The COVID-19 pandemic and the unprecedented measures to contain it have disrupted the daily life of most people and affected their psychological well-being negatively. Despite the increasing worldwide relevance of exploring the psychological consequences of COVID-19, this study is one of the first Russian papers on this subject. In order to study the changes in the level of anxiety of students, that took shape during the forced self-isolation regime, the authors carried out two surveys involving the students of Moscow universities, according to Spielberger’s State-Trait Anxiety Inventory and a socio-demographic questionnaire. The primary testing took place on March 2-16, 2020 in the face-to-face format; the subsequent online testing during the second stage was held from May 25 to May 30, 2020. The testing covered 13 young men and 29 girls aged from 18 to 25. The survey results showed that over 70% of the respondents regularly infringed the forced stay-at-home regime; 26.8% did not leave their place of residence with the exception of permitted absence cases; 12.2% strictly followed the established prescriptions and did not leave their place of residence at all. The average values of personal anxiety indicators before and during the introduction of restrictive measures did not differ significantly and amounted to 45.1 and 44.9 points respectively (p = 0.94). The level of situational anxiety increased markedly among the majority of respondents (from 38.0 to 45.6 points on the average, p = 0.0002). The intensity of changes in situational anxiety depended on its initial level – the respondents from the group showing the lowest original degree of anxiety suffered from stress most of all. The specific features of compliance with the forced self-isolation regime and the level of labour engagement did not affect the anxiety indicators; however, the stress connected with the examinations and the presentation of qualifying graduation papers was an additional factor affecting the psychoemotional state of the students during the pandemic.

î ïîëîâûõ ðàçëè÷èÿõ ïðèçíàêîâ ïëàíòàðíîé äåðìàòîãëèôèêè íåäîñòàòî÷íî èçó÷åí. Òðåáóåòñÿ äàëüíåéøàÿ ðàçðàáîòêà ïðîáëåìû è íàêîïëåíèå äàííûõ ïî ëîêàëüíûì ïîïóëÿöèÿì. Ìàòåðèàëû è ìåòîäû.  ñòàòüå ïðåäñòàâëåíû ðåçóëüòàòû äåðìàòîãëèôè÷åñêîãî èññëåäîâàíèÿ ñòîï â âûáîðêå ìîðäâû-ìîêøè: 117 aeåíùèí è 123 ìóae÷èí, ïðîaeèâàþùèõ â ñåëüñêèõ íàñåë¸ííûõ ïóíêòàõ þãî-çàïàäà Ìîðäîâèè. Ïðèçíàêè ïëàíòàðíîé äåðìàòîãëèôèêè îïèñàíû ïî îáùåïðèíÿòîé ìåòîäèêå èññëåäîâàíèÿ êîaeíîãî ðåëüåôà ñòîï [Cummins, Midlo, 1961]. Ðåçóëüòàòû. Âûÿâëåíû íåìíîãî÷èñëåííûå ñòàòèñòè÷åñêè çíà÷èìûå ðàñõîaeäåíèÿ â ðàñïðåäåëåíèÿõ ïðèçíàêîâ ó ðàçíûõ ïîëîâ, íàèáîëåå çàìåòíî ïðîÿâëÿþùèåñÿ ïðè ðàññìîòðåíèè äåðìàòîã-ëèôè÷åñêèõ õàðàêòåðèñòèê îáåèõ íîã.  îáñëåäîâàííîé âûáîðêå ìîðäâû-ìîêøè óçîðíàÿ èíòåíñèâíîñòü ñòîï ó ìóae÷èí íåñêîëüêî áîëüøå, ÷åì ó aeåíùèí (ñóììàðíî-íà îäèí òðèðàäèóñ). Ìàêñèìàëüíî ðàçëè÷èÿ ïðîÿâëÿþòñÿ ïî ÷àñòîòàì âñòðå÷àåìîñòè ïàëüöåâûõ óçîðîâ, êîòîðûå â ïîëîâèíå ñëó÷àåâ äîñòîâåðíî ðàçëè÷àþòñÿ ó ðàçíûõ ïîëîâ. Ïðè ýòîì, îáùåå êîëè÷åñòâî äåëüò íà äåñÿòè ïàëüöàõ íîã â ïîëîâûõ ãðóïïàõ çíà÷èìî íå ðàçëè÷àåòñÿ.  ãðóïïå aeåíùèí áîëüøå äîëÿ äóã è òèáèàëüíûõ ïåòåëü, à ó ìóae÷èí-äîëÿ çàâèòêîâ è ñîñòàâíûõ óçîðîâ. Ìîðôîëîãè÷åñêè ïðîñòûõ îòêðûòûõ ïîëåé íà 3 è 4 ìåaeïàëüöåâûõ ïîäóøå÷êàõ, íà äèñòàëüíîì ãèïîòåíàðå è ïðîêñèìàëüíîì òåíàðå, ñóùåñòâåííî áîëüøå â aeåíñêîé âûáîðêå. Ãëàâíûå ïîäîøâåííûå ëèíèè Â, Ñ è D ó aeåíùèí äîñòîâåðíî ÷àùå ïðèõîäÿò â òèáèàëüíûå ïîëÿ, à ó ìóae÷èí-â äèñòàëüíûå. Äëÿ íàïðàâëåíèé ëèíèè Å õàðàêòåðíà îáðàòíàÿ ñèòóàöèÿ. Êîaeíûå ãðåáåøêè ïÿòîê íà ìóaeñêèõ ñòîïàõ ÷àùå îðèåíòèðîâàíû ïîïåðå÷íî, à ó aeåíùèí-ïðîêñèìàëüíî. Îáñóaeäåíèå. Ñðàâíåíèå ïîëîâûõ ðàçëè÷èé ÷àñòîò âñòðå÷àåìîñòè è ñðåäíèõ çíà÷åíèé ïðèçíàêîâ ïëàíòàðíîé äåðìàòîãëèôèêè â âûáîðêå ìîðäâû-ìîêøè ïîäòâåðaeäàåò òåíäåíöèè, âûÿâëåííûå äëÿ äðóãèõ ïîïóëÿöèé ïî ëèòåðàòóðíûì äàííûì. Èñêëþ÷åíèå ñîñòàâëÿþò íåêîòîðûå ìàëîèçó÷åííûå ïðèçíàêè. Çàêëþ÷åíèå. Ðåçóëüòàòû ïðîâåäåííîãî èññëåäîâàíèÿ ñâèäåòåëüñòâóþò î òîì, ÷òî ïàïèëëÿðíûå óçîðû ñòîï ñëàáî ðàçëè÷àþòñÿ ó ìîðäîâñêèõ ìóae÷èí è aeåíùèí.  îáùåì, äëÿ ìóaeñêèõ ñòîï õàðàêòåðíà áîëåå ñëîaeíàÿ äåðìàòîãëèôè÷åñêàÿ êàðòèíà. Íàèáîëåå çàìåòíûå ðàçëè÷èÿ îáíàðóaeåíû äëÿ òèïîâ ïàëüöåâûõ óçîðîâ, íàïðàâëåíèé ãëàâíûõ ïîäîøâåííûõ ëèíèé è óçîðîâ íà 3 è 4 ìåaeïàëüöåâûõ ïîäóøå÷êàõ. Âûÿâëåííûå â ãðóïïå ìîðäâû-ìîêøè òåíäåíöèè ïîäòâåðaeäàþò ñõîäíûå çàêîíîìåðíîñòè ðàñïðåäåëåíèÿ ïëàíòàðíûõ êîaeíûõ óçîðîâ ó ìóae÷èí è aeåíùèí â ðàçíûõ ïîïóëÿöèÿõ.

ВведениеÑèñòåìà ïàïèëëÿðíûõ óçîðîâ ðàññìàòðèâàåòñÿ â ñîâðåìåííîé àíòðîïîëîãèè êàê ôåíåòè÷åñêèé ìàðê¸ð ñ íåèçâåñòíûì ìåõàíèçìîì íàñëåäîâàíèÿ, èíôîðìàòèâíûé äëÿ äèôôåðåíöèàöèè ïîïóëÿöèé ðàçíîãî òàêñîíîìè÷åñêîãî óðîâíÿ [Õèòü ñ ñîàâò., 2013]. Êðîìå òîãî, ïî ìíåíèþ íåêîòîðûõ èññëåäîâàòåëåé, êîìïëåêñ äåðìàòîãëèôè÷åñêèõ ïðèçíàêîâ ÿâëÿåòñÿ ÷àñòíîé êîíñòèòóöèåé ÷åëîâåêà [Íèêèòþê, ×àâà, 2013], ïîñêîëüêó óäîâëåòâîðÿåò íåîáõîäèìûì äëÿ ýòîãî óñëîâèÿì [Õðèñàíôîâà, Ïåðåâîç÷èêîâ, 1999]: îòðàaeàåò ðåàêòèâíîñòü è ðåçèñòåíòíîñòü îðãàíèçìà, àññîöèèðóåòñÿ ñ ìîðôîôóíêöèîíàëüíûìè, ïñèõîäèíàìè÷åñêèìè õàðàêòåðèñòèêàìè, à òàêaeå òåìïàìè ðàçâèòèÿ [Ãóñåâà, 2010].  òàêîì êîíòåêñòå âñòà¸ò âîïðîñ î âîçìîaeíîñòè ïðàêòè÷åñêîãî èñïîëüçîâàíèÿ äàííûõ äåðìàòîãëèôèêè äëÿ îöåíêè è ïðîãíîçèðîâàíèÿ ðàçíûõ ñòîðîí èíäèâèäóàëüíîñòè ÷åëîâåêà. Славолюбова И.А., Юдина А.М., Филькин И.А. МГУ имени М.В. Ломоносова, биологический факультет, кафедра антропологии, Ленинские горы, д. 1 12, Москва, 119234, Россия СИСТЕМА ПАПИЛЛЯРНЫХ УЗОРОВ РУК В СТРУКТУРЕ ОБЩЕЙ КОНСТИТУЦИИ ЧЕЛОВЕКА Ìàòåðèàëû è ìåòîäû.  ñòàòüå ïðåäñòàâëåíû ðåçóëüòàòû êîìïëåêñíîãî àíòðîïîëîãè÷åñêîãî îáñëåäîâàíèÿ 149 þíîøåé Ìîðäîâèè (ðóññêèõ è ìîðäâû). Ïîìèìî êëàññè÷åñêèõ àíòðîïîìåòðè-÷åñêèõ ïðèçíàêîâ â ðàáîòå èñïîëüçîâàíû áèîèìïåäàíñíûå îöåíêè ñîñòàâà òåëà. Ñòåïåíü ñëîaeíîñòè ïàïèëëÿðíîãî ðåëüåôà îöåíåíà ïî îáùåìó êîëè÷åñòâó òðèðàäèóñîâ ëàäîíåé, ïàëüöåâ è êèñòåé ðóê â öåëîì. Îïðåäåëåíà ÷àñòîòà ïóëüñà, óðîâåíü àðòåðèàëüíîãî äàâëåíèÿ, aeèçíåííàÿ ¸ìêîñòü ë¸ãêèõ, ñèëà ñaeàòèÿ êèñòåé ðóê è ñòåïåíü ìîðôîôèçèîëîãè÷åñêîé àäàïòàöèè þíîøåé. Ìåòîäîì ïñèõîëîãè÷åñêîãî òåñòèðîâàíèÿ ïîëó÷åíû ïîêàçàòåëè ëè÷íîñòíîé è ñèòóàòèâíîé òðåâîaeíîñòè, äåïðåññèâíîñòè, ïñèõîëîãè÷åñêîé ñòðåññîóñòîé÷èâîñòè, ñóáúåêòèâíîãî áëàãîïîëó÷èÿ è àãðåññèâíîñòè þíîøåé (âêëþ÷àÿ âðàaeäåáíîñòü, ãíåâ è ôèçè÷åñêóþ àãðåññèþ). Äëÿ ïîèñêà àññîöèàöèé èçó-÷åííûõ õàðàêòåðèñòèê ïðèìåíåí ôàêòîðíûé àíàëèç, ìåòîä êàíîíè÷åñêèõ êîððåëÿöèé è ïàðíûõ íåïàðàìåòðè÷åñêèõ ñâÿçåé. Ðåçóëüòàòû. Ôîðìà ðàñïðåäåëåíèÿ ïðèçíàêîâ âñåõ ñèñòåì, çà èñêëþ÷åíèåì äëèíû òåëà, ñîâïàëà ó ðóññêèõ è ìîðäîâñêèõ þíîøåé, ÷òî ïîçâîëèëî îáúåäèíèòü âûáîðêè. Âûÿâëåíû èçìåíåíèÿ ïîêàçàòåëåé àãðåññèâíîñòè è âðàaeäåáíîñòè â çàâèñèìîñòè îò âîçðàñòà îáñëåäóåìûõ. Îïðåäåëåí õàðàêòåð è óðîâåíü ñâÿçåé âñåõ êîíñòèòóöèîíàëüíûõ ïðèçíàêîâ è èõ êîìïëåêñîâ ìåaeäó ñîáîé. Îáíàðóaeåíû ñëàáûå îòðèöàòåëüíûå àññîöèàöèè òðèðàäèóñîâ ïàëüöåâ è êèñòåé ðóê â öåëîì ñ ïîêàçàòåëÿìè ãíåâà è àãðåññèâíîñòè ïðè îòñóòñòâèè äîñòîâåðíûõ çàâèñèìîñòåé ñ äðóãèìè ïñèõîëîãè-÷åñêèìè õàðàêòåðèñòèêàìè. Ïàïèëëÿðíûå ðèñóíêè êèñòåé ðóê äåìîíñòðèðóþò äîñòîâåðíûå êàíî-íè÷åñêèå êîððåëÿöèè íåâûñîêîãî óðîâíÿ ñ êîìïëåêñàìè ñîìàòè÷åñêèõ è ïñèõîëîãè÷åñêèõ ïðèçíàêîâ. Èòîãè ôàêòîðíîãî àíàëèçà èëëþñòðèðóþò îòíîñèòåëüíî íåçàâèñèìûå âàðèàöèè óçîðíîé èíòåíñèâíîñòè êèñòè ñî âñåìè ñèñòåìàìè êîíñòèòóöèîíàëüíûõ ïðèçíàêîâ. Îáñóaeäåíèå. Íåáîëüøèå è íåìíîãî÷èñëåííûå ñâÿçè òîòàëüíûõ ïðèçíàêîâ äåðìàòîãëèôèêè ñ êîíñòèòóöèîíàëüíûìè õàðàêòåðèñòèêàìè èíîé ïðèðîäû óêàçûâàþò íà ñóùåñòâîâàíèå íåêîòîðûõ òåíäåíöèé. Òàê, êîëè÷åñòâî ëàäîííûõ òðèðàäèóñîâ áîëüøå ó êðóïí...