Abstract
Theproblemofstudyingsocialcognitionanditscontributiontothequalityofpsychologicalwell-beingandadaptation, ontheonehand, andtheproblemoftherelationofsocialandformalintelligence, ontheotherhand, definethesubjectofthisarticleandpresentedempiricalresearch. Thepaperdiscussesthecomplexityofthestudyofsocialcognition, especiallyintheaspectofdevelopmentassociatedwith a numberofmethodologicalproblemsandoffersanexperimentalstudyandevaluationofcommunicativeorientationofthinking, ortheabilitytochangepositionasoneoftheaspectsofsocialcognition, notplacinghighdemandsonverbalabilityof a person. TheproblemofdevelopmentandempiricaldataonsocialrelationsandformalintelligenceinadolescenceareconsideredfromthepointofviewoftheconceptofDysontogenesisof V.V. Lebedinskiy. Theempiricalstudyinvolvedyoungmenandwomenaged 16 to 18 years (N = 30). Ithasbeenshownthattheviolationofthecommunicativeaspectofthinkingшыassociatedwithemotionaldistress. Weformulatedhypothesesforfurtherresearchofcommunicativeandformalaspectsofthinking.
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