有假想同伴的学龄前和学龄儿童的特征。

Characteristics of preschool and school-age children with imaginary companions.

作者信息

Bouldin P, Pratt C

机构信息

School of Psychology, University of Tasmania, Australia.

出版信息

J Genet Psychol. 1999 Dec;160(4):397-410. doi: 10.1080/00221329909595553.

DOI:10.1080/00221329909595553

PMID:10584318

Abstract

The authors investigated the prevalence and characteristics of children who experience or who have experienced imaginary companions. For the study, a self-administered questionnaire that sought information regarding the characteristics of children with and without imaginary companions was completed by 478 parents of children within the age range of 3 to 9.5 years. A significantly larger number of children with imaginary companions were reported to be first-born children, to be very imaginative, to incorporate myth in their play, and to explain events as magical. Overall, these results are interpreted to indicate that birth order, combined with characteristics such as imaginativeness and a predisposition to engage in fantasy, characterizes children with imaginary companions.

摘要

作者调查了有或曾有假想同伴的儿童的患病率及特征。在该研究中，478名3至9.5岁儿童的家长完成了一份自行填写的问卷，该问卷旨在获取有关有和没有假想同伴的儿童的特征信息。据报告，有假想同伴的儿童中，头胎出生的儿童数量显著更多，他们非常富有想象力，在玩耍中融入神话元素，并将事件解释为神奇的。总体而言，这些结果被解释为表明出生顺序，与想象力和倾向于幻想等特征相结合，是有假想同伴的儿童的特征。