Mayes L C, Cohen D J
Yale Child Study Center, Yale University School of Medicine.
Psychoanal Study Child. 1992;47:23-47. doi: 10.1080/00797308.1992.11822663.
Imagination as a mental capacity is part of a line of development that begins in the earliest symbiotic interactions between mother and infant, takes further shape as the child moves from dyadic to triadic relations, and culminates in a fully mature capacity to reflect upon in thought one's wishes and feelings vis-à-vis multiple others. Particularly for the 3- to 5-year-old child, imagination represents a special mode of mental functioning which allows him to expand his internal object world, motivates him toward increasingly complex relationships with others, and is a central precondition for the creation of the self-defining fantasies characteristic of the oedipal phase. The central neurocognitive precondition for an imaginative capacity is the ability to distinguish thought from action and understand that others as well as oneself are motivated to act because of mental states such as feelings, beliefs, and fantasies. In this paper, we present a view of imagination that integrates observations from psychoanalytically informed studies of the emergence of fantasy play in the oedipal phase with findings from recent work on how children acquire an understanding of their own and others' mental processes.
想象力作为一种心理能力，是一条发展脉络的一部分，这条脉络始于母婴之间最早的共生互动，随着孩子从二元关系发展到三元关系而进一步形成，并最终发展为一种完全成熟的能力，即能够在思想中反思自己相对于多个他人的愿望和感受。尤其对于3至5岁的儿童来说，想象力代表了一种特殊的心理功能模式，它使儿童能够扩展其内部客体世界，促使他与他人建立日益复杂的关系，并且是产生俄狄浦斯阶段典型的自我定义幻想的核心前提条件。想象力的核心神经认知前提是能够将思维与行动区分开来，并理解他人和自己都是因为诸如情感、信念和幻想等心理状态而产生行动的动机。在本文中，我们提出了一种关于想象力的观点，该观点将来自对俄狄浦斯阶段幻想游戏出现的精神分析学研究的观察结果与最近关于儿童如何理解自己和他人心理过程的研究结果结合起来。
