Specificity of behavior and of cognitive activity as a function of peculiarities of motivational-emotional regulation of thinking under conditions of a conflict in a play has been studied. Three groups of subjects have been experimentally singled out: 1) with domination of cognitive motivation, 2) with domination of achievement motivation, and 3) with shifting motivation - from cognitive to achievement motivation. The difference between the groups is shown to result from difference 1) in perception of conflicts in the play, and 2) in approach to analysis of the play.