This theoretical and empirical study was supported by a grant from Russian Foundation for Basic Research, project no. 17-06-00834 "Intellectual Grounds for Emotion Recognition in Representatives of Different Cultures" Introduction. The paper examines the cultural and intellectual features of facial expression recognition by different ethnofors. These features are the following: (a) the experience of communication; (b) the experience of perceiving faces and facial expression; (c) knowledge of the display rules and cultural styles of emotion expression. The study presents domestic and foreign approaches to perceiving faces and facial expression recognition. The novelty of the research lies in studying personal cultural and intellectual abilities during adaptation to living in a multicultural space of modern society through facial expression recognition when interacting with other ethnofors. Materials and Methods. The study employed the Cultural Intelligence Scale to study personal cultural and intellectual abilities. The Montreal Set of Facial Displays of Emotion (MSFDE) was the technique to study the ability to recognize facial expressions of representatives of their own and other ethnocultural groups. The participants comprised 129 Russian students and 129 students of Asian origin (from China, Vietnam, and Mongolia). The average age of research participants was 24 years. Results. The respondents recognized facial expressions of Asians better due to a metacognitive component, while a motivational component allowed them to better recognize facial expressions in whole. This was the result of the desire to understand another ethnofor. Discussion. Russian respondents' greater openness and communicative experience determined their success in facial expression recognition. Asian respondents were more closed and less engaged in interethnic interaction. A person with high metacognitive intelligence abilities is more successful in recognizing facial expression, because he/she consciously chooses a strategy of intercultural interaction. High motivational and intellectual abilities are advantages in recognizing facial expressions of representatives of different cultures, because they are responsible for the desire to understand another culture.

Patterns of the relationship between the development of learning ability as one of the general abilities and metacognitive traits of personality are considered in the article. The necessity of appeal to this issue arises from the peculiarities of the current state of research in the theory of abilities and modern metacognitivism. Despite the ever-increasing number of studies in the field of general abilities and learning ability in particular and in the field of metacognitive processes of the personality, the possible interconnection of this class of processes and the level of learning ability and, therefore, the interpretation of this interconnection are rarely considered. To date these crucial areas are not in sufficient contact with each other. The purpose of this study is to identify and interpret the possible relationship of the level of learning ability with metacognitive processes and qualities of the individual and their organization. The research procedure was based on a comparison of the individual measures of the development of learning ability as a general ability with the diagnostics of the main parameters of the metacognitive sphere of personality, including features of its organization and implementation in relation to the methodology of structural-psychological analysis. This procedure is based on the determination of matrices of intercorrelation and the subsequent interpretation of correlograms of the meta-cognitive parameters of a person. The main result is that there exists a mutual dependence of characteristics of the level of learning ability and basic parameters of the metacognitive sphere of personality (metacognitive processes and traits). This dependence lies in the fact that an increase in the level of development of learning ability increases the intensity of separate metacognitive personal qualities and the general level of their structural organization. An interpretation of the data is presented. According to it, learning ability, as a significant factor in the level of development of metacognitive processes and personality traits, acquires an additional and quite powerful resource to enhance at the same time its own level because of the organization of these processes and traits.

Current trends and causes updating the problem of activity as subjectivity formation in psychological researches are presented. It is proposed the activity metaparadigm to enhance reflection on splice of researcher's actions, who is actively included in the studied “subject-subject” system within a concrete paradigm with internal changes of the studied subject activity as an open spontaneous system. Modern approaches to the activity in Russian and foreign science and the prospects for application an interdisciplinary approach to the activity as subjectivity formation in postnonclassical psychology with a view to possibly bridge the gap between subject and object, natural and humanities paradigm are analyzed.