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

Marta Giménez-Dasí; Francisco Pons; Patrick K. Bender

doi:10.1080/1350293X.2014.919778

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

Marta Giménez-Dasí^*, Francisco Pons, Patrick K. Bender

^*Kontaktforfatter

Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › peer review

35 Citationer (Scopus)

Abstract

ABSTRACT: The 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.

Originalsprog	Engelsk
Tidsskrift	European Early Childhood Education Research Journal
Vol/bind	24
Udgave nummer	2
Sider (fra-til)	186-197
ISSN	1350-293X
DOI	https://doi.org/10.1080/1350293X.2014.919778
Status	Udgivet - 2016
Udgivet eksternt	Ja

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10.1080/1350293X.2014.919778

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abstract = "ABSTRACT: The 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.",

keywords = "children, emotion understanding, Imaginary companion, symbolic play, Theory of Mind",

author = "Marta Gim{\'e}nez-Das{\'i} and Francisco Pons and Bender, {Patrick K.}",

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doi = "10.1080/1350293X.2014.919778",

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T1 - Imaginary companions, theory of mind and emotion understanding in young children

AU - Giménez-Dasí, Marta

AU - Pons, Francisco

AU - Bender, Patrick K.

PY - 2016

Y1 - 2016

N2 - ABSTRACT: The 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.

AB - ABSTRACT: The 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.

KW - children

KW - emotion understanding

KW - Imaginary companion

KW - symbolic play

KW - Theory of Mind

U2 - 10.1080/1350293X.2014.919778

DO - 10.1080/1350293X.2014.919778

M3 - Journal article

AN - SCOPUS:84908568599

SN - 1350-293X

VL - 24

SP - 186

EP - 197

JO - European Early Childhood Education Research Journal

JF - European Early Childhood Education Research Journal

IS - 2

ER -

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

Abstract

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