space of memory: interactional and semantic aspects

© Journal of Language and Literature, ISSN: 2078-0303, Vol. 5. No. 4. 2014 Nikolay Shamne, Larisa Rebrina, Anna Petrova, Marina Milovanova, Elena Eltanskaya. Space of memory: interactional and semantic aspects. Journal of Language and Literature 2014; 5(4), 147-154. DOI: 10.7813/jll.2014/5-4/34

SPACE OF MEMORY: INTERACTIONAL AND SEMANTIC ASPECTS Nikolay Shamne, Larisa Rebrina, Anna Petrova, Marina Milovanova, Elena Eltanskaya Volgograd State University, Institute for philology and cross-cultural communication (RUSSIA) E-mails: [email protected], [email protected], [email protected], [email protected], [email protected] DOI: 10.7813/jll.2014/5-4/34 Received: 30 Jun, 2014 Accepted: 08 Nov, 2014

ABSTRACT Through implementing multimodal conception of interactions the article shows that memory as a dynamic inner structure develops in early ontogenesis from the level of involuntant forms to the level of arbitrary ones in conversation practices. The space of interaction and memory as inner space of a person is socially determined and characterized by communicative index. Thereby amodal and modal perceptional symbols constituting created own mental space, afterwards determine cognitive and linguistic representations of reality fragments including the memory. The methods of mental and linguistic mastery of reality are based on physical experience of the subject and cognition, conceptual system mediated and manifested by the language have metaphoric character. The results of semasiologically and onomasiologically oriented analysis of systemic language factors prove that memory is comprehended and represented in terms of space, and space acts as a universal cognitive category, when the metaphor of space is the instrument of cognition. Key words: space, linguistic representation, memory, early ontogenesis, multimodal perception of the world 1. INTRODUCTION Interest for studying space has been a constant during all the history of existence of exact, natural sciences and the Humanities. Difficulty and significance of this category, variety of displaying forms and attributes, scientific approaches and variants of their integration, levels and methods of analysis, and also languages and linguistic phenomena, continuous evolution of cognition give linguistic description of space phenomena «nonlimiting» character. Common universal categories and principles of human mentality act as peculiar postparadigm elements on the basis of which subjects and phenomena in the objective world, ways of reality perception and cognition are regulated. Being epistemological and acting as such a category space is interpreted in modern research paradigms not only as an object, but also as an instrument of reality cognition. Shaping ideas of spatial relations and own place in them underlies in cognitive and verbal and cogitative human activity (1–4). Ways of linguistic, metaphoric mastery of real process world are based on our experience, «feeling» of physical space, at that mastery and assumption of this space are considerable components of the process of forming culture and mentality of each nation, and regularities of the given process are the basis of cognition and realization of other relations and interactions of the surrounding reality (2). Visual sense of space is becoming more speculative with the development of human comprehension at that retaining anthropocentric character. Drawing on the analogy of the abstract directly invisible with a physical spatial model, in modern scientific discourse we speak about mental, psychic, information, social, cultural, politic, economic, educational, linguistic, communicative, etc. spaces, constituted by relevant objects determined by their properties, at that appealing to space as a constant cognitive category. Mastered relevant fragments of physical reality and social environment, their interrelations are reflected in consciousness, stored in memory of a person existing as psychical objects according to psychic laws and shaping inner space of a person. We judge from the fact that thinking, notional environment of a person are of metaphoric character and language is their instrument of mediation and manifestation. The purpose of the given article is the description of memory phenomenon through comprehension of epistemological and communicative status of space. Choosing memory as a studied object of representation is explained by not only active interest for memory problem from different scientific disciplines, significance and multidimensionality of this phenomenon, peculiar interrelation with language in view of communicative, social and semiotic nature of this phenomenon, but, primarily, by opposition of memory (as inner, ideal, psychic world) towards space (as external, material and physical). Through studying linguistic notion of one of the fragments of the surrounding reality by the example of complex semasiologically and onomasiologically oriented analysis of paradigm formations of lexical units of the German language used to 

With financial support from Russian Humanitarian Science Foundation (project № 14-04-00147)

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© Journal of Language and Literature, ISSN: 2078-0303, Vol. 5. No. 4. 2014 denote memory processes we demonstrate that memory is comprehended and represented in terms of space appealing to physical experience of the subject. Modern researches of memory in the Humanities are conducted in different directions: studying interaction of memory, society and identities (6–10); memory and culture (11, 12); memory and language (13–20); discourse practices of memory (21–24). On the other hand, we are going to demonstrate that memory as a complex, dynamic inner structure is formed in conversation practices with participating of shaping ideas about space that memory and space are characterized by a communicative index. Memory always takes part in the process of forming speech activity and is of communicative nature – it functions in verbal codes and images, that is to say, word symbols-codes and word images exist on the basis of memory. It ought to be noted that memory is, primarily, a psychic function of memorization, storage and further reproduction of any information (exciting causes, images, ideas, impressions, feelings, events), received in past experience; its work is based on functioning of all known processes of mind: sensations and perception, attention, thinking, imagination, feelings and emotions (25, 26). Being of genetic and ontogenetic character memory goes through its own stages of forming – from the level of involuntant forms to the level of arbitrary ones at early, middle-early and later stages of ontogenesis, at that a special form of memory is pointed out – externally mediated, transitive from involuntant to arbitrary memory, in which an important peculiarity of its structure is subject using external actions with sign-symbolic means in purpose of definition, exteriorization, further interiorization and regulation of inner plan of conceptualization. By reference to the foregoing, we suppose it necessary to consider also the aspect of shaping the forms of memory from the point of view of its ontogenetic development in the process of conversation practices in early ontogenesis at the stages of forming ideas of space. Ideas of space are at first expressed in perception of spatial objects and their constellations, forming ideas of them and experience of interpreting them, in fixing these operations in multimodal syllable code (represented at the language level by syllable-word) (27), and fixing with the help of this complex sign the object replaced by it in space. Thus own mental space is created which is filled with amodal and modal perceptional symbols that further represent individual memory operations. This aim stipulates conducting of two research arrangements with their basic methods and methodology: 1) studying the formation of spatial ideas and development of memory in early ontogenesis; 2) studying metaphor functioning mechanism in mental and linguistic representations of memory. The work realizes the following research steps: I.: 1) pilot and associative experiments with the purpose of finding out the level of children’ cognitive speech; 2) performing auditive and instrumental analysis of children’ utterances; 3) studying the concept of multimodal interaction and interpretation of its statements in accordance with the stages of early ontogenesis; 4) in details realizing description of deviated communication, its motives and status of a child’s remarks using priming effects; II.: 1) historic and semasiological analysis of basic constituents of ideographically determined genetic paradigm of nomination units of memory operations in the German language aiming at pointing out relevant initial knowledge structures and ways of scheming experience within the given notional sphere; 2) structural and semantic modeling of memory collocations; 3) generalization of relevant object-theme codes underlying the secondary nomination. 2. METHODS While describing the realization of communicative status of space of memory representation in early ontogenesis the research material is audio and video records of speech produced by Russian and German speaking nursery children, children-bilinguals (Russian and German speaking nursery children): time of duration of video record is 10 hours, audio record – 10 hours); data of corpus of child speech of Institute of the German language, Manheim (Germany) and Russian child speech of the center of first language acquisition under the direction of S.N. Tsejtlin in RSPU n.a. A.I. Gertsen. The research material is represented by 1000 utterances of multilingual children, from which 500 units are picked out from own tape and video records, performed in families and kindergartens of Russia and Germany; 500 units are picked out from diary notes of Russian and foreign linguists, psychologists, psycholinguists. Total amount of the experiment participants – informants-nursery children is 60 children, among which : a) 9 Russian speaking and 8 German speaking; speech record was homemade; b) 35 Russian speaking children; the record was conducted in day-time groups of the nursery and the kindergarten (Volgograd); c) 6 German speaking children; the record of communication is conducted in a day-time group of the kindergarten (Manheim); d) 2 Russian-German speaking children; record of communication acts and relevantly organized shooting was home-made. While studying the early ontogenesis the following methods were applied: a) observation including synchronic description of non-verbal components of communication and behavior of communication partners; b) experiment with audio and video reflection and transcribing of the given material; c) auditive analysis for the purpose of finding out the degree of truthfulness – congruence of instrumental testing. For defining children’ level of cognitive speech there was a number of experiments conducted including pilot and associative combined with the method of modeling linguistic material. Gathering information abut a child, his/her environment and character of speech was conducted by methods of questioning parents, interviewing kindergarten teachers, and also objectively (testing). Discourse-analysis was applied for explicating functioning of prosodic basis in early ontogenesis in the process of communication. Studying speech prosody in early ontogenesis as the first level of developing linguistic and speech abilities of a child demanded applying the method of acoustic testing of utterances using computer programs Pitch”, “Medav” (version 3.31) and “Signalyze”. Research of multimodal interaction was performed with the help of video analysis methodology and ethnic-methodological method. The

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© Journal of Language and Literature, ISSN: 2078-0303, Vol. 5. No. 4. 2014 applied methods allowed to fulfill multiaspect studying of memory formation in early ontogenesis through the lens of establishing protocommunicative and communicative, protolinguistic and linguistic practices of nursery children, leading to his/her socializing and enabling development of all memory types: from inborn imprinting and actively developing verbal memory to eidetic memory. The research material while describing epistemological status realization of memory representation in the German language is 220 lexical units (LU) constituting relative nominative paradigms extracted by continuous sampling method from lexicographical sources (12 dictionaries including definition, phrase-book, etymology dictionaries of the German language), and 7000 contexts illustrating the usage of the named LU in 144 published and electronic heterogenred sources. 1. For establishing regularities of memory operations’ representation verbal collocations of memory of the German language are analyzed. The secondary nomination of memory as a specific mediated type of nomination basing on fabulousness mode realizes cognitive integration of the concrete and abstract, lets vividly imagine untouchable for direct observation substances generating new knowledge of the world. Verbal collocations are special type of set expressions belonging to the structures of peripheral zone of interaction of syntactic and lexical levels of the linguistic system functioning as the whole in which semantic decomposability of meaning into component segments is partially retained. For pointing out previous, initial ways of linguistic mastery of memory we refer to cognitive-oriented historic and semasiological analysis providing studying of more or less extensive subsets of items having systemic character. Ideographically determined genetic paradigm of verbal constituents of the German lexical system (39 units) is studied, they served the means of nomination of basic memory operations at different stages of its existence. The task is to find out initial motivation of linguistic defining memory operations, prior forms of semantic scheming of experience and realized original knowledge structures of nomination object. At that we base on the following statements: initial nomination assumes reference of the object with the already named; etyma have traceable inner form in which developed at the moment of nomination basic definitions and motivating attributes are fixed and connect conceptual and nominative systems (28); etymon is the initial meaning and form of LU from which the constituent of lexical and semantic system of the modern language derived; genetic paradigm is a chronologically developed association of units belonging to lexical and semantic level of the language, organized on the basis of common semantic attributes and including constituents of several etymological families (29). The given analysis will allow to define constant lexical and semantic universals and fixed in primary semantics initial regular cogitative models at memory representation in the German language. The material was extracted by continuous sampling from etymological dictionaries of the German language and organized into subgroups depicting basic memory operations (recollection / saving / loss / storage (as a mental state) of information in memory). 2. Verbal collocations, despite their reproducibility, are modelled units of lexical and semantic system. Structural and semantic modelling of memory verbal collocations allows «to decode» the results of metaphorization taking place at the secondary nomination of memory operations, and to describe underlying nomination mental ideas of denotation through defining invariants schemingly representing typical, relatively stable correlations of formal and semantic attributes of LU (30). 3. The very nature of the secondary nomination assumes creative reflection and correlation of various conceptual spheres, what stipulates, as distinguished from primary nomination, more definite explication of ways and grounds of mediated meanings correlating denotation situations. Depicting of object and thematic codes as identity spheres mediating object nomination and constituting the base of concrete images and semantic interferences provides the opportunity of building hierarchy of codes, investigating motivating organization of paradigm association of memory verbal collocations. 3. ANALYSIS AND DISCUSSION 1. The analysis of formation of the initial level of functioning of early involuntant memory forms of a child in terms of the development of discourse practices with adults affirmed and demonstrated that o according to their construction these memory forms represent itself inner projection of the order and composition of elements in the system of practice «business» actions and activities; the given projection is the initial practice plan of own child’s actions; o practice action plan rearranges while amplifying behavior acts mastered by the child (from inner schemes beginning-end of a definite operation, action to chronotope of day regime) and performs a regulative function towards reproducing these acts (31); o early memory forms are the product of not only own child’s actions but also of interaction and communication with an adult in the process of subject and manipulative and subject and situational practices; o structure of mutual activity defines the character and constructions of the plan of child’s own actions and its reproducing; thus, initial form of cooperation of an adult with a child while performing subject actions – the form of separated action and subject and situational (preverbal) communication – determines unconscious, nonverbal, involuntant character of early memory forms. A complicated process of generation and a complicated structure of such a phenomenon of involuntant memory as child’s observing a day regime in terms of subject and situational interactions with adults disprove the postulate of immediateness, serve as essential affirmation of social determination of genetically initial nonconscious innovations of involuntant memory; o chronotope of memory space formation discovers the following stages: imprinting, conditional reflexes, memory for movements, development of motor memory while forming snatch and preparing for subject actions mastery that afterwards transfer in dynamic stereotypes, verbal memory – at the beginning in mechanic form (by

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© Journal of Language and Literature, ISSN: 2078-0303, Vol. 5. No. 4. 2014 repeating stereotyped answers), – later combining with notional and allowing a child to use words and word combinations on his own; eidetic memory (verbal «reading» of information from detailed inner image); o during ontogenesis the role of different types of memory in cognitive activity of a person is changing: mechanic remembering is replaced by conscious one, involuntant – by arbitrary, immediate – by mediated. 2. Covering the problem of interaction between linguistic and speech activity in early ontogenesis in aspect of mnemic and psychic structures functioning and also revealing the interaction of sound form and linguistic image while the language being mastered by nursery children, we found out the following. Primary perception of speech is based on prosodic component of linguistic ability that is a compound element of multimodal perception of the world being the basis of «modality of communication» (3, 32). In other words speech perception is oriented and based on general psychological perception as fundamental principle. According to the theory of double coding cognitive development is based on a great number of processes of learning, such as observation, classic stipulation, operant learning and imitating. It includes consequent elaboration of cognitive representations and processes from nonverbal basis to double coding systems which also include a language. A flash of autonomous verbal behavior is noticeable in early «voice imitating» sounds of speech including own speech («echolalia»), but more definitely it is manifested in verbal associative skills engaged in comprehension and generating (or reproducing earlier heard and acquired=remembered) consequences of two or more words, notably some of these consequences can be referred to grammatical ones. Psychic conscious and nonconscious interact with a linguistic part of speech especially brightly at phonoprosodic level, at that the psychic is directly incorporated into the linguistic. More often it is connected with modal and emotional manifestations in speech which at prosodic level are marked by energetic components such as stressed or unstressed syllable in the word that enables display of intonation load and, consequently, differentiation of communicative types of phrases, completeness or incompleteness of utterances. 3. In psychology of oral speech perception there are two main processes: 1) the process of forming object image that is consisted of pointing out essential object attributes and establishing interaction between them; 2) the process of object perception in the presence of formed image that is recognition process. In accordance with two stages mechanisms of speech hearing are pointed out: differentiation and recognition. For the process of differentiation it is necessary to find out all differentiated attributes of the object (for instance, word phonemes, rhythmic frame) and interactions among them. This process serves as the basis for forming the image of the object in memory and can be supposition of recognition. Thus the process of recognition is based on formed object image in memory. In general, recognition while oral speech perception can be represented as analytic and synthetic elaboration of acoustic signal, comparison of pointed out attributes with the image (model), stored in memory, and their further notional interpretation. Within speech communication we can perceive phonations heard before and which had relative models in memory. Integration of phonetic units models stored in memory including rhythmic component and rules of comparison with them are perceptional language base. We use the term model to mean definitions of units stored in memory of a person and in result of comparison with which perception of segment and postsegment units of speech flow takes place – perception of phonemes and their combinations, stress, intonation, rhythm, etc. Perception of sounding speech is a process accompanying identification of acoustic signals with models of perceptional base. 4. Conceptual model of speech establishing in early ontogenesis is based on original development of prosodic linguistic categories which through imitating, learning and remembering are realized in nursery children’s speech shaping space of prosodic structures of speech and forming sublevel of linguistic ability – prosodic, which is responsible for primary speech perception, that is for the beginning of information processing of speech mediating its comprehension. This sublevel of linguistic ability is reflected supersegment or postsegment sublevel of language with superstructural phonetic elements acting additionally to phonemic language composition (33). Thus, following A.N. Leontjev memory ontogenesis is understood as dialectic process – as the change of three forms of its functioning, as the reconstruction of its working mechanisms in the direction of person’s mastery of own past to a greater degree. The first step of memory development is characterized as the stage of developing natural ability of imprinting and reproducing of information. This stage in normal conditions finishes in nursery period. At the second stage of memory development processes of remembering are mediated, with usage of external means of remembering. This stage is characteristic for the children of first school years. At the third stage the development of own mediated remembering takes place which is realized in the direction of development and perfection of the methods of using external auxiliary means and in the direction of transition from using external means to inner means. Memory based on the ability of «instrumental» using inner elements of experience is considered the highest form and the last stage of development of a person’s memory. Formed memory structures, acquired and stored in memory ideas of physical world stipulate perception, mental and linguistic representations of surrounding world fragments including memory which gets spatial interpretation based on physical experience, analogy of the given in direct observation concrete and abstract / physical and mental as a principle of human thinking. 1. In the course of cognitive-oriented etymological analysis within genetic paradigm of units denoting nomination of memory operations there were regular initial knowledge structures, basic notions and semantic schemes underlying initial nomination established. Here is the example of the conducted analysis. LU einfallen is a derivative prefix formation from fallen (VIII c.) with the meaning «to ruin, to fall down under gravitation pull, own weight» (34, 35). In the modern German language the given LU is used to describe involuntant recalling. The verb einfallen in Old High German had the form infallan and meant «to fall down, to penetrate», in Old High German – invallen «to ruin, to fall down, to break in, to intrude, to break through, to penetrate». For nomination of a mental action it began to be used approximately since 1500 year (35, 36). Prefixoid ein is derived from ancient in and introduces the meaning of directionwhile using with verbs enables creating semantic content «to place, to

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© Journal of Language and Literature, ISSN: 2078-0303, Vol. 5. No. 4. 2014 contribute». Inner form einfallen explicits basic notions «involuntant movement down», «inside» and motivating nomination attributes «sudden», «inner». Basic notion correlates with the idea of space and its bounders. The attribute «inner» is redefined as «own». We speak about object transition from alien, external into mastered space. Semantic scheme: physical situation (to break into physical space fast, suddenly)  physical situation (to become inner)  mental situation (to become own, to be learned, to be present, to advance in mental space)  mental situation (to be recollected). Initial knowledge structure – assimilation of involuntant recollection operation to independent, directed movement of objects in space. The following most frequent derivative stems are pointed out: Reproducing information in memory – 1) ahd. innaro «machen, dass jmd. etwas inne wird» – assimilation of memory operation to movement / transposition in space (erinnern, Erinnerung); 2) ahd. sinnan «gehen, reisen, wandern»; ahd. sind «Weg, Richtung, Seite» – уподобление операции памяти движению в пространстве (sinnen, entsinnen, ansinnen, besinnen); 3) germ. fall-a- «fallen» + ein «in» – assimilation of memory operation to movement in space (einfallen); 4) idg. teng; «ziehen, spannen» – assimilation of memory operation to transposition in space (denken, gedenken, bedenken, verdenken, nachdenken, Gedächtnis, Andenken, Andacht, Denkmal, Denkzettel). Memorization of information in memory – 1) germ. maka- «Zeichen», markōn «begrenzen, kennzeichnen, mit einem Zeichen versehen» – assimilation of memory operation to physical action in space (merken); 2) germ. brechen «brechen machen, aufbrechen, aufreißen» – assimilation of memory operation to physical action in space (prägen, einprägen); 3) ahd. haltan «festhalten, befolgen, weiden, an einem Punkt anhalten, stillhalten» – assimilation of memory operation to physical action and movement in space (behalten); 4) idg. lei- «haften», lat. lira «gehen»; leis «am Boden gezogene Spur, Furche», lenaid «haftet, folgt» – assimilation of memory operation to movement / transposition in space (lehren, lernen). Loss of information in memory – 1) ie. ghe(n)d- «(an)fassen, ergreifen» + ver (отрицание) – assimilation of memory operation to transposition and physical action in space (vergessen, ergötzen); 2) ndl., ndd. lossen «ausladen», los «frei, leer machen», ndd., nndl. liegen «sich legen» – assimilation of memory operation to transposition in space (löschen); 3) idg. lei- «haften», lenaid «bleibt, haftet, folgt» + ver (отрицание) – assimilation of memory operation to movement in space (verlernen). Storage of information (as a mental state) – 1) germ. kann «können, vermögen»; assimilation of memory operation to physical state (kennen, können); 2) weid- / ṷeid- «finden (erkennen, erblicken)» – assimilation of memory operation to action in space (wissen); 3) idg. kap- «fassen, packen» – assimilation of memory operation to transposition in space (haften). The conducted cognitive-oriented analysis of genetic paradigm of basic units of nominating memory processes demonstrates that initial methods of linguistic memory mastery were stipulated by initial knowledge structures, at the heart of which there is assimilation of memory operations to movement, transposition or physical action in space. 2. Structural and semantic modelling allowed to specify previous observations of representation regularities of memory processes by the secondary nomination units of the modern German language and to represent schemingly regularly realized relevant correlations of formal and semantic attributes of LU. According to the results of the analysis there are the following structural and semantic models actualizing while defining concrete memory operations by verbal collocations pointed out: Recollection: «verb with general meaning «to transit» + noun or preposition group naming direction». Model – «to transit to where» (for example, jmdm. in den Sinn / in den Kopf kommen); «verb with general meaning «to transit» + noun or preposition group naming initial point of transition, source». Model – «to transit from where» (for example, aus der Vergessenheit aufsteigen); 3) «verb with general meaning «to transit» + noun or preposition group naming place». Model – «to transit where» (for example, im Gedächtnis schwelgen, in der Erinnerung auftauchen); 4) «verb with general meaning «to stimulate, to arouse» + noun or preposition group naming object». Model – «to arouse what» (for example, Erinnerungen zurückrufen); 5) «verb with general meaning «to acquire, to return» + noun or preposition group naming place». Model – «to acquire to where» (for example, etw. ins Gedächtnis rufen); 6) «verb with general meaning «to acquire» + noun (with a preposition / without a preposition), naming source». Model – «to acquire from where» (for example, der Vergessenheit entreißen); 7) «verb with general meaning «to be, to be present» + noun with preposition naming place». Model – «to be where» (for example, in Erinnerung stehen, im Gedächtnis sein); 8) «verb with general meaning «to realize an action» + prepositional collocation naming place». Model – «to be active where» (for example, im Gedächtnis kramen, im Kopf hämmern); 9) «verb with general meaning «to have» + noun with a preposition naming place». Model – «to have where» (for example, etw. (noch genau) im Ohr haben). Causation of recollection: 1) «verb with general meaning «to deliver, to return» + noun or preposition group naming place». Model – «to deliver where» (for example, jmdm. etw. wieder ins Bewusstsein bringen); 2) «verb with general meaning «to stimulate, to arouse» + noun naming object». Model – «to arouse what» (for example, jmdm. die Vergangenheit zurückbringen); 3) «verb with general meaning «to get, to deliver» + prepositional group naming place, source». Model – «to deliver from where» (for example, etw. aus Gedächtnis holen). Remembering: «verb with general meaning «to save» + noun with a preposition naming place». Model – «to save where, to where» (for example, etw. in der Erinnerung behalten, etw. in (sein) Gedächtnis einprägen); 2) «verb with general meaning «to penetrate, to intrude» + noun with a preposition naming place, direction». Model – «to penetrate where» (for example,, (sich) in die Erinnerung einbrennen, sich ins Gedächtnis einätzen); 3) «verb with general meaning «to stay / to be in some state» + noun with a preposition naming place». Model – «to stay where» (for example, im Gedächtnis verbleiben, im Hirn eingeätzt sein).

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© Journal of Language and Literature, ISSN: 2078-0303, Vol. 5. No. 4. 2014 Causation of remembering: 1) «verb with general meaning «to intrude» + noun with a preposition naming direction». Model – «to intrude where» (for example, jmdm. etw. in den Kopf setzen / hineinbohren). Storing information (to remember / have in memory): 1) «verb with general meaning «to be» + noun with a preposition naming place». Model – «to be where» (for example, im Gedächtnis bleiben, vor Augen stehen); 2) «verb with general meaning «to have» + noun with a preposition naming place». Model – «to have where» (for example, etw. im Kopf haben); 3) «verb with general meaning «to store» + noun with a preposition naming place». Model – «to store where» (for example, jmds. Andenken in Ehren halten, ein (freuliches) Gedenken bewahren); 4) «verb with general meaning «to transit» + noun with a preposition naming initial point + negation». Model – «not to transit from where» (for example, jmdm. nicht aus dem Sinn gehen). Oblivisence: 1) «verb with general meaning «to eliminate, to lose» + noun naming object». Model – «to eliminate, to lose what» (for example, die Erinnerungen an Akk. verbannen); 2) «verb with general meaning «to transit» + noun with a preposition / word combination naming place or direction». Model – «to transit where, to where» (for example, etw. in die Vergangenheit verlegen); 3) «verb with general meaning «to transit» + noun with a preposition / word combination naming place or direction». Model – «to transit where, to where, from where» (for example, in Vergessenheit geraten, aus dem Sinn kommen); 4) «verb with general meaning «to delete, to lose» + noun with a preposition naming initial localization of an object». Model – «to delete, to lose from where» (for example, aus der Erinnerung tilgen / streichen); 5) «verb with general meaning «to leave» + noun or preposition group naming place, addressee» Model – «to leave where, to whom» (for example, etw. in der Vergangenheit ruhen lassen). Causation of oblivisence: 1) «verb with general meaning «to delete» + noun with a preposition / word combination naming place». Model – «to delete from where» (for example, jmdm. etw. aus dem Kopf schlagen); 2) «verb with general meaning «to delete» + noun naming object». Model – «to delete what» (for example, die Erinnerungen verscheuchen); 3) «verb with general meaning «to transit» + noun with a preposition naming place». Model – «to transit to where» (for example, jmdn./ etw. in die Vergessenheit versenken). Applying structural and semantic modelling allowed us to depict memory collocations as modelled units, to point out such relevant for native speakers of German nonsubstantial characteristics of described situations as localization, source, direction, and to point out the basic methods of mapping situations of memory operations realization by German native speakers (transition, staying, breaking into, appearing, disappearing of an object in some space). 3. Description of subject-thematic codes actualized by verbal memory collocations added previous observations, allowed to determine regular spheres of identification of memory operations mediating nomination: spatial thematic code (35 % units, anatomical (13,4 %), personifying (13 %), subject (13 %), (5,7 %), contextual (5,3 %), technical (5,3 %), social (5 %) and (1,5 %) codes. Within the most frequent spatial code memory is interpreted as some space. The fact that spatial thematic code turned out the most productive in motivating the nominative structure of verbal memory collocations (more 1/3 of all units) proves that the idea of transition / movement of objects inside space of memory or from outside into it, and also the idea of subject’s movement in the German native speakers’ mind prevails. In most cases as objects of transition fragments of past experience act, and the very past, recollections undergoing influence. Movement objects are objects of memory operations or active objects. Space of transition / movement of objects is more variable (named by components «Bewusstsein», «Gedächtnis», «Erinnerung(en)», «Vergessenheit», «Unsterblichkeit», «Vergessen», «Vergangenheit», «Sinn», «Ermahnung», «Andenken»), than the space of the transition of subject of memory operations ( «Gedächtnis», «Erinnerung(en)», «Erinnern», «Vergangenheit», «Zeit»). Within spatial code the idea of rest state / retaining objects in rest state is also relevant, state of rest state is actualized by components «Erinnerung», «Gedächtnis», «Sinn», «Andenken», «gegenwärtig». But even within anatomical code following according to productivity, body parts, organs named somatisms are interpreted as some container in which concrete physical action over objects, their transition is performed. Quasisomatic organs are Kopf / Hinterkopf (45 %), Auge (20 %), Ohr (12,5 %), Lippen (2,5 %). Memory can be aimed at different objects, be based on the work of various receptors and analyzers and is in need of relevant quasiorgans-containers. Thus linguistic representation of memory reveals constant, mastered by language knowledge structures included in identification memory with space, and memory operations – with movement / transition, physical actions in space. Localization is a significant element of linguistic conceptualization of correlative denotative situations. Linguistic representation of memory realized conceptual integration of physical and mental situations. 4. CONCLUSION Memory as socially mediated dynamic structure of inner person’s space is formed from the level of involuntant to the level of arbitrary forms in the process and space of interactions, based on learned physical experience, that is memory and space reveal social and communicative nature. Space as a cogitative category has epistemological status, determines cognitive and linguistic representations of various fragments of the objective world including the phenomenon of inner, ideal, psychic world of a person – memory. Linguistic representation of memory is based on the principle of analogy of the concrete, given in the direct observation and the abstract, physical and mental, attended with assimilation of memory to space, and memory operations – to movement and / or concrete physical actions in space. To prove the given thesis the work realizes a complex of experimental, psycholinguistic, semasiologically and onomasiologically oriented methods of analysis within different (evolution, system and structural, anthropocentric, ontogenetic) research paradigms, heterogeneous linguistic material is applied. The material and results of the research contribute to further

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