2018 Issue №3

The article studies the emotional interaction between mothers and emotionally excitable children at the age of six. The importance of psychological support for mothers is described. The author analyses the results of empirical research and mathematical processing of data based on the questionnaire of parent-child emotional interaction proposed by E. I. Zakharova, the diagnosis of emotional relationships in the family test by Bine-Anthony, and the picture of the family projective technique. The author analyses 24 subjects. Of these, there are 12 mothers, and 12 children of pre-school age. The obtained results can be used for the development of psychological support programmes for mothers and emotionally excitable children to balance their emotional interaction in the family.

A review of psychological research on the phenomenon of love and amorousness made it possible to conclude that contradictory, unformed representations of love and falling in love can lead to disharmonious premarital relationships, mistakes in the choice of a marriage partner and, in the future, to a disturbance in family relationships. The theoretical basis of the research is represented by the structural approach in the theory of social representations. The study used the methodology of free associations, essays and interview. The analysis of love and amorousness representations structure has led to identifying differences in the notions of love and amorousness among nonbelieving and believing respondents — members of the Protestant community. In the basis of the differences in the concept of love, respondents have followed the categories of "sacrifice", "god", "negative consequences". The hierarchy of coinciding categories in the respondents' views has reflected differences in two samples. The category of "physical intimacy" has been identified as the background for the differences in the notion of falling in love. The nonbelieving respondents have the category "physical intimacy" in the core of their notion of love. Love and amorousness in the views of the respondents of the two groups are different. The authors have also carried out statistical processing of the results using the φ* category — Fisher z-transformation.

This article focuses on challenges in teaching a foreign language to visually impaired students. The target questions include the acquisition of meaning, concept development, as well as interpersonal and cross-cultural communication. The author proposes optional ways of overcoming these problems during foreign language lessons for visually impaired students in specialized schools of types III—IV.