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Research is a universal ability that is present in some form or other in all kinds of human activity; it forms the basis of all knowledge of the world and other people as well as of self-knowledge (Leontovich, 2003; Obukhov, 2007; Savenkov, 2005; Shumakova, 2002). The mechanisms of research activity and research-like behavior in humans, especially at an early age, are in many ways similar in their manifestations to those of animals with developed basic rational activity. The main difference between human research behavior and analogous manifestations in animals is that the need to search and research activity itself are chaneled not so much into survival as into creative activity. As we grow up, the emphasis shifts to sociocultural determination, which transforms research-like behavior into research activity. The value of research activity to society consists in its end result -- the acquisition of or increase in knowledge. In functionality, research activity imitates genuine scientific search -- one of many kinds of human cognitive activity -- and is characterized by objectivity, reproducibility, provability, and accuracy.Detailed descriptions of the structure of research activity (Stolyar, 1986), research skills (Fein, 1996), various types of research goals and goals with a dual educational and research basis (Dalinger, 2005; Iodko, 1983; Dalinger, Tolpekina, 2004), research attitude (Petrikhina, 2011), and the role and position of research activity in education (Brushlinski, 1983; Matyushkin, 2003; Menchinskaya, 1968; Rubinstein, 1989; Yakimanskaya, 2002) -- all reflect a thorough examination of the psychological and pedagogical nature of research activity However, these descriptions pose equally important questions. Which internal conditions allow us to assume an individual is capable of generating new knowledge? What makes it possible for an individual to develop into a researcher? Why is it that every person has the potential to be a researcher but only a few turn out to be capable of it? Each of these questions makes us turn to studying those reserves of the psyche that under certain conditions become the qualities and features that define the internal basis of successful human activity In other words, they represent the potential psychological characteristics of a particular kind of activity--that is, its psychological potential.The category of "potential" is often mentioned in books on psychology. For example, one can read about "spiritual potential," "creative potential," "intellectual potential," "self-actualization potential," "professional potential," "developing potential." Another example is Rotters "behavior potential" (Rotter, 1982). The term "activation potential" (also known as "encouragement potential") was used by Berlein (1966) to describe the correlation between the motivational features of stimulation and activation. "Reaction potential" was suggested by Hull (1943) to combine force of habit and drive. In Lewins theory (Lewin, 1938) the term potentiality is used to describe the psychological force that pushes an individual toward a target area. Research potential is one of the least studied categories in psychology. The difficulty of defining it consists primarily in identifying those exact qualities and features of the subjects psyche that are combined to perform the function of scientific-research activity. Moreover, one should take into consideration the fluid nature of research potential -- that is, the changes it undergoes under the influence of a persons living and learning conditions, peculiar goals, and the "uniqueness" of the result -- along with the criteria of novelty and uncertainty.According to Lomov (1984), research potential should be defined as a multidimensional and multilayered system of individual psychological traits (motivational, cognitive, and behavioral characteristics) that, acting together, make it possible for a person to conduct research activity efficiently and fruitfully as well as to solve research problems. …

Research potential and cognitive features of students