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The relevance of the article is due to the fact that cognitive pedagogy has set the task of identifying the patterns of functioning and the formation of learning mechanisms for students in order to increase the effectiveness and quality of higher education in the era of digitalization. The purpose of the article is to reveal the integrative integrity of cognitive-logical and emotional-figurative mechanisms of cognition based on the relationship between the perceptions of the procedural deployment of educational material with the patterns in the presentation of a simultaneous image in the process of semantic disclosure of educational information. The cognitive paradigm is positioned as a methodological basis for the study, based on the appeal to methods, types and technologies of information processing by a person in order to create his own system of knowledge of the world with access to the generation of knowledge. The authors emphasize the importance of using the mechanisms of art in the process of emotionally figurative interpretation of scientific knowledge associated with the hermeneutic direction, according to which it is necessary to prepare students for perception, adjust them to experience and empathy, which contribute to the assimilation of scientific knowledge not reproductively, but constructively, creatively. In the process of experimental work, diagnostics of the dominant perceptual modality and imagination were used in order to identify their role in the organization of educational and cognitive activity in conditions of intensive generation of knowledge.

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Cognitive organization of cognitive activities of students on the basis of effective harmonization of logical and emotional aspects of acquiring of scientific knowledge