6533b7d6fe1ef96bd1266e8c

RESEARCH PRODUCT

Imaginary companions, theory of mind and emotion understanding in young children

Francisco PonsPatrick K. BenderMarta Giménez-dasí

subject

media_common.quotation_subject05 social sciencesCognitionChild development050105 experimental psychologyEducationDevelopmental psychologyAge and genderFriendshipPhenomenonTheory of mindDevelopmental and Educational Psychology0501 psychology and cognitive sciencesFantasyPsychologyThe Imaginary050104 developmental & child psychologymedia_common

description

ABSTRACTThe phenomenon of imaginary companions (ICs) has received little attention in developmental psychology, even though it can be observed in approximately 25% of preschool-aged children. Only a few studies have investigated the effect of ICs on children's theory of mind and emotion understanding, and the results are partial or inconsistent. This study used comprehensive measures to assess emotional understanding and theory of mind in children aged four to six with ICs (N = 24) and compared their performance to that of children without ICs (N = 24). Results showed that children with ICs, regardless of age and gender, have a better theory of mind and emotion understanding than children without ICs. The greatest impact of ICs was on girls' emotion understanding. The results are discussed in relation to gender differences.

yearjournalcountryeditionlanguage
2014-09-22European Early Childhood Education Research Journal
https://doi.org/10.1080/1350293x.2014.919778