An experimental study was conducted to clarify the impact of the source problem (present/absent) and of the emotional valence (positive/negative) on the way analogical target problems are solved. Analogical problems were represented by two types of PC games. Film clips were used to elicit emotions, whereas emotional changes were monitored by SAM scale. It was found that the presence of source problem increased the speed of solving a target problem and led to analogical problem solving even though a non-analogical solution could also be conducted. Negative valence (feeling sad) facilitates analogical problem solving, whereas positive valence (feeling amused) alleviates non-analogical problem solving. Different emotional valence has no impact either on the length of the time needed for problem solving, or on the success.

The main aim of the research study was to explore the relationships between indecisiveness, academic procrastination and anxiety. The research sample consisted of 296 university students (mean age=21,06; SD=1,52), who completed the Slovak adaptations of the Indecisiveness Scale, the Lay's Procrastination Scale for Students and the Beck Anxiety Inventory. A significant moderate correlation was found between indecisiveness and anxiety, as well as a significant strong correlation between indecisiveness and academic procrastination. A significant but very weak relationship was found between academic procrastination and anxiety. Indecisiveness explained more variance in academic procrastination than anxiety. Indecisiveness was predicted by procrastination and anxiety to a similar degree. No gender differences were detected in the levels of indecisiveness or academic procrastination.

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Cieľom práce bolo porovnať  výkon bilingválnych jednotlivcov pri testovaní pozornosti, pamäti a inteligencie v ich prvom a druhom jazyku. Mienili sme tým preveriť implicitné predpoklady o zhoršení výkonu bilingválnych jednotlivcov pri psychodiagnostickom vyšetrení, ak to neprebieha v ich prvom jazyku. Výskumný súbor tvorilo 126 bilingválnych respondentov s priemerným vekom 17.87 (SD = 7.77), 66 žien a 60 mužov. Súbor bol rozdelený na štyri vekové skupiny – mladší školský vek, obdobie pubescencie, adolescencie a dospelosti. Vybrané kognitívne funkcie boli merané slovenskými a maďarskými jazykovými formami nasledovných psychologických testov: Číselný štvorec, Pamäťový test učenia, Wechslerov inteligenčný test pre dospelých a Wechslerova inteligenčná škála pre deti. Z výsledkov vyplýva zhoršenie výkonu pri psychodiagnostickom vyšetrení pozornosti, pamäti a inteligencie v druhom jazyku bilingvistov a to bez ohľadu na ich vek. Závery práce poukazujú na dôležitosť voľby primeraného  jazyka psychologického testovania bilingválneho klienta kvôli eliminácii znevýhodňujúcich podmienok oproti monolingvistom. The aim of the study was to compare the performance of bilingual individuals in testing attention, memory and intelligence in their first (L1) and second (L2) languages. Our intention was to test the implicit assumptions about the deterioration of the performance of bilingual individuals by psychodiagnostic examination, if it does not proceed in their L1. The sample included 126 bilingual respondents with an average age of 17.87 (SD = 7.77), 66 women and 60 men. This work was divided into four age groups - younger school age, pubescence period, adolescence and adulthood. The selected cognitive functions were measured by Slovak and Hungarian language forms of the following psychological tests: Numeric Square, Memory test of learning, WAIS-R and WISC-III. The results indicate a deterioration of performance at psychodiagnostic test of attention, memory and intelligence in the L2 of bilinguals regardless of their age. The conclusions of the work show the importance of choosing the appropriate language of psychological testing of a bilingual client in order to eliminate disadvantageous conditions compared to a monolingual.

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