摘要：Mixed Russian-Ukrainian dialect in modern junior schoolchildren language, especially bilinguals – is a common phenomenon conditioned by the circumstances of the modern world. The peculiarities of the general representations of mixed-lingual pupils who study at school and communicate outside the lessons in different languages have been revealed in the article; this leads to using a large number of borrowed vocabulary from both languages. In order to study the peculiarities of general representations of Ukrainian, Russian and mixed- lingual pupils, a questionnaire for single-lingual and bilingual pupils of the fourth forms have been conducted. The survey covered 161 students of the fourth forms: 43 pupils who speak at school Ukrainian, and outside of lessons –Russian; 55 pupils – mostly Ukrainian; 66 students - mostly Russian. As a result of the study, pupils’ differences in general representations and associations of representations with different colors have been detected depending on the language of studying and communication outside the classroom. In the process of mastering the native language, along with the capture of culture and the accumulation of their own experience, associations are formed; even if they are little conscious or generally unconscious they influence the formation of images of representations and their emotional color. Fourth form pupils, whose native language is different from the language of studying, representation of «good» may differ from the views of pupils studying in their native language. Mixed-lingual junior pupils, in comparison with the Ukrainian-speaking and Russian-speaking pupils, in the explanation of the «good», the number of definitions through the opposition «evil» increases, which may threatened with radicalization in the future. Language, among other things, is a system that can fix, store and transmit associations as an inheritance. Different language promotes changing associative links of representations and their emotional color and charging in comparison with the associations of both languages. These changes can be considered as «hereditary-speech mutations», which open wide prospects for psycholinguistic studies of passionarity.
