The characteristics and correlates of fantasy in school-age children: imaginary companions, impersonation, and social understanding.
The characteristics and correlates of fantasy in school-age children: imaginary companions, impersonation, and social understanding.
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学龄儿童幻想的特征和相关性：想象中的同伴、模仿和社会理解。
DOI：
10.1037/0012-1649.40.6.1173
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发表时间：
2004
影响因子：
4
通讯作者：
C. Charley
中科院分区：
文献类型：
--
作者：
Marjorie Taylor;S. M. Carlson;Bayta L. Maring;L. Gerow;C. Charley
过去对152名学龄前儿童的研究发现，有一个想象中的伴侣或扮演一个想象中的角色与心理理论表现呈正相关。三年后，100名参与这项研究的儿童被重新测试，以评估与想象中的同伴玩耍和模仿想象中的角色的发展过程，以及这些类型的角色扮演与情绪理解、自我感知和个性的关系。结果表明，学龄儿童与想象中的同伴互动，并扮演想象中的角色，与学龄前儿童一样多。总的来说，65%的7岁以下的孩子在他们一生中的某个时候都有想象中的伴侣。没有模仿的学龄儿童在情感理解方面得分较低。4岁时的心智理论可以预测3年后的情绪理解。
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 personality. The results showed that school-age children interact with imaginary companions and impersonate imaginary characters as much as preschoolers. Overall, 65% of children up to the age of 7 had imaginary companions at some point during their lives. School-age children who did not impersonate scored lower on emotion understanding. Theory of mind at age 4 predicted emotion understanding 3 years later.
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影响因子：
4.6
作者：
DUNN, J;BROWN, J;YOUNGBLADE, L
通讯作者：
YOUNGBLADE, L
影响因子：
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通讯作者：
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