The article presents a research project which applied the methodology of phenomenography to describe children's conceptions of memory and imagination. The comparison of two mental concepts was considered a natural cognitive procedure, conducive to reflection on one's own knowledge concerning the features of thought processes and relationships between them. The graphic and verbal explications developed in the course of the task were used to build a map of children's ways of conceptualizing memory and imagination. A group of 59 nine-year-old children (third grade students of several Polish public schools) participated in the research. The conceptions identified as a result of the phenomenographic analysis (a/ memory and imagination as a mental action; b/ memory and imagination as a mental product, and c/ memory and imagination as the subject's resource) proved to be cumulative and inseparable, i.e. the conceptions with a higher level of complexity and sophistication contained elements of simpler, less mature conceptualizations. The analysis of the collected materials leads to the conclusion that organizing one's own metacognitive knowledge in terms of similarities and differences between cognitive processes can provide an important mechanism for learning, allowing to trigger the meanings’ movement between different dimensions of subject's awareness - implicit and explicit, subjective and objective one. The task designed as research tool can be used by teachers as a sort of scaffolding for awakening and supporting children's abilities which are in the zone of proximal development, in the course of intensive development. Conclusions and implications for further research are presented in the summary of the text.

本文提出了一个研究项目，该项目应用现象学的方法论来描述儿童的记忆和想象概念。两种心理概念的比较被认为是一种自然的认知过程，有助于反思自己对思维过程特征和它们之间关系的认识。在任务过程中开发的图形和语言解释被用来构建儿童概念化记忆和想象力的方式的地图。一组 59 名 9 岁儿童（几所波兰公立学校的三年级学生）参与了这项研究。作为现象学分析结果确定的概念（a/ 记忆和想象是一种心理活动；b/ 记忆和想象是一种心理产品，c/记忆和想象力作为主题的资源）被证明是累积的和不可分割的，即具有更高水平复杂性和复杂性的概念包含更简单、不太成熟的概念化的元素。对收集到的材料的分析得出的结论是，根据认知过程之间的异同来组织自己的元认知知识可以提供重要的学习机制，从而触发主体意识不同维度之间的意义运动——内隐和外显，主客观合一。设计为研究工具的任务可以被教师用作一种脚手架，用于唤醒和支持儿童在密集发展过程中处于最近发展区的能力。