Self-comprehension by senior schoolchildren engaged in the process of solving intellectual problems has been studied by means of a projective procedure specially designed for the purpose (a group of experts estimated "the direction of thought" in photographic portraits). A complex net of interrelations between self-appraisal and self-comprehension processes has been established. A conclusion is made that self-comprehension is in important component of the cognitive activity of schoolchildren engaged in solution of intellectual problems.