SPECIFIC PSYCHOLOGICAL CHARACTERISTICS OF SOCIAL INTELLIGENCE IN THE DEVELOPMENT OF THE COGNITIVE SYSTEM OF ADOLESCENTS

Introduction. In the 21st century, the importance of knowledge and skills in every area of human activity is increasing. An important place in this process is occupied by the development of cognitive systems, that is, the ability of a person to think, understand, solve problems. In particular, social intelligence, that is, the ability to perceive and control interpersonal relationships, is being recognized as one of the skills necessary for a person to achieve success in society. The development of social intelligence increases not only a person's understanding of the environment, but also the ability to behave in communication with others, realize their emotions and effectively manage interaction. This serves to improve an individual's quality of life, improve their ability to work in communities, and strengthen leadership capacity. The relevance of this topic is that in modern society, the skills of mutual understanding, cooperation and communication between people are seen as an integral part of the cognitive system. From this point of view, the study of the psychological characteristics of social intelligence, determining the methods for determining and developing their influence on the cognitive system, is one of the important tasks of today. Literature analysis: “ACADEMIC SPECTRIUM” ilmiy-metodik jurnal The problem of the cognitive system in adolescents has been the focus of many researchers as a subject of extensive psychological research. Although this problem is studied on several fronts due to the regular development of the psyche, there is always a need to research and study this topic. Kazuo Mori is a Japanese psychologist known for his research on adolescent social intelligence and cognitive development. Mori has conducted research primarily on topics such as group conformism, social perception, and decision-making processes. His work focuses on an in-depth study of the role of social intelligence's inherent psychological characteristics in adolescent cognitive development. Main Areas Of Kazuo Mori's Research: Asch experiment and Group conformism: Mori Solomon replicated Asch's classical conformism experiment in a new form to study how adolescents are affected by group pressure. In this experiment, Mori used mechanisms that caused all participants to give false responses under the same conditions instead of Confederates. This helped to determine the link between adolescent sensitivity to social conformism and cognitive development. Social intelligence and decision-making: Mori studies how important interpersonal relationships and the ability to understand the emotions of others are for cognitive development in her research on adolescent social perception and decision-making skills. His experiences show that through the development of social intelligence, adolescents successfully integrate in society and become better adaptable in overcoming difficulties. Intercultural influences and cognitive development: in addition to studying adolescent social intelligence within Japanese culture in his research, Mori also provides an in-depth analysis of how culture influences cognitive development. This shows the flexibility of adolescents in the cultural environment and the potential for personal intellectual growth in them. Kazuo Mori's research has been extensive and has made important contributions in determining the complex relationship between adolescent social intelligence and cognitive development. These studies provide an in-depth analysis of the role social perception and communication skills play in the growth process for adolescents, which directly affects their personal and intellectual growth. Edward L. Thorndike, an American psychologist, significantly contributed to the study of social intelligence and cognitive development, including its application to adolescents. He introduced the concept of social intelligence, which refers to the ability to understand and manage people and relationships effectively. Thorndike believed that cognitive and social abilities were intertwined, and he studied how adolescents' decision-making, problem-solving, and social adaptability evolved through interactions with others. His research emphasized learning through experience and the importance of environmental factors in shaping adolescent cognitive development. Thorndike's notable theories include the Law of Effect, which posits that behaviors followed by positive outcomes are more likely to be repeated, while those followed by negative outcomes are less likely to recur. This principle is crucial in understanding how social interactions during adolescence contribute to cognitive and social growth. His work laid the foundation for modern educational psychology, focusing on how learning experiences shape intelligence, including social intelligence. Thorndike’s research also contributed to our understanding of differential learning abilities, and he was one of the first to use statistical methods to study human learning patterns, which significantly advanced the field of adolescent psychology. His work emphasized that learning is a gradual, incremental process that depends on both individual differences and social contexts. Conclusion. A significant role in the cognitive development of adolescents is played by the specific psychological characteristics of social intelligence. Adolescents at this age develop the ability to understand and manage interpersonal relationships, which positively affects their ability to adapt to changing social environments. Through the development of emotional and social intelligence, adolescents acquire more specific logical thinking and decision-making abilities. Research shows that this process is an integral part of cognitive development, leading to personal growth and social success.. List of used literatures. “ACADEMIC SPECTRIUM” ilmiy-metodik jurnal 1. Social and Personality Development in Adolescence by D. K. Moshman Cambridge University Press 2009 y., 302 p. 2. Adolescent Development and the Brain: Insights from Neuroimaging" by Sarah-Jayne Blakemore & Kathryn L. Mills Oxford University Press. 2014 y., 256 p. 3. "Piaget's theory" in P. Mussen (ed.), Handbook of Child Psychology, Vol. 1. (4th ed., New York: Wiley, 1983). 4. Olimov l.Y. “Umumiy psixodiagnostika” Buxoro 2020 y., 540 b..