As markers of reliability/inaccuracy of the reported information, there have been repeated attempts to use the partial facial features identified by experts. Our research proposes a transition to analysis at the level of automatically identified integral mimic patterns. To solve this problem, a model paired experiment was conducted in which participants had to repeatedly make a decision to tell the truth/lie. The analysis of facial expressions was performed by automatically calculating the coordinates of key points and further extracting integral facial expression patterns using the method of principal components. At the level of loads of the main components, signs of making a decision “to lie/tell the truth” for the sample as a whole and for individual subjects are highlighted. It was found that holistic patterns of facial expressions associated with the reliability/unreliability of the reported information at “low rates” are characterized by high individual variability. As a direction for further research on facial expressions, a transition to the study of the individual repertoire of integral patterns of facial expressions is proposed.

The study is devoted to the experimental study of semantic similarities and differences in the assessments of verbal designations of basic emotions in adult and child samples — the focus is on the regularities of assessing basic emotions by children and adults using the semantic differential in terms of affective polar concepts. A comparative analysis of assessments of verbal designations of basic emotions by children and adults was carried out, which showed their coincidence in 72% of cases. The differences between adults and children are that adults rate them more pronounced (with the exception of “surprise”). The semantic differential developed taking into account age characteristics can be used to verify emoji expressions of basic emotions.

The work studied the components of emotional competence of children of primary and secondary school age using the method of semantic differential. An analysis was made of differences in the distribution of verbal designation assessments and a comparison of the assessment profiles of verbal designations and graphic expressions (of different levels of severity) of 9 basic emotions. It is shown that the lowest level of differences in the assessments of verbal designations of children of primary and secondary school age is observed for the emotions of “joy”, “anger”, “fear” and “disgust”; the most different assessments are “interest”, “contempt” and “shame”; “guilt”, “surprise” and “sadness” occupy an intermediate position. The affective vocabulary of children of primary school age is represented by affective concepts understood at the level of children of secondary school age: “joy”, “anger” and “fear”; as well as characteristics that are extremely pronounced in terms of valence — “friendly / hostile”, and associated with communication needs — “social / unsociable”. The results obtained can be useful in the further use of graphic expressions of basic emotions as a stimulus material for studying the characteristics of perception and in the procedures for self-assessment of emotions when working with children of primary and secondary school age.

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