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The paper analyzes the mechanisms of working memory: forgetting as a consequence of reproduction and learning as a consequence of reproduction. Indicators of working memory have a high prognostic value for learning processes, since it is closely linked to attention, the formation of new motor and sensory skills, and ensures the acquisition of languages, reading processes, and arithmetic operations. According to the literature, working memory largely depends on the maturity of the prefrontal cortex, which, in turn, has a nonlinear maturation route. The mechanism of forgetting as a consequence of reproduction is associated with inhibitory control and is a proactive interference. There is still no agreed solution regarding the learning mechanism. The study used O. M. Razumnikova's technique aimed at testing these mechanisms. The results of preschoolers and schoolchildren were divided into clusters in accordance with the reproduction strategy in three series, in which the same set of visual-spatial stimuli was presented on the computer in different orders. Three strategies were described for preschoolers: good first reproduction and pronounced proactive interference; low level of reproduction in three series without pronounced mechanisms; high first reproduction and the emergence of weak learning. In adolescents, 4 clusters were found, among which there was a cluster in which both proactive interference and learning were expressed. The role of prefrontal cortex maturity and its relationship with working memory in preschoolers and adolescents is discussed.
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