Digital technologies as a psychological and pedagogical means of developing the memory of primary school students

In modern conditions of rapid digitalization of society, the study of the peculiarities of memory in younger schoolchildren becomes particularly relevant. Memory, as a fundamental cognitive process that determines personality formation and social interactions, undergoes significant transformations under the influence of digital technologies. The primary school age is a critical period for the development of all cognitive processes, and the active integration of digital devices in the educational process creates new conditions for their development. Understanding the mechanisms through which digital technologies influence the formation of memory in children of this age is necessary for the development of effective teaching methods and the creation of optimal conditions for the development of cognitive functions. The aim of the study is a comprehensive investigation of the characteristics of memory development in younger schoolchildren under conditions of active use of modern digital technologies. The theoretical foundations of A.N. Yashkova were considered: when memorizing, younger schoolchildren use analytical systems. According to L.S. Vygotsky, visual memory predominates in younger schoolchildren; however, the conditions for development and the leading type of activity determine the development of verbal-logical memory. The hypothesis of P.I. Zinchenko was taken into account, which states the weak volitional control of cognitive processes at this age. The results of the study allowed for the specification of memory functioning in younger schoolchildren, taking into account their immersion in the digital environment. According to the results of the method "Study of Logical and Mechanical Memory" by A.F. Anufriyev and S.N. Kostromina, it was found that 90% of the sample possesses a high level of meaningful memory, and 10% have an average level. However, 70% possess an average level of mechanical memory. The diagnosis of the volume and speed of auditory-verbal memorization using the method "Memorizing 10 Words" by A.R. Luria indicated that 35% of respondents have an average level, and 30% – below average. The method by R.S. Nemov "Remember the Pictures" shows a high level of short-term visual memory in 65% of respondents. Such results highlight the insufficient development of cognitive strategies for processing verbal information, which is particularly evident in the digital environment. Meanwhile, the active use of visually rich resources has a positive effect on the development of visual and meaningful memory. The theoretical justification for the problem is presented through an analysis of contemporary domestic and foreign literature. The practical significance of the study is represented by the developed diagnostic program and recommendations formulated based on the results of the empirical part.