A developmental investigation of children's imaginary companions

Bibliographic Data

ID9785709
AuthorsMarjorie Taylor (corresponding author), Bridget S Cartwright, Stephanie M Carlson (0000-0003-3055-6483)
Year1993
Volume29
Issue2
Pages276-285
Publication date1993-03-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueDevelopmental Psychology (JOURNAL)
Journal identifiersISSN: 0012-1649 • E-ISSN: 1939-0599
PublisherAmerican Psychological Association (APA) (PUBLISHER)
DOI10.1037/0012-1649.29.2.276
OpenAlexW2028367208
LanguageEN
Citations received30
References cited11

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 differ in their ability to distinguish fantasy and reality, but IC children were more likely to hold an imaginary object instead of substituting a body part when performing a pretend action and were more likely to engage in fantasy in a free-play session

Child development · Childhood development · Developmental psychology · Psychoanalysis · The Imaginary · Animal and Plant Science Education · Child and Animal Learning Development · Child Development and Digital Technology · Psychology · Values and Moral Education

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