Exercises to develop associative thinking. How to quickly develop memory for memorizing foreign words, numbers and any information

Thinking is the main cognitive process that determines much in a person’s life. Associative thinking is a concept that reflects the use of associations: all connections between actions and ideas come from sensations and the traces they leave in the brain. Association is a connection between concepts and ideas that arises in the process of their awareness. One of the ideas evokes another in the mind - this is how associations are born.

Associative connections are not the same different people, because they depend on personal experience. Thus, one person associates the word “autumn” with slush and bad weather, another with bright yellow autumn flowers, a third with a riot of colors in deciduous forest, the fourth – with mushrooms and “ quiet hunt“, for the fifth - with loneliness, drizzling rain and a deserted alley strewn with withered leaves stretching into the distance, and for the sixth - with a birthday, friends, gifts and fun.

The term “association” was introduced by the English philosopher and educator John Locke back in 1698, and has been widely used since then. Thanks to associative thinking, we get acquainted with new things, discover the world for ourselves, expand the boundaries of its knowledge, and learn to think outside the box.

Types of associations

There are different classifications of associations. For example, based on a number of characteristics, the following types can be distinguished:

- Cause - effect (rain - raincoat, lightning - thunder, snow - skis).

— Contiguity, proximity in time and space (sausage - refrigerator, computer - mouse).

- Similarity, similarity of concepts (cloud - feather bed, pear - light bulb).

— Contrast (white - black, fire - ice, cold - heat).

- Generalization (flower - bouquet, birch - tree).

— Submission (vegetable – tomato, bush – viburnum).

— Addition (borscht - sour cream, salad - mayonnaise).

- Whole and parts (body - hand, house - entrance).

- Subordination to one object (pincers - pliers, chair - bench, cup - glass).

There are also associations based on consonance (cat - midge, shadow - fence) and word-forming ones, built on words with the same root (sineva - blue, stove - baking).

In the process of building associations, different senses can be involved, so associations can be gustatory, visual, auditory, olfactory, etc.

Associative theory of thinking

The formation of associations was associated with the first ideas about the universal laws of human mental life. In the 17th century, the psychology of thinking had not yet been identified as a separate section, and thinking was not considered as a special form of human activity. The development of thinking was understood as a process of accumulation of associations.

The associative theory of thinking is one of the earliest. Its supporters believed that thinking is an innate ability and comes down to associations connecting traces of the past and impressions of present experience. Unfortunately, this theory could not explain the creative nature of the thinking process, the specificity of its content and the patterns of its occurrence.

However, based on the learning process, association theory thinking highlighted several very significant moments for the development of thinking:

— Importance of use visual material in the learning process;

— Awareness that learning is possible only through sensory knowledge, i.e. through images and representations.

— Understanding that associations expand the boundaries of abilities, through them consciousness is stimulated, activating the processes of comparison, analysis, and generalization.

Development of associative thinking

Ideas suggested by associations have been successfully used by people for a long time. Observations of fish gave rise to the idea of creating a submarine, and the ascent and submersion systems were inspired by associations with the air bladder of a fish. The idea of echolocation was borrowed from dolphins. The burdock clinging to the dog's fur suggested to Georges de Menstral, an engineer from Switzerland, the principle of creating Velcro, which is now widely used in clothing and shoes. Many unrealized ideas suggested by associations were preserved in the notebooks of Leonardo Da Vinci. Thus, bird observations suggested to him the idea of an ornithopter, which would allow a person to soar above the ground. His sketches of a parachute are a reflection of the dream of a flying man, drifting in the heights, not afraid to fall from any height. And this is only a tiny part of the ideas inspired by associations, and the main thing is that this process cannot be stopped.

Developed associative thinking gives us a number of advantages:

Promotes the development of imagination;

Helps generate new, extraordinary ideas;

Facilitates perception and promotes the formation of new semantic connections;

Improves adaptation to new, non-standard situations and helps in finding solutions to unusual problems;

Stimulates brain function;

Improves memory capacity.

It is impossible not to mention that the basis of mnemonics, which allows you to memorize large volumes of words, are associations. You can learn more about associative memory

It is better to begin the development of associative thinking from early childhood, step by step. First, you just need to introduce the child to all the concepts encountered and the actions associated with them. The next stage is teaching the child to generalize. For example, cups, plates, saucers - dishes; chair, table, armchair - furniture; car, doll, cubes - toys. At the same time, the child learns to name and distinguish objects.

For older children, other, more complex exercises are needed: drawing up associative series, searching for a sequence in a word series, analyzing objects by attribute.

A child’s associative thinking can lead him to psychologically difficult situations. For a parent, in the case when a child reacts sharply negatively to an image or association (for example, vaccination - injection - doctor - white coat), it is important to understand that suppressed associations driven “into a dark corner” can cause the development of various kinds of complexes in the future. It is important to be patient, talk to your child about what scares him, explain, and be positive. You should listen to the child and his associations, try to understand his needs, images, aspirations in order to support the child, reassure him, and restore his sense of security.

Exercises for developing associative thinking

Want to try association games? This is the case when games develop:

1. Take any two words that are not related in meaning, and try to gradually create a semantic associative chain leading from one to the other. For example: a car and a tree. The chain could be like this: car – road – forest – tree.

2. Think of a few words (for example: bottle, beads, window). Choose association words for them that are similar in one or more characteristics (for example: glass, hard, sparkling, green).

3.Choose associations that unite all the words at the same time. For example: cold, shiny - ice, diamond, metal.

4. If you are on a walk or on the road, and you have a travel companion, come up with any first word and, in turn, lead a chain of associations from it. When an association is not clear, explain its appearance. It's fun, interesting and develops associative thinking.

5. Come up with unusual associations. For example, wallet - money is a common, expected association. What else can you keep in your wallet? Lottery ticket, a lock of hair, an amulet, a note, a key?

6. There is an interesting test that does not take much time, but allows you to play with associations and look into your subconscious and understand what is bothering you. This is the first step towards a solution, right? You can simply come up with 16 any words, or you can use auxiliary initial letters. But you shouldn’t think for a long time, you need to write the first thing that comes to mind and be honest with yourself (if your goal is to get to know yourself better and solve your problem). You can use nouns, adjectives, adverbs, phrases. So, if you decide to use letters (it’s easier to start with), take a piece of paper and write down the following letters vertically on the left: t, d, b, m, g, a, g, o, k, p, c, n, z , p, l, s. Now, opposite each of them, write a word starting with that letter - the first one that comes to mind. Now take the resulting words in pairs, selecting an association for every two consecutive words running vertically. Write down associations next to each pair of words. You will get 8 words. Then again, vertically from top to bottom, combine the two resulting words and again write down the emerging associations. Now there will be 4 of them. Combine them in pairs, write down two new associations. By combining them, you get the key association, the most important one. Associations helped in the study of the subconscious, they were used by S. Freud, then by C. Jung, and are still used by many psychoanalysts (and not only to this day). By using the creative component of your personality, during such a test you can look into your subconscious and find ways to solve the problem, if any. In any case, by putting associations and thoughts on paper, we subject them to analysis, look deeper into ourselves and understand better.

Impaired associative thinking

Violations of associative thinking are expressed in changes in its pace, focus and harmony. Serious painful disorders of associative thinking are the subject of study in the literature on psychiatry and clinical psychology, in the section of psychopathology.

Some patterns of disturbances in the thought process were identified. Based on the symptoms of disorders, disorders are divided, for example, into form and content. In the first case, we are talking about violations of the associative process of thinking (the way a person thinks), and in the second - violations of judgment (what a person thinks, various kinds of obsessive states, delusions, super-black ideas). Below we will consider only some types of disorders of associative thinking:

By changing the pace of thinking:

— Acceleration, a noticeably faster pace of processing information, generating ideas, making decisions, and sometimes a leap of ideas. This acceleration is characteristic of manic states.

- Slowing down the pace, excessive delay in thinking and making decisions.

— Involuntary intrusion of thoughts (mentism), interfering with the thought process, leading off the topic.

— Stopping thinking is a break in the flow of thoughts, their involuntary stop.

In terms of mobility and liveliness of the thinking process:

— An abundance of detail, minor details, unimportant to the topic.

- Excessive thoroughness, aggravating the previous point with unnecessary distracting associations and details.

— Viscosity of thoughts, in which thinking ceases to be productive, the thread of conversation is lost.

According to the grammatical structure of speech:

— The use of cliches, ready-made cliches, templates or questions when constructing an answer, that is, the use of speech stereotypes.

- Repeating meaningless words, sounds or phrases.

- Incoherent repetition of words or their combinations, in which there is no logical or grammatical structure.

By purpose:

— Excessive floridity when expressing a simple thought.

— Slipping off the topic into a lengthy discussion based on an abstract association, followed by a return to the topic.

- Verbose empty and lengthy ranting without purpose, “about nothing” (reasoning).

— Directing efforts not at resolving the issue, but at executing the protocol (formalism).

— Consideration of the issue from different angles, with different evaluation criteria, changing levels of generalization, which makes acceptance impossible final decision(diversity).

— Fuzzy, contradictory use of concepts, when it is almost impossible to understand what is being said (amorphousness).

— Violations of the logic of thinking, in which either premises, or cause-and-effect relationships, or evidence suffer.

— Symbolism that is understandable only to the patient himself, and to no one else.

— Pathological finding of new meanings in words, based, for example, on the number of letters or on their rhyming with one or another (for example, “happy” or “unlucky”) word.

— Autistic thinking is one that concerns only inner world patient, closed to outsiders.

- Archaic thinking - it is based on ancient stereotypes, judgments, views that are far from modernity.

- Perseveration (persistence, persistence) - in this case, a person persistently repeats words, phrases or deeds, even if the relevant context has already been exhausted.

— Discontinuity (lack of logical connection between concepts, judgments and conclusions), although the grammatical structure of speech may not be disrupted.

To keep the brain in good shape, the comprehensive development of its cognitive functions, such as attention, thinking, memory and perception, is important. To develop them, you can use regular classes on.

We sincerely wish you a useful and exciting pastime and success in self-development!

The main role of associations in memorization is that we link new knowledge to information we already know. To build a good association, you need to know some useful criteria for finding connections between things, as well as develop your associative thinking and creative imagination. It is equally important to learn how to build associative series and connections to stimulate figurative memory. This lesson will show you how to use the association method to remember information.

What are associations?

Association- this is a connection between individual facts, events, objects or phenomena reflected in a person’s consciousness and enshrined in his memory. Associative perception and human thinking lead to the fact that the appearance of one element, under certain conditions, evokes the image of another associated with it.

The ability to make associations is the most important ability of our mind. There is even such a direction: associative psychology (or associationism), which tries to explain mental processes a person by studying his associations in connection with certain objects (stimulus - response), the process of memorizing information can also be considered from this point of view.

Types of associations

To find associations, there are several ways to build associative links between any objects:

Adjacency in time or space: table and chair, winter and snow;
Similarity (similarity): earth and ball, lamp and pear;
Contrast (opposite): good and evil, black and white;
Cause-and-effect relationships: thunder and lightning, lamp and light;
Summary: tomato and vegetable, dog and animal;
Subordination: vegetable and cucumber, animal and cat;
Subordination to one object: car and motorcycle;
Part and whole: seconds and minutes, car and engine;
Addition: toothpaste and toothbrush.

Depending on the application of these methods, as well as on various modifications and conditions of their use, you can find different types associations. For example, associations are:

thematic, in which objects are related to a single theme (marketing and advertising);
phonetic, in which there is consonance between objects (lie and rye, night and daughter);
word-forming, based on the unity of the root or other parts of the word (laziness and laziness).

It is worth noting that the associative processes occurring in our consciousness depend on the degree of participation of different sensory organs in them. Thus, visual, auditory, kinesthetic, gustatory and olfactory associations are distinguished. Depending on a person’s predisposition and the characteristics of his sensory representational system, it will be useful for him to build associations that are suitable specifically for him.

Some people have motor memory, like Napoleon (who wrote down each new name three times, threw away the note and remembered the name forever). Some people, due to their developed auditory memory, prefer to speak information out loud. The basis of memory for people tuned to visual perception (and these are the majority) is, for example, the purposeful selection keywords in memorized text (underlining, coloring, creating diagrams and drawings).

With the development of memory techniques, people have already developed associative techniques that are suitable for most of us. These techniques are called mnemonics, and they will be discussed in one of the following lessons.

How to develop associative thinking?

Despite the fact that today there are many mnemonics that make it easier to build associations for memorizing various types of information, there is no universal technique that would be suitable for all cases. Often you have to create associations and systematize material for memorization on your own. Not everyone is good at associative memory, but it can be learned. Associative thinking is built, first of all, on our creative abilities, namely, on the ability to create something new, modifying what already exists.

The development of associative thinking is closely related to the imagination and a person’s ability to find similar elements even in the most different things, as well as to the training of figurative memory. On our website there is a special lesson on developing imagination in the course creative thinking. You can familiarize yourself with this lesson by following the link.

In addition, expanding the range of associations can be achieved through targeted training. Below we offer you some simple exercises:

Exercises

Exercise 2. Drawing up a chain of associations. Choose any word and start building a chain of associations from it, writing them down on paper. Try to write down associations as quickly as possible, and make the connections as unusual as possible.

Exercise 3. Search for missing associations. Choose any two words or phrases that should have as little in common as possible. Try to build an association that connects these two words. For example, for the words “morning” and “food” the element complementing the associative series will be the word “breakfast”. Try to find the missing link for the words: film and dream, elevator and car, flower and skyscraper.

Exercise 4. Suitable associations. Choose two words and try to name associations that are suitable for each of these words at the same time. For example, for the words “white” and “light” one can name the following associations: snow, fluff, feather, etc. To complicate the exercise, you can choose not two, but three or even more words.

Exercise 5. Unusual associations. To develop associative thinking for the purpose of better memorization, it is useful to be able to look for the most striking and non-standard associations. In this case, the image will be better fixed in memory. Most people will give the following associations for these words and phrases:

Russian poet - Pushkin
Poultry - chicken
Fruit - apple
Part of the face - nose

Try to come up with other, less popular associations with the same words.

Exercise 6. Composition mental maps. A useful exercise mental maps are used for the development of associative memory. One of the creators of the idea of compiling such maps, Tony Buzan, wrote in his book “Super Memory” that “... if you want to remember something new, you just need to correlate it with something already known fact calling on your imagination to help." You can read more about the technique of drawing up mental maps consisting of associative series in the next lesson on memory development.

If you do at least some of these exercises for 10-15 minutes a day, then after a few days the workout will become easier and more exciting, and most importantly, you will be able to remember any new material faster.

To develop associative thinking in order to improve memorization of material, it is also useful to use the following recommendations. The associative connection should:

arouse your genuine interest (how to achieve this was written in the previous lesson);
touch various senses;
be unusual, but meaningful to you;
contain the most detailed picture (size, color, etc.).

And the main thing is that the association is bright and easy to remember.

So, the second rule of remembering:

To remember certain information well, find suitable vivid associations that will be an indispensable assistant in the process of representation (reproduction of information).

Test your knowledge

If you want to test your knowledge on a topic this lesson, you can take a short test consisting of several questions. For each question, only 1 option can be correct. After you select one of the options, the system automatically moves on to the next question. The points you receive are affected by the correctness of your answers and the time spent on completion. Please note that the questions are different each time and the options are mixed.

Development of associative thinking in the process of music perception.

Perception of a musical work in young children school age occurs mainly through the creation of internal close and familiar visual pictures in the imagination. Virtual pictures can be drawn from personal experience, stories from adults, acquaintances literary works, watched films and theater performances.

Having given a listen to this or that piece of music that is accessible to children’s perception, the teacher offers to describe the pictures that were born in the children’s imagination at the moment the music was played, since a musical artistic image does not carry a pronounced specificity, imaginary pictures can be very different . The main thing is for children to feel the mood and character of the music and turn on their inner vision, i.e. found a visual and verbal image that is adequate to the musical one.

Games and warm-ups for figurative perception of color. For the perception of works fine arts it is necessary to master the color richness of paints. Only after children become familiar with colors and their shades can they begin to master the cold and warm range of colors.

Active mastery of cold and warm colors will help children not only organically perceive the character and mood of works of art, but also deepen the visual associations that arise when listening to music and observing phenomena. surrounding life. Children will be able to look at themselves, their clothes, and the surrounding interior through the eyes of an artist, i.e. evaluate yourself and others in their everyday appearance from emotional and aesthetic positions.

Warm-up “Pick a color.” Music sounds in a major or minor mode. The children's task is to choose one color and explain why it matches the music. This is how a reaction to the modal uniqueness of the musical image and color associativity is developed.

Game "Guess who I am." The teacher shows one flag or another, and the children name the objects that they have encountered in life of the same color. Can be used in the game geometric shapes, cut out of colored paper, scraps of fabric, etc.

Motor – plastic games, exercises and sketches. Mastering plastic arts, the dynamics of beauty of movements, and the richness of facial expressions constitute an important aspect of aesthetic education. Such activities should begin with games and simple exercises that allow the child to adapt to the space in which he is located and to feel his plastic capabilities.

Then they move on to exercises to develop hand plasticity. They can be performed both sitting and standing. It is desirable that they be accompanied by rhythmic music that coincides with the images created by gestures. When performing exercises, it is important to take into account the subjective characteristics of children, their temperament and creative imagination. The images proposed for plastic embodiment must be previously characterized by the children themselves, taking into account their personal experience and observations.

Situational sketches can reproduce plots of famous paintings, be musical and plastic improvisations, or illustrate certain life situations that arise in life. Such sketches are aimed at adequately conveying emotions and movements, at matching the image of what is being imagined and what is being created.

Game "I am a portrait." The child imagines himself as the image in the portrait. His task is to determine and choose for himself the background on which he is depicted. Others call this background.

Plastic sketch for hands “Leaves are falling...”. To the smooth music of a waltz, children imitate falling leaves with their hands. Movements should be light, corresponding to the musical melody. You can make the task more difficult: “The wind blew.” Then the character of the musical image changes - the children depict leaves blown by the wind.

Sketch “Snow is whirling”. To the music, the children smoothly lower their hands, trying to convey various states: snow is slowly falling, suddenly the wind picks up snowflakes, a snowstorm begins... This can be developed by asking the children to get up from their seats and complement the plasticity of the hands with movements of the whole body. Completion of the sketch - snowflakes fall to the ground, and not all fall together, but one by one. Children learn ease of wrist movements, smoothness of gestures and other objects.

Game "Freeze!" The guys perform a dynamic plastic sketch on a given topic. On the command “Freeze!” they freeze in the positions in which she found them. In this case, the plastic sketch moves from a dynamic form to a static one, which gives children an idea of the relativity of movement and rest and develops coordination.

A child learns about the world through certain processes occurring in his brain. The main cognitive process is thinking. It determines a lot in the life of an adult and a child. The associative theory of thinking occupies a large percentage in psychological research. Associations in a child’s life determine his perception of the world and learning. In this article we will look at what associations are, thinking based on them, and also how to develop a child’s process of understanding the world.

What is associative thinking?

What is imaginative thinking in a child?

Young children are unable to learn anything new without images. IN early childhood babies cannot yet think abstractly and associatively, but some images already appear in their brains. They appear on the basis of already acquired information coming from environment and from adults. The image for a child is his feelings. When a baby dreams of something pleasant, he smiles, and when bad images arise, he cries. The child is already with early years understands that the wolf is a bad hero in a fairy tale, since mother reads his words in a rough voice, but mother’s voice itself is gentle and affectionate. This is how images of evil and good, cold and warmth are formed, based on the baby’s sensory experience.

The connection between images and associations in children

The relationship between these two concepts directly affects the child's behavior and his adaptation to the environment. Associative psychology of thinking implies close “cooperation” between these concepts: first, an image appears in the child’s thinking, then an association with this image, then an action or sensory reaction to the stimulus. The process can also happen the other way around. Let's imagine the following situation:

The child hears the word “vaccination”, he has associations “pain” - “patience” - “limitations” - “anxiety” - “pain”, as well as the image of an aunt in a white coat who wants to make all the associations that have arisen real. As a result, we get a formed sensory experience (people in white coats are bad) and an unfavorable behavioral reaction (he cries and demands that he not be given this vaccine).

Development of associative thinking in children

How to develop a child's associative thinking? This view cognitive process can be stimulated in early age. But the development process must take place in stages. To do this, it is necessary to introduce the baby to all the concepts of the environment and the actions that are associated with them. Then the child learns to generalize (for example, names different colors into one concept “flowers”), name, distinguish.

For preschool and school-age children, there are more difficult exercises. Here are suitable tasks for compiling associative series, analyzing objects by attribute, searching for sequential words, and inventing complex associations. Children from an early age learn independence and curiosity, their imagination and memory develop well. By the way, associations are the basis for some mnemonic processes, with their help you can develop memory to almost ideal.

For adults, such thinking training will also not be superfluous. They have a positive effect on adapting to situations and finding solutions to problems. In addition, exercise stimulates brain function, preventing senile and vascular dementia and a number of other mental illnesses.

Recommendations from psychologists regarding the development of associative thinking

The psychological mechanisms on which children's associative thinking is based are often ignored by adults, perceiving the baby's crying or its negativity as an unfounded whim. In this case, it is important to remember that the reason for his behavior is as real as the baby standing next to him. If you do not respond correctly to his associations and images, he may develop various complexes.

There is a diagnostic method called the associative thinking test. With its help you can see the level of development in a child. This type of cognitive process can be well stimulated to develop with music, drawings, working with sand, and plasticine.

If development occurs without the involvement of a specialist, it is important for the parent to remember that the child is given the role of leader in creativity. The focus should be on his needs, associations, images and aspirations. In case of some incomprehensible or alarming image, it is important to talk through the child’s feelings and set him up for the positive.

This is not strictly a group exercise; it can be done in pairs or even alone.

To perform exercises to develop associative thinking, it is advisable to have a voice recorder and a notepad with a pen on hand for subsequent decoding and analysis of the sound recording. You should not rely on memory when performing such exercises. Exercises. Working with a chain of associations, akin to dream analysis. And everyone knows: a dream needs to be written down without delay if you don’t want to immediately forget 70% of its details.

It's the same with associations.

I suggest doing three simple exercises, which help develop associative thinking in those who perform them quite regularly.

So, let's start with the simplest thing - the preparatory exercise. I recommend starting any intellectual workout with it.

Exercise to develop associative thinking No. 1

It consists of two equal parts. In the first part we play related associations. In the second part - into unrelated associations.

Related associations

The presenter asks the floor. This word should (preferably) be a common noun in the nominative case.

Then, in a circle, each player (or you alone), under a dictaphone recording, continues the chain of associations - that is, he names another word, clearly associative related to the previous one.

journey,
carriage,
ticket,
conductor,
suitcase,
passenger,
fellow traveler,
window,
station...

In the next round of the game we play

Unrelated associations

journey,
consumption,
sunset,
bombing,
polyethylene,
mask,
child,
horror,
collar

In both the first and second cases, after the end of the game, sharing occurs, an exchange of opinions, which is mandatory for any psychological games.

During sharing, each participant in the game must explain how and why he decided that it was appropriate to continue the chain of associations (sometimes strictly connected, but especially blurred) with his word.

For example

I said “View” after “fellow traveler” because I probably don’t want to look at people, I’d rather admire the view from the window.

I said “fellow traveler” after “passenger” because I wanted to clarify that I am on the same path as this person, we are going in the same direction.

I said “polyethylene” after “bombing” because “bombing” implies corpses, and corpses (in my opinion) are wrapped in plastic.

I said “collar” after “horror” because I feel horror when something is strangling me, and the collar has the ability to “strangle”.

During sharing, those very “psychotherapeutic insights” occur, during which the players have an epiphany - an understanding of their situation, as well as release negative emotions and fears.

Exercise to develop associative thinking No. 2

"Running Association"

The presenter calls the word. For example, "wardrobe".

Within five minutes, each player must write down in his personal notebook a chain of associations evoked by this word. The goal is to let go of your thought, allowing it to jump from one association to another.

For example: Wardrobe,

skeleton,
pharmacy,
scales,
sky,
rocket,
cartoon,
childhood,
Romania,
tambourine,
jack,
pudding,
hills...

During sharing, each player must explain (briefly) their associations. (This explanation is recorded on a voice recorder.)

Exercise to develop associative thinking No. 3

"Strapped Association"

The presenter asks the word and gives the task: for five minutes, try to keep your thoughts on this image (without being distracted by other topics and images). Then the Presenter turns on the song composition. While the song is playing, each participant must keep the given word in memory.

In order to do this (not to forget the word and not to be distracted by thoughts on other objects and topics), we turn on our imagination and create a whole plot in our thoughts, which helps us stay in the field of a given image. We write down the main moves of this plot in a notebook.

After time has passed, each player tells the story that was born in his head, which helped him focus on this word.

The host and other players at the time of sharing can ask leading questions, provoke, disagree, or vice versa, agree, supporting the player.

Good luck with your association games, friends! Develop your associative thinking.

Elena Nazarenko