THE IMPORTANCE OF ILLUSTRATIONS IN TREATING SHORT-TERM MEMORY IN CHILDREN WITH SPECIAL ABILITIES

Abstract

Memory plays an essential role in the educational process and developing the abilities and skills of children in general and children with special abilities in particular, as it is the store responsible for preserving information and experiences responsible for developing their social, communication and cognitive skills. The division of memory into short-term and long-term memory goes back to the nineteenth century, where it was assumed that memories move from the store of short-term memories to the store of long-term memories after a short period, with different mechanisms of this transfer and about whether all memories or only some of them. Short-term memory is also called primary or active memory, and it means the ability to keep a small amount of information in the mind in an active and accessible state for a short period of time, that is, the short-term storage of information without including processing or organizing the material stored in the memory. A large percentage of children with special abilities appear to have a problem of limited short-term memory, which is known as spontaneous decay and in order to overcome this and retain information for a longer period, the information must be repeated or reviewed periodically, either by uttering it or repeating it in the mind, or by finding more attractive ways to focus the information. And the research deals with the role of the illustrations in the treatment of short-term memory responsible for the completion of the learning process.