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Functional theory, as conceptualized by Dance and Larson [1], provided the framework for examining how individuals utilize imagined interactions to link conflict episodes. Proactive and retroactive functions of imagined interactions were conceptualized as a vehicle through which the mentation function of communication is accomplished. As such, the current study sought to determine the amount of conflict participants reported in their imagined interactions, the reported interaction partners, the amount of conflicts that were linked to one another, the level of the conflict, use of verbally aggressive messages in the imagined interactions, and the amount of physical aggression reported in participants' imagined interactions. Overall, results indicated that behavioral, normative, and personal level conflicts are routinely experienced, symbolically, through imagined interactions. Conflict partners included a variety of individuals, but mainly significant others, friends, and bosses. Moreover, results indicated that individuals use proactive and retroactive imagined interactions to link conflict episodes, and conflictual imagined interactions are characterized, to some degree, by verbally aggressive messages and to a lesser extent by incidents of physical violence.Imagined interactions (IIs) are an intrapersonal communication activity that may be described as a type of self-controlled daydream in which individuals envision themselves in the act of discoursing with others. Working from a symbolic interaction perspective, researchers have linked imagined interaction to 307 Ó 2006, Baywood Publishing Co., Inc.

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This study examined the role of imagined interactions (IIs) in student email to their teachers due to the cultural popularity of social media usage. One hundred seventeen students were placed in an imagined interaction condition or a distracter task condition. Using their laptops, students were given a request scenario on which to construct and send an email to an instructor. Four hypotheses were tested. Results indicated that students who had an II prior to sending their email were more likely to use prosocial strategies to make their requests. Students in the II condition were also less likely to use the most direct, antisocial compliance gaining strategies. Additional findings are reported and discussed.

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