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

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          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. © 2014 The Authors. Infant and Child Development published by John Wiley & Sons Ltd.

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          Using Mutivariate Statistics

          G. Tabachnick B., BG Tabachnick, BG TABACHNICK … (2007)
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            A longitudinal study of the relation between language and theory-of-mind development.

            Janet Astington, Jennifer M Jenkins (1999)
            Fifty-nine 3-year-olds were tested 3 times over a period of 7 months in order to assess the contribution of theory of mind to language development and of language to theory-of-mind development (including the independent contributions of syntax and semantics). Language competence was assessed with a standardized measure of reception and production of syntax and semantics (the Test of Early Language Development). Theory of mind was assessed with false-belief tasks and appearance-reality tasks. Earlier language abilities predicted later theory-of-mind test performance (controlling for earlier theory of mind), but earlier theory of mind did not predict later language test performance (controlling for earlier language). These findings are consistent with the argument that language is fundamental to theory-of-mind development.
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              Social cognition and bullying: Social inadequacy or skilled manipulation?

              Alan J Sutton, P K Smith, J. Swettenham (1999)
              Article 0 comments Cited 127 times – based on 0 reviews     Review now
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                Author and article information

                Journal
                Journal ID (nlm-ta): Infant Child Dev
                Journal ID (iso-abbrev): Infant Child Dev
                Journal ID (publisher-id): icd
                Title: Infant and Child Development
                Publisher: BlackWell Publishing Ltd (Oxford, UK )
                ISSN (Print): 1522-7227
                ISSN (Electronic): 1522-7219
                Publication date (Print): November 2014
                Publication date (Electronic): 13 May 2014
                Volume: 23
                Issue: 6
                Pages: 622-633
                Affiliations
                [a ]Department of Psychology, Durham University Durham, UK
                [b ]Department of Psychology, University of York York, UK
                Author notes
                * Correspondence to: Elizabeth Meins, Department of Psychology, University of York, York 5O10 5DD, UK., E-mail: elizabeth.meins@ 123456york.ac.uk
                Article
                DOI: 10.1002/icd.1869
                PMC ID: 4321191
                SO-VID: 30eefa2c-d307-45d4-bed2-bc8a6fbb2bf1
                Copyright © © 2014 The Authors. Infant and Child Development published by John Wiley & Sons Ltd.
                License:

                This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.

                History
                Categories
                Subject: Research Articles

                Keywords: imaginary companions,friendship,mind-mindedness,theory of mind,peer relationships
                Data availability:
                Keywords: imaginary companions, friendship, mind-mindedness, theory of mind, peer relationships

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