MNEMIC ABILITIES OF STUDENTS WITH DIFFERENT DEGREES OF IMMERSION IN VIRTUAL REALITY

The results of studying the structural organization of mnemic abilities of users with different degrees of immersion in virtual reality, are presented. The study was carried out using the diagnosing technique of mnemic abilities and the Internet addiction test by K. Young. The sample size is 120 students aged 18-20 years. It is shown that the mnemic abilities of students with different degrees of immersion in virtual reality are distinguished by productivity, structural organization, qualitative structure of mnemic actions, close interconnections of functional, operational and regulatory mechanisms. Lengthening of daily Internet activity to 6 hours is accompanied by the integration of multi-level mechanisms of mnemic abilities. The growth of Internet activity to 9-12 hours a day leads to a weakening of intrastructural connections of mnemic abilities. Prolonged (about 10 years) and systematic (from 3 to 6 hours a day) activity in a virtual environment leads to an increase in the productivity of memorization; lengthening of daily immersion to 9 hours leads to a decrease in the productivity of memorizing nonverbal meaningless material due to the weakening of the mutual influence of regulatory and operational mechanisms. Prolonged (about 10 years) and systematic (from 9 to 12 hours a day) virtual activity leads to the disintegration of the functional system of mnemic abilities, which manifests itself in a decrease in the arbitrariness and productivity of cognitive abilities.