Abstract
Abstract This article is concerned with the most general patterns of interaction between emotional state and cognitive processes in students’ academic activity. On the basis of the structural-dynamic approach two forms of influence on the cognitive process by current mental state have been identified. The first type of influence is on the transformation of the form of the process, reducing its resilience and degree of organisation as increasingly becomes integrated into the contingent mental state. The second type of influence is associated with the positive, neutral or negative dynamic of the productivity of separate indicators of the cognitive processes.
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