The article presents a study of the peculiarities of students’ cognitive response to new tasks offered in electronic form during distance learning. Differences were revealed in involvement in the Internet environment, in the performance of creative tasks and personal creative characteristics among students who completed the tasks earlier, on time, later and did not complete them at all, gave us reason to consider the time indicator appropriate for classifying the cognitive response to new tasks. This classification allowed us to characterize students with different responsiveness. Students reacting to tasks ahead of time are distinguished by the least involvement in the Internet environment, in performing creative tasks they are distinguished by greater complexity of images, integrity of constructions, but a smaller number of executed images, have the highest average values of personal creative characteristics. Students who respond to tasks intime are slightly less involved in the Internet environment, in performing creative tasks they are characterized by greater simplicity of images and constructions, have lower average values of personal creative characteristics, in particular, they are in second place by the average value of complexity, imagination and creativity, as well as in third place in the average value of risk and curiosity. Students who respond to assignments with a delay are distinguished by even greater involvement in the Internet environment, in performing creative assignments they are distinguished by the greatest complexity of images and constructions, from geometric shapes build multiple constructions, but not one holistic; by the volume – they fulfill all the proposed tasks, sometimes even more. They have even lower average values of personal creative characteristics, in particular, they are in second place by the average value of risk and curiosity, in third place in complexity and creativity, in fourth in imagination. Students who ignored creative assignments, are the most involved in the Internet environment among all, have the lowest indicators of personal creative characteristics, namely: they are in third place by the average value of imagination, have the lowest average values of risk, curiosity, complexity, creativity (general indicator).
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