrecognition.

Odvolání

Odvoláníistheprocessofreappearinginthemindofthingsexperiencedinthepastundertheinfluenceofcertaininducements.Forexample,whenansweringateacher’squestion,studentsshouldextracttheknowledgerelatedtothequestionheldintheirminds.Thisextractionprocessisrecalling.

Memoriescanbedividedintotwocategories:memoriescanbedividedintointentionalmemoriesandunintentionalmemoriesaccordingtotheirpurpose.Intentionalrecallistherecollectionofpastexperienceundertheinfluenceofapredeterminedpurpose.Suchasthememoryofthetestcontent.Unintentionalmemoriesarememoriesthathappennaturallywithoutapredeterminedpurpose.Suchastouchingthescenetogivebirthtoloveandsoon.Accordingtowhetherintermediaryfactorsareinvolvedintherecallprocess,memoriescanbedividedintodirectmemoriesandindirectmemories.Directmemoriesarememoriesofoldexperiencesthataredirectlyevokedbycurrentthings.Indirectrecallistherecallwiththehelpofintermediaryfactors.Intermsofdifficulty,indirectrecallismoredifficultthandirectrecall.

Typ

Vedlejší obsah

Accordingtothecontentofthememory,thememorycanbedividedintofourtypes:

1. Obrazová paměť

Thememorythattakestheimageofthingsyouhavefeltasthecontentiscalledimagememory.Thesespecificimagescanbevisual,auditory,olfactory,tactileortastefulimages.Forexample,people’smemoryofapicturetheyhaveseenorapieceofmusictheyhaveheardistheimagememory.Thedistinguishingfeatureofthistypeofmemoryisthepreservationoftheperceptualcharacteristicsofthings,whichistypicallyintuitive.

2. Emoční paměť

Itisamemorycontainingemotionsoremotionsexperiencedinthepast.Forexample,students’memoriesofthehappymoodwhentheyreceivedtheadmissionletterfromtheuniversity.Intheprocessofrecognizingthingsorinteractingwithpeople,peoplewillalwayshaveacertainemotionalcolororemotionalcontent.Theseemotionsoremotionsarealsostoredinthebrainasthecontentofmemoryandbecomeapartofpeople'spsychologicalcontent.Emotionalmemoriesareoftenformedonceandarenotforgottenforalongtime,andhaveagreaterimpactonpeople'sbehavior.Forexample,theteacher'sfirstimpressionofastudentwillgreatlyaffecttheattitudeandbehaviorofthestudent,becausethisimpressionisconnectedwithemotions.Theimageofemotionalmemoryissometimesmoredurablethanotherformsofmemory.Evenifpeoplehaveforgottenthefactthatcausedacertainemotionalexperience,theemotionalexperiencestillremains.

3.Logická paměť

isthememoryintheformofthoughts,concepts,orpropositions.Suchasthememoryofmathematicaltheorems,formulas,andphilosophicalpropositions.Thistypeofmemoryisbasedonabstractlogicalthinkingandhasthecharacteristicsofgeneralization,comprehension,andlogic.

4. Actionmemory (cvičební paměť)

isamemorythatcontainspeople’spastoperationalbehaviors.Allactionsandactionpatternsthatpeoplehavekeptintheirmindsbelongtoactionmemory.Suchasgymnasticsmovements,martialartsroutinesduringphysicaleducationclass,andtheoperationprocessduringexperimentalclasswillleavecertaintracesinthemind.Thiskindofmemoryisofgreatsignificancetothecontinuityandaccuracyofpeople'smovements,andisthebasisfortheformationofmovementskills.

Theabovefourmemoryformsarenotonlydifferent,butalsocloselyrelated.Forexample,thereisaclearimageintheactionmemory.Iflogicalmemorydoesnothaveemotionalmemory,itscontentisdifficulttomaintainforalongtime.

Podletosavetime

1.Transientmemory

Transientmemoryisalsocalledsensorymemory.Thiskindofmemoryreferstotheshortperiodofstimulusinformationinthesensorychannelafterthestimulusthatactsonpeopleceases.Reserve.Thestoragetimeofinformationisveryshort,generallybetween0.25and2seconds.Thecontentoftheinstantaneousmemorycanonlyberealizedafterattentionandentertheshort-termmemory.

2.Short-termmemory

Short-termmemoryisamemorywhoseretentiontimeisabout1minute.AccordingtotheexperimentalresearchofL·R·PetersonandM·J·Peterson,withoutretelling,thecorrectrateofrecalldropstoabout10%after18seconds.Ifitisnotrepeated,itwillfadeordisappearwithinabout1minute.Somepeoplethinkthatshort-termmemoryisalsoworkingmemory,akindofmemorythatservesthecurrentaction,thatis,theshort-termextractionandretentionofmemorycontentthatpeopleneedintheworkingstate.

Krátkodobá paměť má tři vlastnosti:

  1. Kapacita paměti je omezená, podle Millerova výzkumu je 7±2 bloků. "Blok" je jednotka paměti a velikost bloku se liší podle znalostí a zkušeností lidí. Blok může obsahovat znak, slovo, číslo, slovní spojení, větu, seznam slov atd.

  2. Short-termmemoryismainlybasedonauditorycoding,withbothvisualcoding.

  3. Thecontentofshort-termmemorygenerallyneedstoberetelledbeforeitcanenterlong-termmemory.

3.Long-termmemory

Long-termmemoryreferstothelong-termretentionofinformationinthemindaftersufficientanddeepprocessing.Intermsoftime,allmemoriesthatareretainedinthemindformorethan1minutearelong-termmemories.Thecapacityoflong-termmemoryisverylarge,andthestoredinformationisalsocodedbymeaning.Whenweusuallysaythatmemoryisgoodorbad,itmainlyreferstolong-termmemory.

Althoughtheinstantaneousmemorysystem,short-termmemorysystem,andlong-termmemorysystemeachhavetheirowncharacteristicsofinformationprocessing,theyarecontinuousfromtheperspectiveoftimeconnection,andtherelationshipisalsoveryclose.

Prezentace

Prezentaceistheimagethatispreservedinthemindandreproducedfromthethingsthathavebeenperceivedinthepast.Becauseimageryisanimportantcontentandformofmemory,imageryisalsocalledmemoryimagery.Imageryisgenerallyformedonthebasisofperception.Becauseofthedifferentsensoryorgansthatplayamajorrole,imagerycanbedividedintodifferenttypessuchasvisualimagery,auditoryimagery,tactileimagery,andmotionimagery.Althoughappearanceisformedonthebasisofperception,itactuallygetsridofthelimitationsofperceptionandhasitsownobviouscharacteristics.

Appearanceisthefoundationofstudentlearning.Studentsmustusememoryimagesextensivelytounderstandandacquireknowledge,andtocontinuouslyadvanceandimproveinlearning.Onthecontrary,theywillfallbehindinlearning.Accordingtoresearch,manystudentswithpooracademicperformanceareduetolackofobservationskillsandtoofewrepresentationsintheirminds.

Viditelnost (intuitivnost)

Itreferstothecharacteristicthattheimagemaintainedinthemindappearsintheformofavividandconcreteimage,andhascertainsimilaritieswiththepastperception..Becausethereisaprocessofrepresentationinthemind,theimageryofrepresentationisalsodifferentfromtheperceivedimage.Thesedifferencesaremainlymanifestedin:

  1. Vzhled nevnímá živý, konkrétní a živý obraz a je nejasný.

  2. Theappearanceisnotascompleteastheperceivedimage,whichisfragmentedandfragmented.

  3. Theappearanceisnotasstableastheperceivedimage,whichisvolatileandvariable.

Forexample,theimageofTiananmenstandingonTiananmenSquareisconcrete,complete,andstable.WhenrecallingTiananmen,Theappearancesthatappearinthemindarerelativelypoorintermsofclarityandcompleteness.

Všeobecnost

Itreferstotheimageofthingsreflectedbytheappearance,notaspecificthingoritsindividualcharacteristics,butthecommoncharacteristicsofaclassofthings,whichisakindofcategorizationTheimageofthings.Thispointisalsoanotherdifferencebetweenappearanceandperceivedimage.Aswehaveseen,theimageofchalkisspecific,butwhenrecallingchalk,itsimagealwayshasthecharacteristicsofchalk,whichisageneralizationoftheimageofthingslike"chalk".However,thegeneralizationofappearanceisdifferentfromthegeneralizationofthinking.Representationisageneralizationofaclassofthings,whilegeneralizationofthinkingisageneralizationoftheessenceandlawsofthings,andisgenerallyanabstractgeneralization.

Imageisanimportantpsychologicalphenomenon,anditssignificanceismainlymanifestedin:

Memoryimageisanimportantcontentandformofmemory.Theknowledgeandexperiencestoredinpeople'smindsisnothingmorethantwoforms:oneistheformofrepresentationandtheotheristheformoflanguage.Accordingtoresearch,theratioofthesetwoformsisabout1000:1.Abundantstorageofrepresentationsisthebasisforpeopletounderstandabstractthings,anditisalsoanimportantpsychologicalbasisforpeopletodealwithdailyaffairs.

Memoryimageryisanintermediatelinkinpeople'scognitivedevelopmentchain,andabridgefromperceptiontothinking.Onlybyanalyzingandprocessingappearancesinthemindcanwegainarationalunderstandingofthings.

Disciplinární rozvoj

Mainentry:Memories

6centuryBC,ancientGreeceHumanParmonidesbelievesthathumanmemoryisamixtureoflightanddark(orhotandcold)substances.Aslongasthemixtureisnotdisturbed,thememoryiscomplete.Oncethemixturechanges,therewillbeforgetting.

ThefirstpersontoputforwardanimportantconceptonmemorywasthethinkerPlatointhe4thcenturyBC.Histheoryiscalledthe"waxboardhypothesis".Hebelievesthatpeoplegetanimpressionofthings,justlikethemarkleftbyahardobjectwithedgesandcornersonawaxplate.Afterpeoplegetanimpressionofthings,theimpressionwillslowlyfadeandevendisappearcompletelyovertime.Itisasifthesurfaceofthewaxplategraduallyreturnstoitssmoothness.Theso-called"smoothwaxplate"isequivalenttototalforgetting.Althoughthistheoryisnotperfectandaccurate,itstillaffectsmanypeople.

Untilthe17thcenturyAD,therewasalmostnomajorprogressinmemoryresearch.Inthemiddleofthe17thcentury,the"associative"psychologyschoolrepresentedbyHobbesandLockeappearedinBritain.Hobbesmadeamaterialisticanalysisofthephenomenonofmemory;Lockeputforwardtheterm"association",animportantmemoryphenomenonforthefirsttimeinthehistoryofEuropeanpsychology.Sincethen,"association"hasbecomeaspecializedterm.

ThefirstsystematicexperimentonmemoryinthehistoryofpsychologywasthefamousGermanpsychologistEbbinghaus.Hismaincontributiontothestudyofmemoryistocarryoutarigorousquantitativemeasurementofmemory,andtodoimportantresearchonthelawofmemoryretentionanddrawthefamous"Ebbinghausmemoryforgettingcurve".In1885hepublishedthebook"OnMemory".Sincethen,memoryhasbecomeanimportantfieldofpsychologicalresearch.

AftertheSecondWorldWar,especiallysincethe1960s,memoryresearchhasattractedmoreandmoreattention.TheUnitedStates,theUnitedKingdom,Japan,theSovietUnionandothercountrieshavesetupmemorylawcolleges,oropenedcorrespondenceteaching,andbegantocarryoutuniversaleducationforpeopletoenhancememory.

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