拥有假想同伴的儿童在描述现实生活中的朋友时会关注心理特征。
Children with Imaginary Companions Focus on Mental Characteristics When Describing Their Real-Life Friends.
作者信息
Davis Paige E, Meins Elizabeth, Fernyhough Charles
机构信息
Department of Psychology, Durham University Durham, UK.
Department of Psychology, University of York York, UK.
出版信息
Infant Child Dev. 2014 Nov;23(6):622-633. doi: 10.1002/icd.1869.
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 ( = 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. © 2014 The Authors. published by John Wiley & Sons Ltd.
摘要
在一个由159名5岁儿童组成的样本中，研究了拥有假想同伴（IC）与以下方面的关系：（i）对现实生活中朋友的描述；（ii）心理理论表现；（iii）报告的亲社会行为和行为困难。与没有IC的同龄人相比，有IC的儿童更有可能参照其心理特征来描述他们最好的朋友，但IC状态与儿童的心理理论表现、报告的亲社会行为和行为困难无关。这些发现是在儿童心理化能力存在能力-表现差距这一观点的背景下进行讨论的。© 2014作者。由约翰·威利父子有限公司出版。
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