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The contradiction between the conscious and emotional assessment of situations often arises when there is a discrepancy between reality and ideal view. The purpose of this study is to identify a system of remotely diagnosed parameters (by video recording using Skype tools), which can objectively indicate the presence of a cognitive-emotional conflict during a dialogue. The current study has become particularly relevant in the COVID-19 environment, where face-to-face communication is limited, and all interactions must occur in a remote online format. In such an environment, the identification of formal signs indicating latent conflicts in online interactions comes to the fore. To stimulate an outburst and fix the cognitive-emotional conflict remotely, various schemes were used: interviews based on the self-attitude technique, discussions based on the transactional analysis model, free reasoning about situations that were selected by the age, and other parameters of participants, as well as watching video clips with an unexpected end. For automatic marking of people's emotional reactions in video data, a computer program was developed using neural network algorithms based on VGG16. Furthermore, the neural network for emotion recognition was pretrained based on open sources by the P. Ekman FACS model. Finally, video recordings were marked according to the expert assessment results regarding the presence of cognitive-emotional conflict. We conducted 27 interviews with the participation of both genders, including ten high school students (from 12 to 17 years old), a total of 338,075 frames were received. As a result, it was found that the two facial expression parameters identified by the program reliably distinguish the presence of a cognitive-emotional conflict. Furthermore, in all the studied schemes of telecommunication dialogue, the «happy» parameter was significantly more pronounced in a situation of conflict.

There was conducted an experimental comparison of the objective (FaceReader 4.0) and subjective assessment of the severity of emotions on different scales. As objects, 18 short (no more than 2 s) videos were used, on which the same person (actress) expressed the given emotions by pronouncing the word “Yes”. These stimuli were selected based on previously conducted subjective scaling experiments. We used (1) a direct subjective quantitative assessment of each video clip separately for each of the parameters selected in the FaceReader 4.0 program (neutral, happy, angry, disgust, fear, sad, surprise) – the severity of the corresponding emotion was evaluated in points; (2) a direct subjective assessment of each video clip for each of the parameters allocated in the 4-dimensional spherical model of emotions (bad – good; confidence – surprise; attraction; defensive reaction: fear – aggression); (3) the methodology of the Semantic Differential Scaling (SD) by C. Osgood; (4) the PXLab Self-Assessment-Manikin Scales. As a result, the relationship of all the scales used was investigated and it was shown that the objective qualification of emotions (using the FaceReader 4.0 program) does not coincide with the results of subjective assessment of the same samples.

Significant differences were found in the bioelectric responses of the brain to words with the same meaning in Russian and Japanese in different series in the electrophysiological experiment on a sample of 18 people. Two groups were used: those who knew Japanese and Russian, and those who knew only Russian as their native language. Differences in mutual articulation of these words were found due to differences in evoked potentials of the late latency (300–500 MS) in the frontal, central and parietal leads, and also in the earlier - 200 MS - latencies in the central, temporal and frontal leads). When comparing between groups (knows Japanese or does not know), differences in the components of EP 200 and P300 were obtained by speaking in Russian, however, there is no difference in primary and semantic processing (P100, N400). The main significant differences over the channels C3, F3, P3 given in this chapter are the amplitude and latency of latency in N200, as well as the decrease in amplitude N400. These data are correlated with earlier studies.

Empathy is the ability to recognize, understand, and share the feelings of another person, including the perception of another person. Empathy promotes prosocial or helping behavior that comes from within, rather than under duress.

Prosocial behavior is progressively being studied because of its enormous role in the changing conditions of the modern world. We study the prosocial behavior by analyzing the brain features mechanisms during the custom setting - empathy game “Stone-Paper-Scissors”. Observed results for the cohort of 55 participants (28 women and 27 men) were obtained from the test questionnaires and EEG. Our approach relates to the field of medicine and neuroscience, in particular, to a method for studying the activity of individual brain structures predefined by their spatial position according to the scalp multichannel EEG. The results of the questionnaires were tabulated and processed by the factor analysis. Six factors were identified that accounted for 41.45% of the total variance of the data. The factors received the following interpretation: “Altruistic”, “Publicity”, “Emergency prosocial behavior”, “Conformist prosocial behavior”, “Anonymous prosocial behavior”, “Emotional prosocial behavior”. Comparison by Student’s T-test showed a significant (p < 0.05) difference between men and women in the “Publicity” factor and in the “Emotional prosocial behavior” factor (females are more emotional than males).

This research aims to study the features of the brain mechanisms of predicting words based on the previous context, including emotional context. Based on the results of an experiment conducted on 21 people (aged 18 to 32 years, 14 male and 7 female respondents), it can be concluded that the emotional context can accelerate the “decision-making” about the meaning of the stimulus and whether it is suitable for the context. Significant differences between stimuli in different conditions of presentation arose in the later components (about 400 ms after stimulus), which suggests that these differences really reflect differences in meaning of the stimuli, instead of their visual component.

Significant differences were found in the organization of electrobiological responses of the brain to the words-homonyms, presented in different meanings by priming a certain context in the electrophysiological experiment on a sample of 14 people As a result of comparison of series before and after negative reinforcement by the method of Semantic Radical of the word entering the semantic field of one of the two studied meanings of the word-homonym, the fact of indirect long-term influence of the emotional component is revealed. This is manifested not only in the change in the meaning of the homonym word (presented in the relevant context) in the late latency (300–500 MS) in the frontal leads, but also in the reconfiguration of its meaning in a non-relevant context (in the earlier – 200 MS – latencies in the central leads). Thus, the results objectively indicate the possibility of two types of reconfiguration of the semantic map (space) (1) operational reconfiguration to the current context defined in this experiment by the corresponding prime, and (2) long-term reconfiguration determined by the control action.

A comprehensive interdisciplinary study of the cerebral mechanisms of readiness for speech was performed based on a complete neuropsychological examination according to A.R. Luria with qualification and quantification of the detected symptoms and electrophysiological data by an original method of recording and localization of the potentials synchronized with the preparation for speaking. The data on stutterers were compared with those on normal subjects and showed that stuttering is not an isolated (purely peripheral) speech disorder but is a component of a syndrome consisting of specific mnestic, neurodynamic, and motor defects that reflect dysfunction of postfrontal and median structures of the brain (functional blocks I and III according to Luria). Differences between normal and stuttering subjects in the potential related to readiness for speech were associated with the activity of deep median structures (the pons and brainstem), right subcortical nuclei, the right frontal cortex, and the left mediotemporal cortex.