Marjorie Taylor
Biographic Data
| ID | 5757609 |
|---|---|
| NAME | Marjorie Taylor |
| GIVEN NAMES | Marjorie |
| FAMILY NAME | Taylor |
| SIGNATURE | TAYLOR M |
| AFFILIATIONS | University of Oregon |
| VERIFIED | No |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 29 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 1991 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 3 |
Imaginary Companions in Childhood
Do adolescents remember imaginary companions (ICs) from early childhood? Researchers interviewed 46 adolescent participants in a prospective longitudinal study about their ICs from early childhood (age 51⁄2). The existence of one or more ICs was documented in early childhood for 48% of children (G. Trionfi & E. Reese, 2009). At age 16, most adolescents had forgotten their early childhood ICs: Only 5 of the 23 participants who had early childhood …
Paracosms
The invention of imaginary worlds (“paracosms”) is a creative activity of middle childhood that has previously been investigated primarily with retrospective adult reports and biographical accounts. In descriptions collected from 8- to 12-year-old children, the prevalence was 16.9% in Study 1 (n = 77) and 17.4% in Study 2 (n = 92). Children with and without paracosms did not differ in verbal comprehension, divergent thinking (Studies 1 and 2) or …
The Oxford Handbook of the Development of Imagination
What Children Understand About the Flow of Mental Life
"Children are widely celebrated for their imaginations, but developmental research on this topic has often been fragmented or narrowly focused on fantasy. However, there is growing appreciation for the role that imagination plays in cognitive and emotional development, as well as its link with children's understanding of the real world. With their imaginations, children mentally transcend time, place, and/or circumstance to think about what might…
The Assessment of Elaborated Role‐play in Young Children
Role‐play (i.e., pretending in which children imagine and act out the part of another individual) was assessed with child interviews and parent questionnaires about invisible friends, personified objects, and pretend identities in a sample of 208 young children. Children who engaged in role‐play did not differ from other children in age or vocabulary comprehension. However, they were better able to generate a pretend conversation than other child…
Longitudinal outcomes of young high-risk adolescents with imaginary companions
The creation and cultivation of an imaginary companion is considered to be a healthy form of pretend play in early childhood, but there tends to be a less positive view of older children who have them. To test the extent that having an imaginary companion in middle school is associated with positive or negative outcomes, an ethnically diverse sample of 152 middle school children at high risk for developing problem behaviors were interviewed about…
The Characteristics and Correlates of Fantasy in School-Age Children
Past research with 152 preschoolers found that having an imaginary companion or impersonating an imaginary character was positively correlated with theory of mind performance. Three years later, 100 children from this study were retested to assess the developmental course of play with imaginary companions and impersonation of imaginary characters and how these types of role play were related to emotion understanding, self-perception, and personal…
Imagination as the Centerpiece of Human Cognition
Imaginary Companions and the Children Who Create Them
Many parents delight in their child's imaginary companion as evidence of a lively imagination and creative mind. At the same time, parents sometimes wonder if the imaginary companion might be a sign that something is wrong. Does having a pretend friend mean that the child is in emotional distress? That he or she has difficulty communicating with other children? In this fascinating book, Marjorie Taylor provides an informed look at current thinkin…
A developmental investigation of children's imaginary companions
Twelve 4-year-olds with imaginary companions (ICs) and 15 without ICs were asked to describe and pretend to interact with the IC or a real friend. Children with ICs readily described them and were more willing than children without ICs to pretend the IC or real friend was in the lab. Children were interviewed about 7 months later, and the IC descriptions were as stable as the descriptions of real friends. Children with and without ICs did not dif…
Object categories and expertise
A developmental investigation of children's imaginary companions
Twelve 4-year-olds with imaginary companions (ICs) and 15 without ICs were asked to describe and pretend to interact with the IC or a real friend. Children with ICs readily described them and were more willing than children without ICs to pretend the IC or real friend was in the lab. Children were interviewed about 7 months later, and the IC descriptions were as stable as the descriptions of real friends. Children with and without ICs did not dif…
The Characteristics and Correlates of Fantasy in School-Age Children
Past research with 152 preschoolers found that having an imaginary companion or impersonating an imaginary character was positively correlated with theory of mind performance. Three years later, 100 children from this study were retested to assess the developmental course of play with imaginary companions and impersonation of imaginary characters and how these types of role play were related to emotion understanding, self-perception, and personal…
Longitudinal outcomes of young high-risk adolescents with imaginary companions
The creation and cultivation of an imaginary companion is considered to be a healthy form of pretend play in early childhood, but there tends to be a less positive view of older children who have them. To test the extent that having an imaginary companion in middle school is associated with positive or negative outcomes, an ethnically diverse sample of 152 middle school children at high risk for developing problem behaviors were interviewed about…
Object categories and expertise
A developmental investigation of children's imaginary companions
Twelve 4-year-olds with imaginary companions (ICs) and 15 without ICs were asked to describe and pretend to interact with the IC or a real friend. Children with ICs readily described them and were more willing than children without ICs to pretend the IC or real friend was in the lab. Children were interviewed about 7 months later, and the IC descriptions were as stable as the descriptions of real friends. Children with and without ICs did not dif…
Imaginary Companions and the Children Who Create Them
Many parents delight in their child's imaginary companion as evidence of a lively imagination and creative mind. At the same time, parents sometimes wonder if the imaginary companion might be a sign that something is wrong. Does having a pretend friend mean that the child is in emotional distress? That he or she has difficulty communicating with other children? In this fascinating book, Marjorie Taylor provides an informed look at current thinkin…
Imagination as the Centerpiece of Human Cognition
The Characteristics and Correlates of Fantasy in School-Age Children
Past research with 152 preschoolers found that having an imaginary companion or impersonating an imaginary character was positively correlated with theory of mind performance. Three years later, 100 children from this study were retested to assess the developmental course of play with imaginary companions and impersonation of imaginary characters and how these types of role play were related to emotion understanding, self-perception, and personal…
Longitudinal outcomes of young high-risk adolescents with imaginary companions
The creation and cultivation of an imaginary companion is considered to be a healthy form of pretend play in early childhood, but there tends to be a less positive view of older children who have them. To test the extent that having an imaginary companion in middle school is associated with positive or negative outcomes, an ethnically diverse sample of 152 middle school children at high risk for developing problem behaviors were interviewed about…
The Assessment of Elaborated Role‐play in Young Children
Role‐play (i.e., pretending in which children imagine and act out the part of another individual) was assessed with child interviews and parent questionnaires about invisible friends, personified objects, and pretend identities in a sample of 208 young children. Children who engaged in role‐play did not differ from other children in age or vocabulary comprehension. However, they were better able to generate a pretend conversation than other child…
The Oxford Handbook of the Development of Imagination
What Children Understand About the Flow of Mental Life
"Children are widely celebrated for their imaginations, but developmental research on this topic has often been fragmented or narrowly focused on fantasy. However, there is growing appreciation for the role that imagination plays in cognitive and emotional development, as well as its link with children's understanding of the real world. With their imaginations, children mentally transcend time, place, and/or circumstance to think about what might…
Paracosms
The invention of imaginary worlds (“paracosms”) is a creative activity of middle childhood that has previously been investigated primarily with retrospective adult reports and biographical accounts. In descriptions collected from 8- to 12-year-old children, the prevalence was 16.9% in Study 1 (n = 77) and 17.4% in Study 2 (n = 92). Children with and without paracosms did not differ in verbal comprehension, divergent thinking (Studies 1 and 2) or …
Imaginary Companions in Childhood
Do adolescents remember imaginary companions (ICs) from early childhood? Researchers interviewed 46 adolescent participants in a prospective longitudinal study about their ICs from early childhood (age 51⁄2). The existence of one or more ICs was documented in early childhood for 48% of children (G. Trionfi & E. Reese, 2009). At age 16, most adolescents had forgotten their early childhood ICs: Only 5 of the 23 participants who had early childhood …
Psychology (10 works) · Child and Animal Learning Development (7 works) · Developmental psychology (7 works) · The Imaginary (7 works) · Psychoanalysis (6 works) · Child Development and Digital Technology (5 works) · Cognition (4 works) · Social Psychology (4 works) · Literature (3 works) · Art (2 works)