The article covers the issue of teenagers' deviant behavior, in particular, their mental states which can act as a factor of deviant reaction. It is shown that teenagers' behavior is determined by the variety of intellectual, psychophysical, social and emotional development. The research results of such mental states as joy, anger, calmness, exhaustion flow specificity experienced by 9-10-year-old children, 13-18-year-old teenagers and young men/girls of 19-20 years are presented in the article. It has been revealed that mental states of 9-10-year-old children flow smoothly and evenly; teenagers' states are unsteady and flow expressly, intensively. The structure of teenagers' mental states is "loosened" hence the states move to another energy level, transform, and are subject to influences. Gender distinctions of mental states flow have also been defined.
One of the most important topics studied in cognitive psychology is cognitive activity associated with the acquisition, organization and use of knowledge. The question of qualitative and quantitative features of the relationship between reflection and cognitive states remains open. Nevertheless, there is no doubt that for more successful assimilation of new information, an individual, regardless of one's age, must experience certain mental cognitive states in the process of cognition. In particular, attention is drawn to the states of interest, reflection, passion for the object of cognition. This is one of the cognitive states that perform preliminary motivational function. Reflexivity has an impact on various characteristics of the subject (behavior, activity, personality). Reflection allows to realize, evaluate, compare actual state with the desired one, to predict the state in different situations of life, to rebuild the ways of action, etc. that is, the regulation of mental states, their alignment in the desired direction is provided by reflection. Reflection interacting with mental states creates a new quality-awareness and experience of states. It allows students to predict the results obtained, adjust their cognitive activity. As the level of reflection increases, the intensity of mental states increases in persons with high levels of courage and determination, while the intensity of "timid" states decreases as the level of reflection increases. The productivity and success of the development of educational material by students, self-management of their behavior and activities, as well as their own state largely depend on the inclusion of reflection in the educational process. The aim of our research is to identify the specifics of the relationships between the level of reflection and the intensity of cognitive states, determining the intensity of cognitive states depending on the level of reflection. Students of Kazan Federal University (Volga region) were used as the subjects of the research. Students retrospectively evaluated the cognitive states of interest, reflection, enthusiasm. Three methods were used to measure reflexive processes: the technique for diagnosing reflexivity (A. V. Karpov, V. V. Ponomareva), M. Grant's technique and the original technique for diagnosing reflexive processes which reveals the features of recognition, awareness and identification (A. O. Prokhorov, A. V. Chernov). The research data analysis revealed that different characteristics of reflection form significant connections with characteristics of cognitive states. Retrospective reflection seriously determines behavioral reactions in the process of cognition. Reflection of the actual activities, consideration of future activities, identification of the experiences contribute to cognitive characteristics such as emotions, physiological and behavioral responses.
Events and situations of the past and the states associated with them are stored in memory and make up the content of the subjective experience. The experience of mental state allows a person to identify one's own states and the states of other people [3] which contributes to personal and social interaction of children.The experiences of children and adolescents with cerebral palsy are determined by their developmental disorders. The awareness of their disability determines a wide range of conditions: children may become disheartened and experience anxiety, fear, aggression, or timidity and shyness.Children with severe speech disorders e x p e r i e n c e s i g n i f i c a n t d i ff i c u l t i e s i n differentiating and expressing personal emotions. They find it difficult to use mimic means for expressing basic emotions like surprise, fear, anger, joy, sadness. Children are not able to correctly express the emotional and semantic content of a statement.The specificity of the subjective experience o f m e n t a l s t a t e s i n c h i l d r e n w i t h developmental disorders has not been clearly studied; however, it is very significant in the process of adaptation and socialization of children.
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