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The changes observed in modern Russian economic, political, and social domains are naturally reflected in those challenges faced by the higher education system of today. The future young expert should now be able to solve nonconventional creative problems in the professional sphere, thus showing competitive power at the labor market. Much depends upon social creativity that helps one overcome barriers, stereotypes, and behavioral patterns, to modify the communications behavior repertory, and promote self-realization and self-actualization in interpersonal interactions (Osipova, 2000; Kaufman, Baer, Loomis, 2010); which are essential for so many present-day occupations.The works of modern Russian psychologists treat social creativity as a specific mental characteristic, showing itself as an ability to give rise to new ideas in communication and to produce multiple variants of viable solutions to those problems referred to interpersonal communication (Kann, 1997; Ilyinykh, 2011; Tyurmina, 2004; Akhmetova, 2010).Another matter of disagreement is the interconnection between gender and creativity (Runco, 1986; Abra, Valentine-French, 1991; Chan, 2005; Kaufman, 2006).Foreign psychologists treat social creativity either as a form of social intellect (I. Guilford, R. Sternberg) or social genius (S. Grace, R. Tomassoni).A number of authors studying social creativity have noted its components. Thus, according to A.A. Popel, social creativity includes self-actualization ability, social motivation, communicative sensitivity, and social imagination (Popel, 2005; Banyukhova, 2011).A.Ye. Ilyinykh (2011) proposed the following structural model for social creativity. Its basic components are motivational (creative position, pursuit of self-improvement and personal growth), cognitive (verbal originality in the use of verbal means in everyday communication), communicative (employment of those communicative means that are adequate to the communicative situation), emotional (assessment of the partners emotional state), and existential (availability of a life goal, its meaningfulness, sense of a time perspective).As shown above, social creativity is to be understood as a complex personal characteristic that entails the recognition and analysis of the reasons and dynamics of various social situations and the ability to make effective creative decisions. It is characterized by an ability to interpret socially significant situations in an original and flexible way (Ilyinykh, 2011).Proceeding from the position that human behavior is a synthesis of biological and social factors, one may state that the study of interpersonal communicative interaction should also be placed among the critical tasks in social psychophysiology, particularly electrophysiological communicational patterns, perception of other peoples behavioral peculiarities in communication, etc.There are few studies of psychophysiological mechanisms, specifically cerebral mechanisms underlying adequate perception of a socially significant situational context and decision-making.MethodThis research is the initial stage of a future, larger study of the psychophysiological aspects of social creativity in students with different individual peculiarities and abilities with respect to professional skills.In our studies of social creativity's cognitive components with respect to the effective use of verbal means in communication, we utilized the social creativity model proposed by A.Ye. Ilyinykh. The basis of the study also included our previous research of the same respondent group, which was aimed at the identification of electrical brain activity peculiarities according to the task type and personal equation.Hence, the objective of this research is a study of the brain's electrical activity in young males and females with different creativity levels, academic achievement and lateral arrangement in solving cognitive tasks of social creativity. …

Electrophysiological analysis of the cognitive component of social creativity in young males and females with different individual characteristics