Children with Imaginary Companions Focus on Mental Characteristics When Describing Their Real-Life Friends

Paige Davis, Elizabeth Meins, Charles Fernyhough

Research output: Contribution to journalArticle

8 Citations (Scopus)

Abstract

Relations between having an imaginary companion (IC) and (i) descriptions of a real-life friend, (ii) theory of mind performance, and (iii) reported prosocial behaviour and behavioural difficulties were investigated in a sample of 5-year-olds (N = 159). Children who had an IC were more likely than their peers without an IC to describe their best friends with reference to their mental characteristics, but IC status was unrelated to children's theory of mind performance and reported prosocial behaviour and behavioural difficulties. These findings are discussed in the context of the proposal that there is a competence–performance gap in children's mentalizing abilities.
LanguageEnglish
Pages622-633
Number of pages12
JournalInfant and Child Development
Volume23
Issue number6
Early online date13 May 2014
DOIs
Publication statusPublished - Dec 2014
Externally publishedYes

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Theory of Mind
Aptitude
Mental Competency

Cite this

Davis, Paige ; Meins, Elizabeth ; Fernyhough, Charles. / Children with Imaginary Companions Focus on Mental Characteristics When Describing Their Real-Life Friends. In: Infant and Child Development. 2014 ; Vol. 23, No. 6. pp. 622-633.
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Children with Imaginary Companions Focus on Mental Characteristics When Describing Their Real-Life Friends. / Davis, Paige; Meins, Elizabeth; Fernyhough, Charles.

In: Infant and Child Development, Vol. 23, No. 6, 12.2014, p. 622-633.

Research output: Contribution to journalArticle

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