"Written earlier. Let me remind you that emotional thinking is a style of thinking in which the activity of the mind is completely suppressed by the emotional sphere, and a person stubbornly uses irrational methods to substantiate his judgments and conclusions. The emotional style of thinking is very stable - a person who is used to following it constantly, ignores any, the most obvious considerations of common sense and is not able to follow the most elementary rules logic. Although emotional thinking is related to emotional worldview, a distinction must be made between the two: if emotional worldview is the (conscious) reliance on aspirations and values that lie in the emotional realm, emotional thinking is the disruption and distortion of the thought process under the influence of the emotional realm. In principle, both an emotional worldview without emotional thinking (i.e., a person thinks correctly, but still prefers emotional comfort rather than reasonable aspirations) and emotional thinking without an emotional worldview (i.e., a person gravitates towards rational aspirations) are possible. , but certain troubles in the emotional sphere prevent him from thinking correctly). However, in the overwhelming majority of cases, emotionally minded people are people with an emotional worldview and vice versa.

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Women's Institute "ENVILA"

Faculty of Humanities and Economics

Specialty: psychology

COURSE WORK

EMOTIONALTHINKING

2nd year students, 201 groups

Kovalskaya Anastasia Sergeevna

scientific adviser

Candidate of Psychological Sciences, Associate Professor

Lobanov Alexander Pavlovich

Content

Introduction
Chapter 1. Theoretical analysis of the relationship thinking and emotions
Chapter 2 Empirical Research emotional thinking in the work of psychologists
2.1 Study of the relationship between the level of emotional thinking of women and men with the characteristics of types their temperament
2.3 The ratio of levels of moral self-awareness, emotional thinking and acceptance of uncertainty
2.4 The problem of researching emotional thinking In sports
Conclusion
List of sources used

Introduction

The psychology of understanding is a developing area of theoretical and applied psychology. In particular, of great practical importance is the ability to understand oneself (self-understanding), as well as other people in the processes of communication, which permeate any kind of play, learning and work.

In the processes of communication, the emotional sphere of a person comes to the fore, which allows making decisions quickly on the basis of relatively rough (bipolar) information. This becomes especially important in case of time constraints, as, for example, at competitions in team sports. The general ability to understand one's emotions and the emotions of other people is so important in modern life that a special concept has been introduced in psychology to designate it - emotional thinking.

The growing interest in the study of emotional thinking is associated both with the many blank spots in the conceptual field of this phenomenon and with the needs of applied research. The problem of emotional thinking is very actively considered by foreign scientists (J. Meyer, P. Salovey, D. Caruso, D. Goleman, G. Orme, D. Sliter, H. Weisinger, R. Sternberg, J. Block).

In the post-Soviet space, the concept of emotional thinking was first used by G.G. Garskova. Currently, the study of emotional thinking is carried out by D.V. Lyusin, E.L. Nosenko, N.V. Kovriga, O.I. Vlasova, G.V. Yusupova, M.A. Manoilova, T.P. Berezovskaya, A.P. Lobanov, A.S. Petrovskaya and others.

The introduction of the term emotional thinking into the scientific paradigm was preceded by a gradual change in the point of view on the relationship between emotional and cognitive processes.

Cspruce this work - to analyze the features of emotional thinking.

Tasks:

characterize the concepts of "thinking", "emotions";

analyze the features of the influence of emotions on thinking;

to study the research of psychologists aimed at identifying the features of emotional thinking.

object research is the ratio of emotions and thinking.

Subject- emotional thinking as a kind of human thinking.

This course work presents the research of such authors as A.M. Kim, I.N. Andreeva, T.V. Kornilova, E.V. Novototskaya-Vlasova and others.

When writing term paper such a research method as theoretical analysis and synthesis was used.

Practicalsignificance: research materials can be used by psychologists and students to study the influence of emotions on thinking.

The course work consists of an introduction, two chapters, a conclusion - a conclusion and a list of sources used (27 items).

Chapter 1. Theoretical analysis of the relationship between thinking and emotions

1.1 Theoretical aspects thinking

Information about the surrounding world comes to a person through different channels: through touch, smell, sight, hearing. The body processes the received information, thereby learning the world around. Thinking begins where sensory perception is no longer sufficient.

The term "thinking" throughout history (it begins in the 17th century) was understood by psychologists and representatives of various sciences in different ways. In the psychological dictionary, thinking is the process of modeling non-random relations of the surrounding world on the basis of axiomatic provisions. Let's take a look at some of the definitions given by different psychologists.

According to V.N. Druzhinin, thinking is a complex process characterized by generalization and mediation. It allows you to learn both visual connections, relations of objects, phenomena, and their essence.

According to A.N. Leontiev, thinking is not only a derivative of external activity (behavior), but also has the same structure. In internal mental activity, individual actions and operations can be distinguished. Internal and external elements of activity are interchangeable. Thinking is formed in the process of activity.

We will adhere to the definition of thinking formulated by L.S. Vygotsky. Thinking is a cognitive process, an internal activity of the psyche, in which, on the basis of sensory, sensory information, a generalized, indirect reflection of reality occurs.

emotional thinking aggression

Today, scientists are unanimous in the fact that thinking clearly manifests a unique social entity human: through thinking, humanity generates new knowledge, actively creates and transforms the world. Thinking makes it possible to discover common dependencies between things, forming these dependencies in the form of images, laws, entities, and to pass on the experience of civilizations from generation to generation.

Thinking is an activity that produces images, thoughts, ideas and other elements of consciousness, i.e. internal, "ideal" products, the results of brain activity, mental activity itself can include separate external actions and operations, since it arose as a result of internalization, i.e. transition - "processes external in their form with external, material objects into processes occurring in the mental plane, in the plane of consciousness" .

As F. Klix notes, human thinking always has a purposeful, arbitrary character, since any act of thinking is aimed at solving a specific mental problem, is the answer to questions that somehow arise in our minds.

Thinking always involves changing the content in order to make it understandable, accessible for full and deep perception by the subject. These changes occur through mental operations. If we consider thinking in the aspect of mental operations, the dynamics of their deployment, then thinking appears as a process.

The thought process is always formed in activity, in the interaction of the subject with the surrounding world. Thinking is updated under the influence of the goal, in the conditions of a problem. The goal forms thinking as an activity. Unfolding in time, being continuous, it manifests itself as a process, since it thinks not just thinking, but the subject, needs, interests, whose feelings play a motivational role. This means that thinking has a personal aspect. A.V. Brushlinsky emphasizes that the subject of thinking is a person, and this is what determines the content of the term "activity".

Thus, all three components of thinking (content, functional-operational and goal-motivational) are in the object of the person's mental activity. This activity arises and is formed as a process in a problem situation and task.

The theory of such a mental form as thinking determined for many cultural epochs the main line of development of psychology - rationalistic. Indeed, the attention of scientists to the psyche has always attracted them to understand by what property of their own soul they can investigate and understand the psychic. That is, their creative psychological thought, becoming the subject of reflection, directed creativity to thinking itself, which made it possible to manifest multiple psychological approaches to thinking.

In domestic psychology, the main attention was paid to the study of the patterns of mental activity. This is especially true of L.S. Vygotsky, A.R. Luria, S.L. Rubinstein, B.G. Ananiev. Domestic traditions allow us to approach the justification of thinking from the position of synthesis of many aspects of thought: socio-cultural, activity, cognitive-structural, procedural-dynamic, sign-symbolic, mental, conscious, personal, etc. In the 80s - 90s, studies of this kind were carried out by O.K. Tikhomirov, K.A. Abulkhanova-Slavskaya, M.A. Cold, L.M. Wecker.

Consider the most famous theories that explain the process of thinking. They can be divided into two groups: those that proceed from the hypothesis that a person has natural, not changing under the influence life experience intellectual abilities, and those based on the idea that the mental abilities of a person are formed and developed during their lifetime.

One group of theories of thinking consists of concepts according to which intellectual abilities and intellect are defined as a set of internal structures that provide the perception and processing of information in order to obtain new knowledge. According to this hypothesis, the corresponding intellectual structures exist in a person from birth in a potentially finished form and gradually develop as the organism matures.

This idea is most clearly represented in the Gestalt theory of thinking, according to which the ability to form and transform structures, to see them in reality is the basis of intelligence.

In modern psychology, the influence of the ideas of the theories under discussion can be traced in the concept of schema. If thinking is not associated with any specific, externally determined task, then it internally obeys a certain logic. The logic followed by a thought that has no external support is called a schema.

The scheme is born at the level of inner speech and then directs the development of thought, giving it inner harmony and consistency, logic. Thought without a schema is commonly referred to as autistic thought. The scheme has its own history of development, which occurs due to the assimilation of logic, means of controlling thought. When a scheme is used quite often without much change, it turns into an automated thinking skill, into a mental operation.

Other conceptions of intelligence suggest innateness mental capacity, the possibility and necessity of their lifetime development. These concepts explain thinking in terms of impact. external environment, from the idea of the internal development of the subject or the interaction of both.

Concepts of thinking belonging to the second group are presented in the following areas of psychological research: in empirical subjective psychology, associative in nature and introspective in the main method; in Gestalt psychology (it differed from the previous one only in the denial of mental processes and the recognition of the dominance of their integrity over the composition of these elements, including in thinking); in behaviorism (supporters of behaviorism tried to replace the process of thinking as a subjective phenomenon with behavior); in psychoanalysis (thinking, like all other processes, is subject to motivation).

Thinking (in all its manifestations) in associative empirical psychology was reduced to associations, connections of traces of the past and impressions received from present experience. The activity of thinking, its creative nature is the main problem that (as well as the selectivity of perception and memory) this theory could not solve. Its proponents declared mental creativity to be a priori, independent of associations with the innate abilities of the mind.

In behaviorism, thinking was seen as the process of forming complex relationships between stimuli and reactions, the formation of practical skills and abilities associated with solving problems.

In Gestalt psychology, thinking was understood as an intuitive perception of the desired solution by discovering the connection or structure necessary for it.

Thanks to behaviorism, practical thinking entered the field of psychological research, and in line with Gestalt theory, they began to pay special attention to moments of intuition and creativity in thinking.

In solving the problems of the psychology of thinking, psychoanalysis also has certain merits. In psychoanalysis, attention was drawn to unconscious forms of thinking, as well as the study of the dependence of thinking on human motives and needs. Protective mechanisms can be considered as peculiar forms of human thinking, which also began to be specially studied in psychoanalysis for the first time.

In domestic psychological science, which is based on the doctrine of the activity nature of the human psyche, thinking has received a new interpretation. Thinking began to be understood as a special kind of cognitive activity. The opposition between theoretical and practical intellect, subject and object of knowledge was overcome. Thinking in the theory of activity began to be understood as a life-forming ability to solve various problems and expediently transform reality.

Domestic psychologists such as S.L. Rubinstein, L.S. Vygotsky, P.Ya. Galperin, A.N. Leontiev and others considered thinking in the theory of activity. They considered thinking as a mediated generalized knowledge of objective reality, connected the mental life of a person with concrete, external, objective activity. We will consider the theories of A.N. Leontiev and P.Ya. Galperin.

According to A.N. Leontiev, human thinking does not exist outside of society, outside of language, outside of the knowledge accumulated by mankind and the methods of mental activity developed by it: logical, mathematical and other actions and operations. An individual person becomes the subject of thinking, only having mastered the language, concepts, logic. Leontiev proposed the concept of thinking, according to which there are analogies between the structures of external (constituting behavior) and internal (constituting thinking) activities. Internal mental activity is derived from external, practical activity and has the same structure; individual actions and operations can be distinguished in it. The internal and external elements of an activity are interchangeable. As part of the mental theoretical activity may include external, practical actions, and vice versa, the structure of practical activity may include internal, mental operations and actions. We can draw the following conclusion: thinking as the highest mental process is formed in the process of activity.

We will adhere to the theory of P.Ya. Galperin. P. Ya. Galperin is the author of the concept of gradual formation of mental actions. The concept is based on the fact that mental activity is the result of the transfer of external material actions to the plane of reflection - to the plane of perception, ideas and concepts, that is, to the internal structure of mental activity. P.Ya. Galperin put forward his hypothesis on the basis of considering a set of empirical facts, such as: the convergence of the internal structure of mental activity with the structure of the corresponding external action, the striking changes in the action in the process of its reduction, the ladder of gradual ascent from the external action to the internal one. P.Ya. Galperin believed that the transfer of an external action inward is carried out in a strict order, in stages. When moving from outside to inside, action must go through the stages of formation of mental actions.

This concept has become widely known and has found application in teaching mental actions.

All theories are similar in one thing - thinking is the process of solving problem situations.

1.2 Emotions as a phenomenon of human mental life

The problem of emotions as a phenomenon of mental life is one of the most significant in psychology. At the same time, despite a large number of studies, a unified theory of emotions does not exist today.

A.N. Leontiev and K.V. Sudakov indicate that emotions are subjective reactions of humans and animals to the impact of internal and external stimuli, manifested in the form of pleasure or displeasure, joy, fear, etc. Accompanying almost any manifestation of the organism's vital activity, emotions reflect the significance (meaning) of phenomena and situations in the form of direct experience and serve as one of the main mechanisms of internal regulation of mental activity and behavior aimed at meeting actual needs (motivation).

VC. Vilyunas notes that emotions are a special class of psychic phenomena, expressing in the form of a biased subjective experience the meaning of reflected objects and situations for meeting the needs of a living being. Highlighting vital phenomena in the image of reality and encouraging them to direct activity, emotions serve as one of the main mechanisms of mental regulation of behavior.

B. Meshcheryakov writes that emotions are a special class of mental processes and states associated with instincts, needs, motives and reflecting in the form of direct experience (satisfaction, joy, fear, etc.) the significance of phenomena and situations affecting the individual for the implementation of his vital activity.

Thus, in general, emotions are mental states that arise as a person's reaction to the action of stimuli, and are conditioned by instincts, needs, and motives.

Currently, there are many theories of thinking. We will consider the theories of I. Herbart, W. Wundt, W. James and G. Lange, W. Cannon - P. Bard, Lindsay - Hebb, R.W. Liper, I. Izard, L. Festinger, I. Pavlov, A.N. Leontiev and S.L. Rubinstein.

One of the first attempts at a scientific explanation of emotions was made by I. Herbart, who believed that our feelings, as it were, show the connection that is established between our ideas. Between our ideas there are relations of confrontation and conflict. Moreover, each of the representations seeks to "defeat" all the others. At the same time, the emerging feelings are considered by I. Herbart as a reaction to the contradictions that exist between ideas.

Within the framework of the associative theory of W. Wundt, it was assumed that representations affect feelings, but emotions are, first of all, internal changes, characterized by the direct influence of feelings on the flow of ideas. W. Wundt considers "bodily" reactions only as a consequence of feelings.

W. James and, independently of him, G. Lange formulated a theory according to which the emergence of emotions is associated with changes occurring both in the voluntary motor sphere and in the sphere that is not subject to consciousness (in cardiac, vascular, secretory activity). What we feel during these changes are emotional experiences.

The theory of W. Cannon - P. Bard arose in opposition to the theory of W. James - G. Lange. From the point of view of W. Cannon, emotions arise as a result of a specific reaction of the central nervous system and, in particular, the thalamus.

In the studies of P. Bard, it was shown that emotional experiences and the physiological changes that accompany them occur almost simultaneously.

Research on emotions continued in connection with the study of physiological foundations. Thus, in particular, the activation theory of Lindsay-Hebb was developed. According to this theory, emotional states are determined by the influence of the reticular formation of the lower part of the brain stem. Emotions arise as a result of disturbance and restoration of balance in the corresponding structures of the central nervous system.

In addition, emotions are considered in connection with the concept of motive within the motivational theory of emotions by R.U. Liper. He believes that among the motives it is possible to distinguish two types - emotional and physiological.

The theory of differential emotions described by K. Izard seems to be well developed. The basis of the theory is the position that emotions form the main motivational system of a person. The theory of differential emotions presents emotional processes as a system, since they are interconnected in both dynamic and relatively stable ways. .

The theory that explains the nature of emotions through intellectual (cognitive) factors, the theory of cognitive dissonance, proposed by the American researcher L. Festinger in 1957, is also very significant.

In the post-Soviet space, the problem of emotions was primarily considered in the context of the psychophysiological studies of I. Pavlov. On the basis of experiments, I. Pavlov came to the conclusion that under the influence of an external stereotype of repeated influences, a stable system of internal processes is formed in the cerebral cortex. According to Pavlov, the described processes in the cerebral hemispheres correspond to what we usually call feelings subjectively in ourselves.

Emotions are also considered in the framework of the teachings of A.N. Leontiev. Emotions, according to A.N. Leontiev are able to regulate activity in accordance with the expected results, but at the same time he emphasizes that although emotions play a very important role in motivation, they are not motives themselves. Leontiev refers to emotional processes affects, actually emotions, feelings. He separates them by duration in time.

S.L. also dealt with the issue of emotions. Rubinstein. Let's take a closer look at his theory, in which he indicates that a person's feeling is his attitude to the world, to what he experiences and does, in the form of direct experience. Emotions can be characterized by several features: firstly, unlike, for example, perceptions that reflect the content of an object, emotions express the state of the subject and his attitude to the object. Secondly, emotions usually differ in polarity, i.e. have a positive or negative sign: pleasure - displeasure, fun - sadness, joy - sadness, etc. In complex human feelings, they often form a complex contradictory unity: in jealousy, passionate love coexists with burning hatred. Pleasure and displeasure, tension and relaxation, excitement and calmness - these are not so much the main emotions from which the rest seem to be made up, but only the most general qualities that characterize the infinitely diverse emotions, feelings of a person. The diversity of these feelings depends on the diversity of a person's real life relationships, which are expressed in them, and the types of activities through which they are actually carried out.

Thus, emotions are mental states that arise as a reaction of a person (or animal) to the action of external and internal stimuli, and are conditioned by instincts, needs, and motives. Today there is no unified theory of emotions. Emotions are considered in the context of cognitive processes, motives, physiological processes, etc.

1.3 The relationship of emotions and thinking

The psychological characteristics of the thought process, thinking as an activity, orientation in the task will be essentially incomplete without considering the role of emotional processes in the real search for a solution, in the formation of mental reflection at the level of thinking.

In domestic psychology, in the works of L. S. Vygotsky, S.L. Rubinstein and A.N. Leontiev laid the methodological foundations for overcoming the traditional gap between cognitive and emotional processes and, in particular, the separation of thinking from the emotional (and motivational) sphere. In this context, the position of L.S. Vygotsky about the unity of intellect and affect and the position of S.L. Rubinstein that thinking as a real mental process is itself a unity of the intellectual and emotional, and emotion is a unity of the emotional and intellectual. The position of A.N. Leontiev that thinking as an activity has an affective regulation that directly expresses its partiality.

The idea of the unity of affect and intellect in Russian psychology originally arose in the works of L.S. Vygotsky. L.S. Vygotsky came to the conclusion about the existence of a dynamic semantic system, which is a unity of affective and intellectual processes. Regarding the nature of human emotions, L.S. Vygotsky wrote that "in people, emotion is isolated from the realm of instincts and transferred to an entirely new sphere of the psychic." Based on this assumption, it can be assumed that emotions arise and function in a specific way in the structure of the human intellect. The author considered and considered one of the main questions of psychology "the question of the relationship between intellect and affect." L.S. Vygotsky saw one of the main and fundamental defects of all traditional psychology precisely in the separation of the intellectual side of our consciousness from its affective, volitional side.

L.S. Vygotsky wrote: “He who has torn thinking from the very beginning from affect has forever closed his way to explaining the causes of thinking itself, because the deterministic analysis of thinking necessarily involves the discovery of the driving motives of thought, needs and interests, motives and tendencies that direct the movement of thought into that or the other side." Thus, L.S. Vygotsky clearly posed a psychological problem - to identify the connection between thinking and the emotional sphere of a person. We believe that one of the directions in the development of this problem is the study of the conditions for the emergence and functioning of intellectual emotions in the structure of mental activity. Intelligence is associated with thinking, which processes information from the outside world.

From the position of L.S. Vygotsky about the unity of intellect and affect, two areas of research in psychology arose: emotional intelligence and intellectual emotions.

OK. Tikhomirov considered emotional intelligence in his works. True, the opinions of the authors about the specific role of emotions in the control of thinking do not coincide. From the point of view of O.K. Tikhomirov, emotions are a catalyst for the intellectual process and a coordinator of mental activity. Emotions improve or worsen mental activity, speed it up or slow it down, provide its flexibility, restructuring, correction, avoiding the stereotype, changing current attitudes.

On the basis of studies conducted at the school of O.K. Tikhomirov deepens ideas about the relationship between emotions and thinking, for example, the attention of researchers today is focused on a special kind of emotional and intellectual processes - "emotional intelligence" .

One should also distinguish between human intelligence (IQ) and emotional intelligence (EQ). Unlike IQ, the level of which is largely determined by genes, the level of emotional intelligence (EQ) develops throughout a person's life.

There are many definitions of emotional intelligence. We will stick to the definition that Steve Pavlin writes about a lot. Emotional intelligence - understanding your emotions and your hidden motives for effective interaction with the outside world. The concept of "intelligence" is associated with an attempt psychological tests evaluate mental and creative abilities.

Consider the opposite direction - intellectual emotions. S.L. Rubinstein studied intellectual emotions. We will adhere to his point of view. S.L. Rubinstein pointed out that "mental processes, taken in their concrete integrity, are not only cognitive processes, but also "affective", emotional-volitional ones. They express not only knowledge about phenomena, but also attitude towards them." Continuing this thought, the author writes: "The true concrete "unit" of the mental (consciousness) is a holistic act of reflecting the object by the subject. This formation is complex in its composition; it always to some extent includes the unity of two opposite components - knowledge and attitude, intellectual and "affective", of which now one, then the other act as the predominant ". In another work, S.L. Rubinstein poses the problem of “affect and intellect” even more sharply: “The point is not only that emotion is in unity and interconnection with intellect or thinking with emotion, but that thinking itself, as a real mental process, is itself a unity intellectual and emotional, and emotion - the unity of the emotional and intellectual.

So, intellectual emotions are anticipatory and heuristic, i.e. they signal the generation of semantic new formations in mental activity and perform an integrative function, uniting these new formations into wholes of a higher level. They also carry out a fine regulation of mental activity and influence its structure in accordance with semantic development. This function of emotions is based on the fact that emotional development is an aspect of semantic development. Emotions "put the task on meaning", are "sensual tissue of meaning". All types of emotional phenomena are involved in mental activity - both affects, emotions proper, and feelings (according to the classification of A.N. Leontiev). You can also talk about intellectual aggression, intellectual stress, intellectual frustration.

Thus, at the end of the first chapter, we can draw the following conclusions: emotional thinking does not contain general ideas about oneself and the evaluation of others. It focuses on the knowledge and use of one's own and emotional states and the emotions of others to solve problems and regulate behavior. In accordance with the approaches described above to understanding emotions (a special type of knowledge) and thinking (a set of mental abilities interconnected with each other), the concept of "emotional thinking" is defined as:

the ability to act with the internal environment of one's feelings and desires;

the ability to understand the relationship of the individual, represented in emotions, and manage the emotional sphere on the basis of intellectual analysis and synthesis;

the ability to effectively control emotions and use them to improve thinking;

a set of emotional, personal and social abilities that affect the overall ability to cope effectively with the demands and pressures of the environment;

emotional and intellectual activity.

Summarizing these definitions, it can be noted that individuals with a high level of development of emotional thinking have a pronounced ability to understand their own emotions and the emotions of other people, as well as to control the emotional sphere, which leads to higher adaptability and efficiency in communication.

Unlike abstract and concrete thinking, which reflect the patterns of the external world, emotional thinking reflects the inner world and its connections with the behavior of the individual and interaction with reality. The end product of emotional thinking is decision-making based on the reflection and comprehension of emotions, which are a differentiated assessment of events that have personal meaning. Ultimately, emotional thinking underlies emotional self-regulation.

Chapter 2. Empirical studies of emotional thinking in the work of psychologists

2.1 Study of the relationship between the level of emotional thinking of women and men and the characteristics of their temperament types

The study of the relationship between the level of emotional thinking of women and men with the characteristics of their temperament types was carried out by T. Golub and D. Miron under the guidance of the candidate biological sciences, associate professor E.Yu. Brunner in RVUZ "Crimean humanitarian University"Yalta. The work considered the results of a total sample of 54 people (35 women and 19 men) obtained during the study: the emotional intelligence questionnaire "EmIn" (D.V. Lyusin), the diagnostic method "Emotional intelligence (N. Hall) , personality questionnaire "EPQ" (G.Yu. Eysenck), "Temperament Formula" test (A. Belov). The obtained test data were entered into a MS Excel spreadsheet processor and processed using the STATISTICA 6.0. for Windows package.

They show that the development of emotional thinking really requires taking into account gender differences in the emotional sphere. The identification of one's own experiences is largely influenced by gender stereotypes, which limit the expression of emotions that are "not characteristic" of representatives of a particular gender. Information about gender differences in the sphere of emotional thinking - the totality of thinking abilities for processing emotional information - is quite contradictory. However, numerous studies gave grounds to S. Berne to say that emotionality, i.e. the strength of the emotions experienced is the same for both sexes, only the degree of their external expression is different. E.P. Ilyin clarifies that the quality of expression of certain emotions is also different for men and women: “... what is “decent” for women (crying, sentimentalizing, being afraid, etc.) is “indecent” for men, and vice versa, then, what is "decent" for men (to show anger and aggression), "indecent" for women". Thus, the development of emotional competence and emotional thinking is a necessary condition for the psychological health of the individual, its effectiveness in interpersonal interaction; it should take into account a number of gender differences.

To develop approaches to the development of emotional intelligence - the totality of mental abilities to understand one's own emotions and emotions of other people and to control the emotional sphere - the problem of determining its biological prerequisites is relevant. Among the most significant of them are the properties of temperament. This approach seems legitimate due to the fact that both temperament and thinking are characteristics of the instrumental sphere of individuality, only temperament characterizes it from the side of activity, energy, and thinking - from the side of the subject's capabilities, the ability to manage this energy. In the structure of each of these mental phenomena "there are common fundamental energy-information processes that apparently depend on the same biological properties of a person (or inclinations)" . Obviously, thinking, along with the properties of temperament, is included in a single system of mental properties.

According to the results of the studies, no gender differences were found in the integral indicators of emotional thinking in males, however, discrepancies were found in the severity of its individual abilities. So, in women, unlike men, there is a predominance of empathy, recognition of the emotions of other people, understanding of emotions in general; in men, in contrast to women, the dominance of intrapersonal emotional thinking and its "expression control" component.

Characteristics of temperament largely determine such personality traits as neuroticism and extraversion, which are highly correlated with questionnaires for emotional thinking.

The results of these studies also showed that in women the general level of emotional thinking is associated primarily with the cognitive processes of understanding and comprehending emotions, in men - to a greater extent with the quality of interpersonal relationships.

Thus, the development of emotional competence and emotional thinking is a necessary condition for the psychological health of the individual, its effectiveness in interpersonal interaction; it should take into account a number of gender differences. This means that men first of all need to learn to understand and adequately express emotions, develop social responsibility, for women it is important to develop self-esteem, independence, stress resistance and adaptability.

An analysis of the results of the study showed that extraversion can be interpreted as a prerequisite for interpersonal, but not intrapersonal, emotional thinking. This means that this personal property contributes to the understanding of the emotions of other people (but not one's own) and the management of other people's (but not one's own) emotions. Thus, it was found that in men, an increase in the level of extraversion leads to a decrease in the ability to control the external manifestations of their emotions.

2.2 Relationship between emotional thinking and aggression

The study of the relationship between emotional thinking and aggression was carried out by M.V. Ursu and E.V. Yatsenko under the guidance of Candidate of Biological Sciences, Associate Professor E.Yu. Brunner at the Crimean Humanitarian University in Yalta in 2012.

They showed that women are much better able to determine the emotions of others, recognize and maintain an emotional state, show and demonstrate their feelings openly, on the contrary, men showed a high level of restraint in the manifestation of their emotions, which allows them to achieve their goals more resolutely and diligently. In men, the ability to understand and be aware of their emotions, and, therefore, successfully control them, has a higher level, while women are much better able to recognize and understand not only their own, but also the emotions of others, which makes it possible to control the emotional state of people around them. . AT this study also shown that men are more likely to resort to the manifestation of physical aggression in conflict situations, which may be due to the instincts of self-preservation and the preservation of their territory.

Women are more likely to express feelings and emotions than men. This is expressed in the form of interest in the experiences and feelings of others, their needs, desires. In men, on the contrary, interest in their needs, desires, inner feelings dominates. It is more convenient for women to express feelings of fear and sadness, and at the same time, people do not see gender differences in the ability to experience these feelings. The quality of expressing certain emotions is also different for men and women: what is “decent” for women (crying, sentimentalizing, being afraid, etc.) is “indecent” for men, and vice versa, what is “decent” for men ( show anger and aggression), "indecent" for women". It should be noted that people with a high level of development of emotional thinking have a pronounced ability to understand their own emotions and the emotions of other people, to control the emotional sphere, which leads to higher adaptability and efficiency in communication Differences in aggressiveness are manifested not in the level, but in the forms of its manifestation.

Men are more characterized by direct verbal and physical aggression (immediately expresses their dissatisfaction with word and deed), while women are characterized by direct and indirect verbal aggression (scandal, complain or scold "behind the back"). In addition, in men, intransigence and vindictiveness are more pronounced, and in women, resentment and irascibility.

2.3 Correlation between the levels of moral self-awareness, emotional thinking and the acceptance of uncertainty

The study of the correlation between the levels of moral self-awareness, emotional thinking and the acceptance of uncertainty was carried out by T.V. Kornilova, E.V. Novototskaya-Vlasova. The work considered the results of a total sample of 240 people (207 women and 33 men aged 17-26 years, М=21.3 and SD=5.4) obtained during the study: the questionnaire "Fairness - Care", the scale of tolerance for uncertainty D. McLane in the adaptation of E.G. Lukovitskaya (MSTAT-I), questionnaire "Personal decision-making factors LFR" T.V. Kornilova, questionnaire "EI" D.V. Lucina. The obtained data was processed using the statistical package SPSS v 13: correlation analysis, and the program EQS 6.1 for Windows building the model.

Based on the analysis of literary sources, they showed that the ability to understand emotions and manage them, including cognitive schemes, is closely related to the general orientation of the personality to the emotional sphere, i.e. with the interest of the MC in the inner world of people (and in their own), a penchant for psychological analysis of behavior, with values attributed to emotional experiences. However, the indicated close connection of emotional thinking with thinking and affect (in the spheres of self-attitude and relations with other people) does not reveal its relationship with the levels of moral consciousness of the individual.

The automation of the role of emotional thinking contains a contradiction with the initially integrative orientation of this construct. However, there is a more serious contradiction: in the foreign psychology of moral choice, where its theoretical models are developed on the basis of moral dilemmas, appealing mainly to either reason or emotions, the place of the construct of emotional thinking has not yet been determined. In the psychology of the post-Soviet space, the role of experiences in the regulation of personal choice is emphasized by F.E. Vasilyuk. It also presents the tradition of attributing moral regulation to the top - the spiritual level, not reducible to the psychological components of the consciousness of the individual or to the common moral space for psychology and ethics, focusing on the relationship of a person to another person.

Based on this analysis, T.V. Kornilova, E.V. Novototskaya_Vlasova on a sample of 240 people by means of structural modeling verified the hypothesis of the regulatory role of the levels of moral self-awareness of the individual in relation to emotional thinking. They also identified latent variables that determine its levels, and also showed that the acceptance of uncertainty affects emotional thinking in interaction with personal variables of self-regulation.

2.4 The problem of studying emotional thinking in sports

In sports activities, it is necessary to understand the emotions of an athlete, since the analysis of emotional thinking, addressed to one's own emotional sphere, should be a priority. As the study of A.M. Kim, a systematic approach focuses on the analysis of four important areas related to the temporal, spatial, energy and informational component of sports activities in a competitive environment. So, in the temporal aspect, emotional thinking is manifested in the speed of understanding one's emotions. The sooner the athlete understands what emotions they have at this particular moment of the competition, the better for him. This allows you to flexibly choose the tactically correct action. A conscious choice made allows the action to be carried out technically correctly and therefore aesthetically, which in turn enhances the positive emotions experienced by the athlete.

In the spatial aspect, all the actions of an athlete and his opponent can be considered as a space of his strengths and weaknesses. Positive emotions arise at the moment when an athlete manages to show himself from the strongest side or hide his weaknesses. In the energy aspect, emotional thinking should provide adequate regulation of emotional stress, its optimum, or the peak of sports form at this particular moment of the game. Finally, in the information aspect, the focus on certain tactical and strategic goals matters. Loss of such focus for various reasons leads to premature cessation of wrestling. However, the sports result requires the continuation of the struggle until the very end, since in sports wrestling a turning point with an unpredictable result is possible. So, in the informational aspect, the athlete's emotional thinking should help him direct his emotions, both positive and negative, to maintain focus on the task.

Thus, for success in modern sports, for a successful sports career, in addition to outstanding sports abilities, emotional thinking is necessary, which allows you to understand yourself and others in the course of interaction with all significant others.

2.5 Features of thinking of emotionally thinking people

An interesting study was also carried out by S.L. Matveev. He singled out the peculiarities of thinking of emotionally minded people, who make up the majority of modern society. The style of thinking that they adhere to is deeply irrational and has little to do with logic, rationality and the possibility of coming to some kind of truth. Scientists have been talking about such characteristic features of emotionally thinking traits as fear of thinking, dogmatism, and a tendency to build illusions for a long time. S.L. Matveev highlighted additional characteristics thinking of emotionally minded people.

In his opinion, the main features of the thinking of emotionally thinking are:

1) vaguely intuitive nature of thinking;

2) emotional-evaluative matrix;

3) a set of irrationally reinforced dogmas.

1. Vaguely intuitive nature of thinking. There is a stereotype that modern people think rationally. Emotionally minded people accept under the influence of vague intuitive impressions that they cannot and do not try to explain. Decisions made on the basis of vague intuitive impressions permeate everything - from everyday life to the political and economic actions of states. The behavior and position of emotionally minded people defy logic, making various decisions, in most cases they themselves do not understand why they make certain decisions.

2. The emotional-evaluative matrix with the dogmas that reinforce it takes the place of understanding things in the emotionally thinking person. Does a reasonable person show emotions, make judgments? Yes, it does. However, a reasonable person has the following sequence - 1) understand the issue, achieve an understanding of things;

3. render evaluations. An emotionally thinking person has a different sequence - to make assessments;

4. justify these assessments by inventing a pseudo-rational justification for them. Those. if a reasonable person first finds out the truth, and then makes assessments, an emotionally thinking person, on the contrary, first makes assessments, and then forms a "truth" that would fit these assessments.

Emotionally minded people have a habit of immediately making any assessments, and the basis for this is the emotional-evaluative matrix.

The emotional thinker gets used to quickly grading using this matrix and, having met some situation, point of view, etc. does not even try to understand and delve into the meaning. Let's say, having found some article on the Internet, an emotionally thinking person, while reading, does not try to understand its meaning! Instead of understanding the meaning, he makes a judgment about it on the basis of a fragmentary superficial impression formed with the help of an emotional-evaluative matrix.

Another feature of the emotionally minded is the distribution of assessments from certain objects in the matrix along strained analogies. For example, communism is good, Stalin is connected with communism, therefore, Stalin is good. Freedom and democracy are good, the collapse of the USSR took place under the slogans of freedom and democracy, therefore, the collapse of the USSR is good, etc. At the same time, when spreading assessments according to strained analogies, an emotionally thinking person does not think much about how legitimate it is to spread this assessment by analogy, whether there are any additional factors that could affect the assessment, etc.

"Word recognition" is also characteristic of emotional thinkers. What is its essence? Let's say that once an emotionally thinking person heard something or met a certain concept somewhere. Having heard or met once again a given or something similar, in his opinion, concept, moreover, it can be used in a completely different context and for a different reason, he "recognizes" it. At the same time, such recognition is taken by an emotionally thinking person as understanding, he notes "I know, I understand what is at stake." Let's say, one person wrote about the 4-level concept: "What is actually new there? This is the usual civilizational approach." At the same time, he did not think about what the civilizational approach is, nor about what relation it has to my concept, he simply "learned" the word.

5. A set of irrationally reinforced dogmas. The main function of dogma for emotionally minded is pseudo-rational substantiation, pseudo-argumentation of their emotional preferences. The presence of dogmas gives the emotionally thinking person confidence in the rationality of their ideas and the validity of their assessments. Therefore, dogmas are often associated with certain elements in the emotional-evaluative matrix. For example, the dogma "the market economy is the most efficient economic model" is linked to the item "the market economy is good" in the matrix. Sometimes dogmas themselves become the basis for assessments or are introduced simultaneously with them.

The dogmas of an emotional thinker are perceived by him as absolute statements, true regardless of the situation. He calmly transfers dogmas from one context to another, completely oblivious to the absurdity that arises in doing so. In general, he does not even try to connect dogmas with the context and the current situation. Let's say, let's take the dogma "violence breeds violence" and, proceeding from the fact that in some cases the unwillingness of the parties to make concessions and understand each other's position leads to long, unrelenting conflicts, we will propagate that in any case, some aggressive and restless subject needs to be appeased , making concessions, then he will calm down, and everything will be fine. At the same time, in practice, such a policy may not only fail to calm the aggressor, but, on the contrary, awaken in him a sense of impunity and a desire to behave even more aggressively and arrogantly.

Fixation on certain dogmas limits the breadth of thinking of the emotional thinker, therefore, having got used to a certain set of dogmas, he ceases to notice any other thoughts or aspects of the consideration of the issue. A typical situation when an emotional thinker enters into a discussion or expresses his opinion about a certain issue is his complete disregard for the essence of the issue, and, instead of expressing some meaningful considerations on this issue and the essence of the discussion, laying out indirectly related, or even in general unrelated to this issue, but familiar to him dogma. Actually, participation in a discussion or discussion of an issue often comes down for an emotionally thinking person to pushing dogmas familiar to him into it, on which he considers his mission completed and is very surprised if he is pointed out to the inappropriateness of his statements.

1. We think about even simple problems.

Our rational thinking does not divide problems according to the degree of complexity - it considers everything. Moreover, some scientists are sure that our brain is able to process a problem with about five variables, while others that it is able to cover at least nine. But they all agree that this limit can be significantly expanded with experience and practice. However, the prefrontal cortex, which is responsible for rational thinking is a simple calculator with limited features. And emotional thinking involves many areas of gray matter, so it is comparable to a complex processor capable of performing many functions at the same time.

But this does not mean at all that rational thinking has lagged behind life and is dragging us down like an anchor. Not at all. The fact is that emotional thinking is based on instincts, therefore it often makes us victims of various manipulations. The true balance of good decision making can only be achieved by using rational and emotional thinking at the same time.

How not to succumb to emotions and make the right decision? Try to translate acceptance into the plane of numbers. Calculate the rationality of the result from a mathematical point of view. Sometimes this is enough to make the right decision. But more often than not, due to a lack of information, the perforal cortex does not help us choose the right solution. While our emotional component, our subconscious mind has much more of it, processes it and makes the right choice. Therefore, sometimes it is worth focusing on emotional thinking in order to find the right answer.

2. New problems are worth thinking about longer.

But you don't have to give in completely to your emotions. Even in this case rational and emotional thinking must be in harmony. Before you decide something, you need to stop and think about what exactly it is dictated by - life experience or a wave of emotions? Do I have enough life experience to rely on it in making a decision?

If experience is not enough, if you have not encountered this problem before, emotions will not help you. Only a trained prefrontal cortex will help you, which will make you look for new information and process it logically, rationally. But emotions should not be discounted either. The well-known psychologist Mark Jung-Beeman proved during experiments that positive-minded people more often, faster and creatively approach solving unfamiliar problems, tasks and even puzzles. Jung believes the reason lies in the fact that the brain is not oppressed by experiences, can freely concentrate on solving problems.

3. Uncertainty must be your ally

Rarely a complex problem can be solved in a simple way. If the situation is artificially simplified, we do not see the obvious facts that characterize the problem. Therefore, if possible, the decision must be made later. The most short-sighted decisions are made when we stop thinking about the problem.

In order not to go off the right track, always consider opposing opinions and hypotheses, assess the situation from a polar position. Also, be aware of your gaps in knowledge, try to fill them before a decision is made.

4. You always know more than you think.

Our problem is that we greatly underestimate our brains and hardly know ourselves. All our ideas, thoughts, emotions are more often the result of subconscious activity that we have no control over. But today, scientists have proven the logic of our emotions. Therefore, thinking based on them can help make the right decision. It processes much more information than consciousness. In the process of making a decision, it breaks down the problem into atoms, analyzes them and then puts them together into some practical feeling.

Where does this ability come from? From our experience, from the mistakes that we made and analyzed. Therefore, the more experience of mistakes we have in a certain activity, the more expert we become in it, making decisions literally intuitively. Therefore, do not rely too much on the experience of others, on the opinions of experts - give yourself the opportunity to accumulate your wisdom. But keep a balance and do not blindly trust emotional thinking at all times and in everything.

5. Reflect on your thinking process

Every time you need to be aware of what type of thinking helped to make a decision, on what it was based, how much time and resources were spent on it. Analyze the arguments your brain generates. This is the only way to guarantee that you won't do something stupid. But remember that there is no single correct advice on how to make the right decisions. Every mind has its advantages and disadvantages. Even the most experienced people can make mistakes. But they always think about their mistakes, find the possible right paths, and in the next similar situation they will already have the right solution. This is the only way we develop and improve.

Advice in conclusion - harmonize your rational and emotional thinking.

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In modern psychology, along with verbal-logical thinking, visual-effective and visual-figurative thinking are distinguished as independent types.

All together they form stages in the development of thinking in ontogeny and phylogeny (Tikhomirov, 1984). In addition to the described classification, there are others, mostly built on a dichotomous principle.

The problem of classification of types of thinking and the main approaches to its solution

Psychological science in the course of its historical development gradually separated from philosophy, therefore it is no coincidence that the field of attention of psychologists first of all came to the kind of thinking that originally occupied philosophers - verbal-logical (reasoning) thinking, characterized by the use of concepts, logical structures that exist and function on the basis of language.

According to the type of tasks to be solved and the structural and dynamic features associated with them, theoretical and practical thinking are distinguished. Theoretical thinking is the knowledge of patterns, rules. It is most consistently studied in the context of the psychology of scientific creativity. The main task of practical thinking is the preparation of the physical transformation of reality: setting a goal, creating a plan, project, scheme. Practical thinking in this aspect was deeply analyzed by BM Teplov (1961).

Intuitive thinking is distinguished from analytical (logical) thinking in three ways: temporal (the time of the process), structural (division into stages) and the level of flow (consciousness or unconsciousness). Analytical thinking deployed in time, has clearly defined stages, is largely represented in the mind of a thinking person. The intuitive is characterized by the speed of flow, the absence of clearly defined stages, and minimal awareness. In Russian psychology, the analysis of this type of thinking is presented in the works of Ya. A. Ponomarev (1967), L. L. Gurova (1976) and others.

Realistic and autistic thinking is also differentiated. The first is directed mainly to the outside world, regulated by logical laws, and the second is connected with the realization of human desires (who among us has not passed off the wishful thinking as really existing!). Sometimes the term "egocentric thinking" is used, characterizing primarily the inability to accept the point of view of another person.

The basis for distinguishing between productive and reproductive thinking is "the degree of novelty of the product obtained in the process of mental activity in relation to the knowledge of the subject" (Kalmykova, 1981, p. 13). It is also necessary to distinguish involuntary thought processes from arbitrary ones: for example, involuntary transformations of dream images and purposeful solution of mental problems.

The above list is far from complete. So, for example, ZI Kalmykova (ibid.) singles out the verbal-logical and intuitive-practical components of productive thinking. The complex relationships that exist between the types of thinking have not yet been revealed to a large extent, but the main thing is clear: the term "thinking" in psychology denotes qualitatively heterogeneous processes.

In the history of psychology, there can also be noted, at first glance, quite unusual attempts to single out types of thinking based on the relationship of two mental processes: intellectual and emotional. As a result, such concepts as "emotional thinking", "emotional intelligence" arise. This article is devoted to a comprehensive analysis of this approach to the classification of types of thinking. It should be noted that similar ideas are presented in other sections of psychological science. For example, the term "affective memory" is widely used (Tikhomirov, 1984). With regard to the problems of the relationship between emotions and thinking, such a classification can be "two-sided" in nature. For example, when classifying emotional states, one can speak not only of "intellectual emotions", but also of "intellectual aggression", "intellectual stress", "intellectual frustration" (ibid.).

The peculiarity of the problems associated with the analysis of the relationship between emotions and thinking lies in the fact that it often appears at the intersection of the teachings about thinking and the teachings about emotions, occupying a peripheral position here and there (Vasiliev, Popluzhny, Tikhomirov, 1980; Tikhomirov, 1984). The psychological characteristics of the thought process will be essentially incomplete without considering the role of emotional processes in the real search for a solution, in the formation of mental reflection at the level of thinking. An analysis of the motivational conditionality of thinking is not enough to specify the most important theoretical position on the subjectivity of thinking. It is necessary to characterize emotions that "reflect the relationship between motives (needs) and success or the possibility of successful implementation of the subject's activity corresponding to them" (Problems..., 1971, p. 198).

Approaches to the problem of identifying "emotional thinking"

The terms "emotional thinking", "emotional intelligence", as a rule, reflected the attempts of researchers to analyze the relationship between intellectual and emotional processes. These attempts have often led to the identification of specific kinds of intellectual processes in which emotions and feelings play special role. Wide use received a point of view according to which emotions and feelings have a mainly negative impact on cognition. This position reflected well known facts"victory" of feelings over reason. Within the framework of this approach, the facts of the distortion of the process of reflecting reality under the influence of emotions were absolutized: such, for example, are the ideas about the "logic of feelings" by T. Ribot and about "autistic thinking" by E. Bleiler.

At the same time, another interpretation of the term "emotional intelligence" has been noted in the psychological literature. So, in the concept of "emotional intelligence" proposed by J. Mayer and P. Salovey, the key concept is defined "as the ability to control feelings and emotions, one's own and other people, the ability to distinguish them and the ability to use this information to control one's thoughts and actions" (Salovey , Mayer, 1994, p.312). Thus, another aspect of the relationship between emotions and thinking is considered, namely, the influence of intellectual processes on emotions and feelings. In this case, we can rather talk about the "victory" of the mind over the senses.

The noted approaches to the definition of the concepts of "emotional intelligence" and "emotional thinking" reflect the current situation in the study of intellectual processes. M. A. Kholodnaya points out that the thesis put forward by L. S. Vygotsky about “the unity of affect and intellect” can be expressed in two qualitatively heterogeneous forms: “intellect can control drives, releasing consciousness from the captivity of passions, and intellect can serve drives, immersing consciousness into an illusory, desirable world" (Kholodnaya, 1997, p. 108). The ability of the subject to regulate his own behavior is considered as a criterion of "intellectual maturity". A high level of intellectual maturity contributes to the perception by the subject of any event as it objectively occurs, i.e. without distorting reality (or with a significant approximation to this level of perception of reality). This corresponds to the willingness of the subject to control and change motives and goals. own behavior under the influence of objective requirements and conditions of the activity performed. At a low level of intellectual maturity (in situations of cognitive deficits or blocking of intellectual processes due to the influence of various stress factors, depression, etc.), it is assumed that the subject is inclined to implement various options for defensive behavior, while his intellectual activity will manifest in specific forms.

The regulatory approach to the study of intelligence has emerged as an independent scientific direction relatively recently. M.A. Kholodnaya (1997) notes that L. Thurstone (Thurstone, 1924) was one of the first to formulate and substantiate the ideas of the regulatory approach. Within the framework of this direction, the intellect is considered not only as a mechanism for processing information, but also as a mechanism for controlling and regulating the mental and behavioral activity of the subject. In accordance with this provision, Thurstone distinguished between "reason" or "intelligence" and "reason" or "wisdom". Intelligence is manifested in the ability of the subject to control and regulate impulsive urges. The presence of this ability allows the subject to slow down his impulsive impulses or suspend their implementation until the moment when the current situation is analyzed and comprehended. This strategy allows you to choose the most appropriate way of behavior for a given person.

Analysis of the relationship between emotional and thought processes is due to both theoretical and practical problems of psychology. In this situation, there is a need for a historical analysis of the approaches developed in psychology to the study of these relationships.

Consideration of the relationship of emotions and thinking in classical philosophy

Without denying the merits of L. Thurstone (Thurstone, 1924) and R. Sternberg (Sternberg, 1988, 1993) in substantiating the regulatory approach as an independent scientific direction in the study of intelligence, we note that many of the main problems of the relationship between thinking and emotions were put forward by philosophers antiquity. In the famous dialogue of Plato "Phaedo" Socrates speaks of the emotions and feelings of a person as a kind of barrier in the knowledge of the truth. "The body fills us with desires, passions, fears, and such a mass of all kinds of absurd ghosts that, believe the word, because of it, it is really completely impossible for us to think about anything!" (Plato, 1970b, p. 25). The desire to "cleanse" the mind from the passions of the body that interfere with the search for truth leads to ideas that the knowledge of any subject should be approached "by means of thought alone (as far as possible)", without involving either feelings or sensations. A true thinker must strive in the process of cognition to separate himself from everything bodily and arm himself with only "pure" thought "in itself." Thus, the presence of passions in the life of a real person allows us to distinguish, as it were, two types of thinking: real, i.e. distorted and "contaminated" by passions, and "cleansed" of them. Following this logic, Socrates comes to the conclusion that in order to achieve "pure knowledge" it is necessary to part with the body, and this is possible only after death. Only by descending into Hades, a person can join "the mind in all its purity." However, in real life we are the closer to pure knowledge, the more we limit our connection with the body and "we will not be infected by its nature" (ibid.).

AT most the ability to control one's passions is inherent in philosophers, connoisseurs of wisdom. A true philosopher is characterized by "the ability not to be carried away by passions, but to treat them with restraint, with disdain" (ibid., p. 27). Based on this point of view, differences between people are sought, in particular, in specific strategies for controlling the passions of the body. Thus, it is recognized that the ability to regulate one's feelings, to manage them is inherent not only in philosophers, but to one degree or another in other people. However, there are certain qualitative differences in the method of management itself. "Intemperate people" cannot resist the passions of the body, they completely submit to them, showing submission to pleasures and inability to control their desires. Moderate people with "dull reasoning" can abstain "from some pleasures simply because they are afraid of losing others, ardently desire them and are entirely in their power" (ibid., p. 28). Thus, people who surrender to some pleasures can overcome others in this way, in other words, "they are temperate precisely because of intemperance" (ibid.).

However, by exchanging one pleasure for another, "fear for fear", "sorrow for grief", a person makes a "wrong exchange". Only the mind, according to Socrates, is the only correct exchange coin, for which everything should be given. Therefore, true virtue is always associated with reason, and “it doesn’t matter whether pleasures, fears, and everything else like it accompany it or not” (ibid.). Separated from reason, virtue becomes "empty appearance", "frail and false". “Meanwhile, the true is really a purification from all (passions), and prudence, justice, courage and reason itself are the means of such purification” (ibid.). Thus, three main theses are put forward, which, to one degree or another, will be inherent in many attempts to analyze the relationship between emotions and thinking.

Firstly, it is noted that feelings, passions associated with the bodily existence of a person, have a mainly negative impact on the mind, on the search for truth. Secondly, it is suggested that it is necessary to "purify" the mind from the negative influence of passions, since the knowledge of the truth requires a "pure" thought. Thirdly, various ways (which might be called "techniques") of controlling and controlling the passions of the body are indicated. The mind itself acts as the main means of "cleansing" the mind from the negative influence of the passions of the body, which allows you to control your feelings, manage them and thereby oppose the negative influence of passions on the process of cognition. The very problem of individual differences in the ability of the subject to exercise such control over emotional processes is clearly distinguished.

BIBLIOGRAPHY

Gurova L.L. Psychological analysis of problem solving. Voronezh, 1976.
Kolmykova Z.I. Productive thinking as the basis of learning. M., 1981.
Plato. Ion // Plato. Sobr. cit.: In 3 vols. T. 1. M., 1970a.
Plato. Phaedo // Plato. Sobr. cit.: In 3 volumes. T. 2. M., 1970b.
Ponomarev Ya.A. Psychic and intuition. M., 1967.
Problems of scientific creativity in modern psychology / Ed. M.G. Yaroshevsky. M., 1971.
Cold M.A. Psychology of intelligence: paradoxes of research. M.-Tomsk, 1997.
Sternberg R. The threearchic mind: A new theory of human intelligence. N.Y., 1988.
Sternberg R. The concept of "giffedness": A pentagonal implicit theory//The origin and development of high ability. Chichester Wiley, 1993.
Thurstone L.L. The nature of intelligence. N.Y., 1924.

/ Yu. D. Babaeva , I. A. Vasiliev , A. E. Voiskunsky , O. K. Tikhomirov // Bulletin of Moscow University. Psychology. 1999. No. 2.

Consideration of the relationship between emotions and thinking in classical philosophy (end)

MG Yaroshevsky (1976) notes that the idea of "the primacy of reason" dominated the philosophy of antiquity. The Stoics regarded affects as "corruption of the mind" and believed that a person should be "treated" from them, as from a disease. Only a mind liberated from any affect will be able to correctly guide behavior.

At the same time, it is necessary to note some inconsistency in the ideas of ancient philosophers about the negative role of emotions in thinking. For example, speaking in the dialogue "Ion" about the essence of artistic creativity, Socrates speaks of its divine origin. He notes that any good poet can create only thanks to divine power in a special state of "inspiration and obsession", when "there is no more reason in him" (Platon, 1970, p. 138). God, depriving the poets of reason, "through them gives us his voice" (ibid., p. 139). The dialogue "Phileb" (Plato, 1971) speaks of a special kind of "true, pure pleasures" that arise not only from contemplating beautiful colors and shapes, listening to melodies, but also from doing science. These true pure pleasures are not mixed with suffering, they are proportionate. They are almost "relatives of Reason and Mind".

Thus, the philosophers of antiquity put forward a very important position characterizing the relationship of emotions and thinking. They first drew attention to a special species emotional experiences, sharply different from others both in the nature of their manifestations and in their role in the process of cognition. It's about about the so-called "mental pleasures", the source of which is the cognitive activity itself. "Mental pleasures and sufferings" in comparison with other types of emotional experiences of a person were considered by philosophers of antiquity as some kind of higher, "pure" experiences, cut off from everyday life, from more "lower" needs and passions of the body. Surprise occupies a special place among these “pure” and sublime feelings, which not only does not “contaminate” the mind, leading it away from the knowledge of the truth, but, on the contrary, according to Aristotle, is a kind of incentive for cognitive activity.

Rene Descartes (1989) singled out in human "passions" (or, on modern language, in emotional processes) two sides - spiritual and physical. The problem of managing passions also appears, as it were, in two planes. For example, seeing something terrible that causes fear, a person can take flight without any assistance from the soul, only "in a bodily way." However, if the soul has a special "power", it can intervene and radically change the behavior of a person. She can, in particular, prevent him from fleeing and force him to stay in place despite the fear experienced. To describe a specific control mechanism that causes a person to change his behavior, Descartes uses "machine-like" terminology. The soul acts on the body by means of a certain most delicate air, called "animal spirits." It "rocks the iron" and forces these "spirits" to follow other paths. However, even a strong soul does not have enough desire and will alone to defeat passions. That's when the intellect enters the arena. According to Descartes, passions can be conquered intellectually. To do this, you need to know the truth and be well aware of the possible consequences of a particular behavior (for example, fleeing from danger).

Thus, it is argued that thinking does not always govern "passions". The intellect is considered as a kind of supreme power over emotional processes, which has its own special ways and means of control.

Analyzing the rationalistic doctrine of Descartes about passions, A.N. Zhdan notes the important role of the special internal emotions of the soul, which are directed to "non-material objects". These emotions include "intellectual joy from thinking about something that is only intelligible" (Zhdan, 1997, p. 84).

In the doctrine of affects, developed by Spinoza (1936), the nature and origin of affects are analyzed. Much attention in this teaching is given to the role and power of the human mind in the fight against affects. Spinoza argues with the ideas of the Stoics about the possibilities of curbing and limitless control of affects. He calls the impotence and limited possibilities of a person in this struggle "slavery". This slavery is manifested in the fact that passions are more powerful than knowledge. Affects can bring not only harm, but also benefit, increasing the abilities of the body. However, all affects can mislead a person, making him a toy of fortune. The victory of reason over affects leads to human freedom.

At the same time, the taming of emotions does not in itself mean bliss. This special affect, the highest satisfaction, the "intellectual love of the world," arises in the process of knowing a higher kind. A. N. Zhdan notes that in this way "the idea of the need for the unity of intellect and affect is affirmed" (1997, p. 92), as opposed to ideas about the negative role of emotions in the process of cognition.

An analysis of philosophical literature allows us to single out a number of fundamentally important issues concerning the relationship between emotions and thinking, the solution of which requires a proper psychological, including experimental, approach.

Psychological approaches to the correlation of emotions and thinking

"Emotional thinking" (G. Mayer's concept). Heinrich Mayer (Maier, 1908), who singled out two types of thinking - judging and emotional - considers the motivating mechanisms of the thought process as a criterion. Judgmental thinking is stimulated by cognitive interest, emotional - "needs of feeling and will." Emotional thinking, in turn, is divided into volitional and affective. The latter is most closely associated with aesthetic and religious thinking.

According to I. I. Lapshin (1914), by delimiting thinking into emotional and judging, Mayer was able to largely dispel the intellectualistic prejudice, according to which the leading role in the initiation of thinking was given to cognitive interests. Mayer emphasizes that in the acts of emotional thinking the process of cognition is, as it were, obscured and acts only as a side tool. It is relegated to the background, since the focus is on achieving some practical goal.

For this conceptual approach, it is important to search for similar and distinctive characteristics of the two types of thinking. In particular, it is noted that similar logical processes (interpretation, objectification, activity of the categorical apparatus) are observed in judging and emotional thinking. However, objectification in acts of affective thinking is illusory, since the images of fantasy refer to imaginary reality. In this situation, the mechanism of "affective self-hypnosis" operates. The form of verbal expression of affective ideas is also specific. Thus, Mayer emphasizes that it would be erroneous to consider interjections characteristic of acts of affective thinking as a verbal expression of this type of representation, since they are not sentences or their rudiments. An affective shout can easily be replaced by other forms of sound expression, such as whistling.

Of fundamental importance is also the study of the relationship between emotions and cognition. According to Mayer, the existence of representation without sensory tone is impossible, as well as the existence of feeling without a cognitive correlate. If any mental state is assessed as indifferent, then such an assessment should be considered only as relative, not absolute. In this case, we can talk about some unrecognized sensual tone that lies below the threshold of discrimination. It is impossible to speak about the complete absence of representation of the object of feeling, since there are always some elements of this representation.

If we turn to the terminology now accepted in Russian psychological literature, it is easy to see that Mayer's concept of "emotional thinking" is very close to the concept of "practical thinking" presented in B. M. Teplov's work "The Mind of a Commander" (1961). Therefore, it is wrong to accept "emotional thinking" (according to Mayer) as an independent type of thinking. Mayer's work not only lacks specific psychological studies of emotional and affective thinking, but does not even distinguish them clearly from the whole variety of human mental processes (Tikhomirov, 1984).

Autistic thinking (E. Bleuler's concept). Considering the phenomenon of autism, E. Bleiler (1926) came to the conclusion that waking dreaming is a special, little-studied form of thinking. Crazy ideas that seem like complete nonsense, a chaotic random accumulation of some mental images, in fact, are subject to quite definite and accessible laws. Autistic thinking is determined by the affective needs of the subject, his desires, fears, etc. Bleuler identifies two main principles that govern autistic thinking: the striving of affect to preserve (as a result, the logical value of representations ascending to some affect is hypertrophied, and the value of representations that contradict this affect is reduced) and the desire to receive and preserve pleasures and positive experiences (unpleasant representations). encounter defense mechanisms and are rejected). These principles are contradictory in the case of negative affects, and in the case of positive ones they act in concert.

Bleuler noted the impossibility of a sharp distinction between autistic and realistic thinking, since affective elements are also present in realistic thinking. He suggested that there are various forms of autistic thinking, differing in the degree of departure from reality. The thought process includes autistic and realistic elements in various quantitative and qualitative ratios. Despite the lack of a clear boundary, autistic thinking is generally the opposite of realistic thinking in its goals, functions and mechanisms. Realistic thinking is designed to adequately reflect reality; it is the realism of the mechanisms of thinking that allows a person to survive in a hostile world, getting food for himself, defending himself from danger, etc. Very often, realistic thinking is forced to suppress the numerous desires and drives of the subject in order to achieve some significant goal. Autistic thinking, on the contrary, takes little account of reality and logic, which reflects the real relationships between objects and events. One of the main goals of autism, according to Bleuler, is the presentation of the subject's unfulfilled desires as fulfilled. Autism does not deny the subject's real experience, but uses only those concepts and connections that do not contradict this goal. That is why many, even the most fundamental, aspects of the surrounding world are ignored. The autistic ideas themselves can be expressed in complex symbols that are often very difficult to recognize.

Arguing with Z. Freud, E. Bleiler points out that "autistic thinking" does not coincide with the "unconscious", moreover, these concepts should be strictly differentiated. Autistic thinking can be both conscious and unconscious.

Many of the phenomena that prompted Bleuler to introduce the concept of autistic thinking have received an unexpected development in our days in connection with the widespread introduction of new information technologies. The role of fantasies, dreams, "mental living" in situations created by one's own imagination has changed significantly in the course of historical development. In modern society, daydreaming, "daydreaming", so common in the romantic era, more often became the subject of pathopsychological research than a characteristic of the norm. Attempts to stimulate such altered states of consciousness with the help of drugs persecuted or at least not encouraged by society. Computer systems virtual reality make it possible to implement socially approved forms of expanding symbolic experience (Nosov, 1994). According to available data, the generation and implementation of new forms of symbolic experience, the transformation of imagination processes, "computer dreams" can contribute to the emergence of a number of phenomena that have the same negative effect on subjects (especially children and adolescents) as drugs. This is manifested in the escape from reality with the help of preoccupation with computer games or the so-called "Internet addiction" (Babaeva, Voiskunsky, 1998). Neutralization of these negative consequences is possible only on the basis of a detailed study of the phenomenology and mechanisms of autistic thinking.

Multiplicity of types of intelligence (G. Gardner's concept). Howard Gardner (Gardner, 1983) proposes to move from the idea of a certain unified intelligence to ideas about the existence of qualitatively various kinds intellect. According to this author, the following main types of intelligence can be distinguished: linguistic, musical, logical-mathematical, spatial, bodily-kinesthetic and personal. The latter, in turn, includes intrapersonal and interpersonal intelligence. All these species are independent of each other and function as some kind of separate systems, subject to their own laws. Each has its own special place in evolutionary development (for example, it is assumed that musical intelligence arose earlier than others). For the full realization of personality, all of the listed types of intelligence are necessary. However, it is argued that under the influence of heredity, education and other factors, some types of intelligence can develop in some people much stronger than others.

With regard to the problems of the relationship between emotions and thinking, "personal intelligence" is of the greatest interest, in which Gardner distinguishes two sides - intrapersonal and interpersonal. Intrapersonal intelligence is associated with the tasks of self-management. According to Gardner, it is thanks to the existence of this type of intelligence that a person can control his feelings and emotions, realize, distinguish and analyze them, and also use the information received in his activities. Interpersonal intelligence is related to the problems of interaction between people. It is the ability to identify, analyze and understand the needs and feelings of other people, their intentions. With its help, a person can anticipate the behavior of other people in various situations, as well as manage them.

Thus, in G. Gardner's concept, instead of one special ("emotional") type of intellect, two qualitatively different types are responsible for understanding and managing emotional processes.

"Emotional intelligence" (the concept of J. Mayer and P. Salovey). The concept of "emotional intelligence" proposed by modern American psychologists P. Salovey and J. Mayer (Mayer, Salovey, 1993; Salovey, Mayer, 1994) also claims to distinguish a special type of intellectual processes. However, the criterion for classification varies. It is not the role of emotions in intellectual processes that comes to the fore, but, on the contrary, the role of intelligence in understanding emotions and feelings and controlling them.

The idea of "emotional intelligence" partially overlaps with the concept of "interpersonal intelligence" introduced by Gardner (Gardner, 1983). Mayer and Salovey argue that the distinction between emotional intelligence and general intelligence can be more validly made than the distinction between general and social intelligence. As a rule, it is not possible to make such a distinction, because general intelligence plays an extremely important role in a person's social life. It is assumed that the following specific mechanisms may underlie emotional intelligence.

a) emotionality. People can differ significantly from each other in the frequency and amplitude of changes in dominant emotional states. In accordance with this, one can speak of a rich or, on the contrary, a poor repertoire of emotions. The emotional states experienced by the subject affect the assessment of the likelihood and plausibility of events. With sharp mood swings, assessments can change just as sharply: people build alternative life plans. This experience allows the subject to adjust to future surprises. Moods also affect the alignment of life priorities. Emotions that arise when the expectations of the subject do not coincide with the actual events that have taken place can direct a person’s attention to himself, contribute to the improvement of the process of setting priorities between life goals. Emotional people higher-level processes are available: attention to feelings, the accuracy of their recognition, the formation and use of regulatory strategies. At the same time, it is noted that people who are confident in their ability to regulate emotions, in case of failure, can change their mood faster and more efficiently.

b) The regulation of emotional states can lead to an increase or decrease in the information necessary to solve a problem. The emotional state experienced by the subject, as it were, “dictates” the reduction of experience (“don’t think about it”, “I won’t react”, “it’s not worth my attention”) or, on the contrary, contributes to the expansion of experience (“find out more”, “ respond to that feeling." Severe stress disrupts intellectual activity.

c) Ability (special ability) to encode and decode emotional representations.

In concept emotional intelligence P. Salovey and J. Mayer include three main aspects:

1. Accurate assessment and expression of emotions. It has been experimentally established that the ability of children to recognize emotions improves with age. Four-year-old children identify emotions on the face in 50% of cases, six-year-olds - in 75%. Some emotions are recognized earlier, others later. Thus, the correct identification of emotions of happiness and disgust is possible already at the age of 4. Children quite quickly master the words intended to express emotional states.

Age development does not always lead to an increase in accuracy in the recognition of emotional states. Some adults are unable to properly assess their own emotions and are insensitive to other people's emotional states. They have considerable difficulty in recognizing the feelings expressed on the faces of other people. Significant individual differences are observed both in the ability to express their emotions with the help of facial expressions, and in the ability to express them with the help of words. People who are unable to use the emotional vocabulary to express emotions and feelings are called alexithymics. Mayer and Salovey note that alexithymics are highly susceptible to various psychosomatic illnesses. In those cases when adults, when trying to express emotions, replace "emotional words" with non-emotional ones, they experience a weakening of empathy.

Individual differences are observed not only in the degree of accuracy with which people can describe emotional states, but also in the degree to which they pay attention to these states. This can manifest itself, in particular, in a tendency to tell others about distress, about various physiological symptoms in stressful situations, etc.

2. Adaptive regulation of emotions. The desire and ability to control and manage one's emotions is the most important aspect of a person's mental development. Research shows that as early as four years old, children are aware of the ability to regulate their feelings. In doing so, they can use different strategies. Mayer and Salovey point to the existence of at least two strategies for regulating cognitive experience: cognitive ("think", "evaluate - it's not so bad") and behavioral ("go and do what you want"). At the same time, it is noted that both adolescents and children aged 4-6 can equally well recognize effective and ineffective strategies for controlling emotions.

The theory of emotional intelligence also includes the ability of the subject to adequately regulate the emotions and feelings of other people. This ability allows you to succeed in oratory, acting skills etc. In addition, the presence of this ability allows you to successfully communicate with people, as well as solve many life problems. To refer to the extreme degree of manipulation of the feelings of other people, the authors use the terms "sociopathy" or "Machiavellianism". It is also assumed that "people with charisma" resort to the regulation of other people's emotions to a lesser extent. The effectiveness of one or another emotion regulation strategy also depends on the specific goals of interaction between people. When the main goal of the interaction is to help others, focusing on their feelings and minimizing (in certain situations) the manifestation of their own emotional states is considered a winning strategy.

3. Application of knowledge based on emotions. Meyer and Salovey note that emotions and moods influence problem-solving processes. The features of this influence depend both on the type of emotions and on the type of tasks being solved. The emotion of happiness promotes creative and inductive solutions, sadness promotes deductive solutions and consideration of the multitude. options. An inappropriate mood can undermine effective decision making. It is also assumed that a person with a developed emotional intelligence has an intuitive ability to assess which cognitive tasks can be solved more easily (with less stress) in one or another way. emotional state. The authors point out that the emotion of happiness increases the efficiency of categorization - for example, when classifying phenomena that are not related to the problem being solved or are not related to it. Effective categorization of this kind helps in finding creative solutions. Happy people are more confident in themselves and show more perseverance in trying to find a solution to a problem.

Sense theory of thinking

The semantic theory of thinking (Tikhomirov, 1984), which has been developed since the mid-1960s, is designed to explain the semantic regulation of specific mental activity. The main concept in this theory is the concept of a dynamic semantic system (DSS), first introduced by L. S. Vygotsky (1982). It seems to us productive to consider DSS as a functional system of regulation that unfolds in the course of mental activity (the most developed idea of a functional system belongs to P. K. Anokhin).

The semantic theory of thinking is based on the position of L. S. Vygotsky on the relationship between intellect and affect. "... A deterministic analysis of thinking necessarily involves the discovery of the driving motives of thought, needs and interests, motives and tendencies that direct the movement of thought in one direction or another" (Vygotsky, 1982, p. 21). There is also a reverse influence of thinking on the affective, volitional side of mental life. An analysis that divides a complex whole into units shows that "there is a dynamic semantic system, which is a unity of affective and intellectual processes. It shows that in any idea, the affective attitude of a person to reality, represented in this idea, is contained in a revised form" (ibid. , p. 22).

In the works of A. N. Leontiev, thinking is considered as an activity that has "affective regulation, directly expressing its partiality" (Leontiev, 1967, p. 21). "Like practical activity, internal activity also meets certain needs and, accordingly, experiences the regulating effect of emotions" (Leontiev, 1964). As part of the activity approach, a notion has been developed, according to which "in fact, activity is based on" functional system integrated and cognitive processes" that, thanks to this system, emotions become "intelligent" in a person, and intellectual processes acquire an emotional-figurative character, become semantic" (Leontiev, Leontiev, 1994, p. 11). VK Vilyunas (1976) notes that emotions violate the equivalence of landmarks in a situation of choice, highlighting only some of them. Thus, emotions contribute to the selection of goals.

In the theory under consideration, the solution of mental problems is understood as the formation, development and interaction of various operational semantic formations. The concept of DSS allows one to adequately describe the most important aspects of the thought process: the development of the meanings of the final goal, intermediate goal and subgoals, the emergence of ideas, as well as the formation of the meanings of the elements and the meaning of the situation as a whole. At the same time, it is emphasized that these processes are carried out in the unity and interaction of the cognitive and emotional aspects.

The meaning of the ultimate goal, which goes through a number of stages of formation and formation, is recognized as the central structural formation of the DSS for the regulation of activity in solving problems (Vasiliev, 1977). Under the influence of the meaning of the final goal, the meaning of the situation develops, mediated by the development of the operational meanings of the elements of the situation. The meaning of the final goal simultaneously determines the formation of the meanings of intermediate goals (which determine the selectivity and regulation of activity at the stage of finding a solution), and ultimately the formation and development of the operational meaning of the situation (in the direction of its narrowing).

The very development of meanings proceeds under the regulatory influence of the process of goal formation. The goal "mediates the movement of meanings in activity, and the fate of meaning in activity depends to a decisive extent on it" (Vasiliev, Popluzhny, Tikhomirov, 1980, p. 2). Goal formation is interpreted as a process of constant development of the meaning of the goal by concretizing and enriching it by identifying new subject connections and relationships. Goal formation, understood in this way, is mediated by the development of the meanings of various kinds of formations: elements and actions with them, the situation as a whole, attempts and re-examinations of the situation. The thought process is a unity of the processes of goal and meaning formation.

The laws of semantic dynamics in the course of regulation of the solution of mental problems show a single process of development of meanings. This process can take place at different levels, which continuously interact with each other.

Unlike most of the approaches discussed above, according to which emotions have only a negative impact on cognition, distorting the reflection of reality, positive functions of emotions are also developed in this theory. In particular, a special kind of emotions called "intellectual" is specially distinguished and analyzed.

Intellectual emotions are anticipatory and heuristic; they signal the generation of semantic new formations in mental activity and perform an integrative function, uniting these new formations into wholes of a higher level. They also carry out a fine regulation of mental activity and influence its structure in accordance with semantic development. This function of emotions is based on the fact that emotional development is an aspect of semantic development. Emotions "put the task on meaning", are "sensual tissue of meaning".

Effective mental activity is based on DSS - a functional system of integrated cognitive and emotional processes, in which emotions become "smart", since they are estimates of semantic neoplasms obtained in the course of a holistic-intuitive processing of subject content. This processing has an emotional-figurative character and is semantic in its essence. DSS goes through a number of stages in its formation along with the deployment of activities. At the stage of initiation, there is an emotional anticipation and selection of the object of mental activity, which is a gnostic contradiction. At the goal-formation stage, a general project for transforming the problem situation is emotionally anticipated and highlighted. This moment of "emotional solution" of the problem is preceded by the processes of shifting emotional zones and emotional cumulation. Emotional zone - a search area containing emotionally colored components. Cumulation of emotions - an increase in the emotional coloring of a component during the transition from one emotional zone to another. The general project is developed with the help of concretization and is reduced to the form of an acceptor of the results of the action. The concretization process also includes intellectual emotions that evaluate the intermediate products of this process. At the stage of implementation, emotions are involved in the detection and support of specific actions corresponding to the acceptor of results.

The specific mechanisms by which the influence of intellectual emotions on mental activity is carried out are emotional reinforcement, emotional guidance and emotional correction.

The first mechanism ensures the consolidation of some components of mental activity (such as an element, a method of acting with it, a decision principle, an intermediate result), which, in the course of the search, acquire meaning and emotional coloring for the subject. These emotionally colored components determine the meaning of some areas of search, are used in solving this problem and are subsequently transferred to solving other problems.

The second mechanism ensures the return of the search to the previously emotionally colored components, isolated as a result of the functioning of the mechanism of emotional fixation. The return is carried out according to semantic connections, and intellectual emotion is a signal of an "adequate" return. Emotional induction is based on the comparison of semantic regulators of different levels (personal and operational meanings), which occurs through holistic-intuitive processes of subject content processing.

The third mechanism (emotional correction) provides a change in the nature of search actions under the influence of an intellectual emotion that has arisen (for example, choosing a direction and fixing the search area, reducing the volume of the search area, the emergence of a new goal-setting tactic). In a more general sense, emotional correction of behavior is understood as "bringing the general direction and dynamics of behavior in line with the meaning of this situation and the actions performed in it for the subject, to meet his needs and interests, to realize his value orientations" (Zaporozhets, 1986, p. 266). With regard to mental activity, a change in the nature of search actions means that intellectual emotions perform not only a signal (presenting), but also an incentive function. They encourage the subject to search for new ways to transform the problem situation, to recall from memory, and in the absence of it, to create new means of transforming the problem situation.

Conclusion

In modern psychological literature, two main points of view have been developed regarding the degree of representation and the role of emotions in various classifications of mental activity. On the one hand, the negative role of emotional processes, their ability to have a devastating effect on mental activity, is emphasized. On the other hand, the principles of the regulatory approach that arose in antiquity and have taken shape at the present time are based on the ability to control emotional processes by intellectual processes.

Both directions are characterized by insufficient consideration of the specific role of emotional processes that have arisen in mental activity and are generated by motives brought to life by internal motivation, i.e. those contradictions that arise within the cognitive field. Limiting themselves to stating the phenomena of "maintenance of control" over emotions, both considered directions do not attempt to penetrate into the real mental mechanisms and determinants of the participation of emotions in mental activity. It is impossible to speak about the possible complementarity of the two research traditions: each of them, in fact, denies the opposite.

It seems to us (and the experience of considering the relationship between emotional and thought processes in the history of psychology confirms this) that the solution of the difficult problem can be achieved only by analyzing the psychological mechanisms of regulation of real mental activity. It is on this theoretical and experimental basis that the question of the expediency and necessity of singling out "emotional thinking" as an independent type of mental activity can be resolved. Numerous studies have shown that the conceptual apparatus developed within the framework of the semantic theory of thinking (and, above all, the concept of DSS) makes it possible to describe not only the phenomenology of the mutual influence of emotional and mental processes, but also the specific mechanisms by which emotions affect mental activity.

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1 Emotions of fear, anxiety, helplessness have a negative, destructuring effect on the process of cognition. They can lead to a person losing control over the situation and over himself; "state" the failure (inefficiency) of the activity, but, despite this, "sanction" the continuation of actions in the same (unpromising) direction and block the search for new ways; present the meaning of the situation as threatening (dangerous) for the subject.

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