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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.

An experimental construction of the subjective (emotional) space of perception of musical sound fragments used in the GarageBand app for iOS to help the composer has been carried out. A representative set of 20 sound fragments was selected on the basis of an experiment on the classification of all samples from this database, which were further evaluated in 3 types of experiments: on the basis of multidimensional scaling of differences between them, on the basis of direct scaling of emotional qualities (Semantic Differential Method for 25 adjective pairs), based on direct scaling on three SAM scales (in the PXLab variant). As a result, the individual features (points of view) of these sound samples were investigated and a correlation comparison of the obtained results was carried out. As a result, the interrelation of all used scales is shown and a way of their integration into a four- dimensional spherical model of emotions is presented.

Correlation of motivation parameters (of motivation profile) of the educational activities with the control locus (profile according to the types of social situations) and the self-attitude parameters have been researched considering the sex of senior schoolchildren. For the entire sample group, we reveal a correlation of the general internal with the educational-and-cognitive motivation and the motivation of social responsibility, and the internal in the field of family relations – with the motivation of affiliation. For girls with the educational-and-cognitive motivation, we reveal an additional correlation with the internal in the field of family relations, and for boys with the educational-and-cognitive motivation – with the internal in the field of achievements and production (educational) relations. One can see for the entire sample group (including girls and boys separately) a correlation between the motivation of social responsibility with sociability, proneness to criticism and internal honesty in self-attitude.