Aim to analyze the dynamics of the opinions of medical and biological students on the problem of preventing sexually transmitted infections before and during the pandemic of the new coronavirus infection. Material and methods. A sociological survey was conducted in 2017 (372 respondents) and 2021 (574 respondents) among the students of institutions of higher and secondary vocational education in medical and biological specialties. We used the authors' questionnaire, consisting of 54 questions grouped into 5 blocks. In both samples, the principle of equal representation of age, gender, social and professional groups was observed. The average age of the respondents was 19.10.74 years. The distribution of the respondents by sex was as follows: in 2017, female 51.9% (n=193), male 48.1% (n=179); in 2021, female 50.7% (n=291) and male 49.3% (n=283). Both samples had sufficient size to obtain results with the accuracy level of =0.05. The analytical, statistical, sociological methods were used for research. In the processing and presentation of the data, the extensive indicators were used, compared with the assessment of the significance of differences according to Student's t-test. Results. The proportion of people who had an objective idea of the risk of contracting sexually transmitted infections increased from 72.8% (2017) to 87.8% (2021), while the association of the threat only with the frequent change of partners was noted significantly less often (5.9% in 2021 and 16.7% in 2017). The proportion of students linking the risk with social status has decreased from 8.1% to 4.7%, which may indicate a tendency for more objective ideas about the risks of sexually transmitted infections. Conclusion. During the period of the COVID-19 pandemic, the prevalence of an objective self-assessment of the epidemiological situation and the associated risks of contracting sexually transmitted infections increased statistically among students. Also, increased their readiness to undergo screening examinations and seek qualified medical care.

Among the numerous factors of the subject genesis of teachers, social intelligence plays an important role. Social intelligence is defined as a special quality of a person, her ability to understand, differentiate and predict the verbal and non-verbal behavior of other people and the consequences, quickly and easily come into contact with them, which determine the effectiveness of social interaction. The results of the relationship between social intelligence and mental burnout were obtained by researchers. The problem of the role of social intelligence in overcoming mental burnout is relevant and poorly researched. The teachers working at the Kursk boarding school for children with disabilities at the Kursk boarding school for children with disabilities (all participants are females; N = 50; professional experience up to 43 years) voluntarily took part in the study. Observation and conversation, as well as standardized techniques for diagnosing burnout and social intelligence, were used from a number of empirical methods. To process the research results, computer methods were used by the mathematics of statistical analysis. It has been empirically proven that the underdeveloped ability of teachers to understand the change in the meaning of similar verbal reactions of students, their parents, colleagues, administration (F=4,38; df=2,47; β =-0,412; р=0,019), as well as to logically generalize and highlight common and significant signs in their various non-verbal reactions (F=3,90; df=2,47; β = 0,364; p=0,030) increase the risk of mental burnout. On the contrary, well-developed abilities to foresee the consequences of the behavior of other people in a certain situation can be considered as a factor in overcoming psychosomatic and psycho-vegetative disorders (F = 136,66; β = -0,952; р =0,0000), irritability, resentment, harshness, rudeness, emotional and personal isolation (F = 115,17; β = -0,840; р = 0,0000), the feeling that it is emotionally impossible to help their wards (F = 115,33; β = -0,936; р = 0,0000).

В статье представлен историко-перспективный анализ проблемы применения ассоциативного эксперимента в диагностических целях, проведён библиометрический, тематический анализы современных научных работ на тему «ассоциативный эксперимент в психологии». Обсуждается диагностический потенциал и возможности ассоциативного эксперимента в условиях современной эмпирической психологии, возможность его объективизации через использование технологии окулографии. Промежуточные этапы ассоциативного процесса, о трудности регистрации которых говорил в своих исследованиях А.Р. Лурия, становятся доступны качественной и количественной оценке (координаты взгляда, время и количество фиксаций взгляда на объекте-стимуле). Возможность визуализации позволяет получают представление о внутренних механизмах актуализации ассоциативных связей. Ключевые слова: механизм генерации ассоциаций, ассоциативный эксперимент, аппаратные методы, окулография. Коллекция гуманитарных исследований. Электронный научный журнал. The Collection of Humanitarian Researches. Electronic scientific journal peer-reviewed • open access journal

The relevance of this study is due to the need to answer the question of how the factors of digital medium affect the development of mental functions in the younder generation. The study was aimed to assess the effects of the social media interference factor on memory (auditory-speech and visual-figurative) consolidation in adolescents. The sample was 130 adolescents aged 11–17. The groups were formed based on the age stages (11–12, 13–14, 15–17 years). The study involved the use of the method for the diagnosis of the short-term auditory-speech and visual-figurative memory span. Viewing video content and reading the fragment of the fiction book were used as interference. A significant decrease in the short-term auditory-speech and visual-figurative memory span was observed in adolescents. The short-term memory span is reduced in the context of social media interference (prolonged continuous viewing the heterogenous visual-acoustic and visualspeech content). The high risk of the long-term memory loss due to the impact of the social media interference factor on memory consolidation in adolescents is empirically proven. The more the duration of the maximum continuous video stream and the total time the adolescents spend on Internet (including social media), the larger is the loss of information.

The specifics of the activities of teachers working with children with special educational needs determines the nature of interpersonal relationships that develop between all subjects of the educational process. Experiencing teachers of the crisis of interpersonal relations contributes to the emergence of mental burnout as a special state of physical, emotional and mental exhaustion of the individual. There is a rather limited number of scientific works devoted to the study of the relationship between the styles of interpersonal relations of teachers working with children with special educational needs, and mental burnout. Teachers of the Regional state educational institution "Kursk boarding school for children with disabilities" took part in the study (50 people). Observation and conversation, as well as standardized methods for diagnosing teachers' burnout and styles of interpersonal relationships, were used to collect data. Methods of mathematical-statistical analysis were used to process the results. Teachers who work with children with special educational needs are adapted to the stressful effects of the traumatic circumstances of professional activity by limiting emotional return in interpersonal communication and selective response, lack of due attention to their wards, facilitation or reduction of job duties (the severity of the "Resistance" phase: Xm. ± σx = 56.80 ± 22.30; “Inadequate emotional selective response”: Xm. ± σx = 15.38 ± 6.94; “Emotional and moral disorientation”: Xm. ± σx = 11.66 ± 6, 32; "Expansion of the sphere of economy of emotions": Xav. ± σx = 15.48 ± 13.62; "Reduction of professional duties": Xav. ± σx = 14.28 ± 8.51). It has been empirically proven that straightforward-aggressive (β = 0.353 at p = 0.015) and dependent-obedient (β = 0.379 at p = 0.005) styles of interpersonal relations can act as factors in the emergence of manifestations of mental burnout of teachers, and the imperious-leading style (β = - 0.320 at p = 0.016) – a resource for overcoming it (F = 4.37; CMD = 0.57; df = 5.44).