A Review of Imaginary Companions and Their Implications for Development

Armah, Annabelle E.; Landers-Potts, Melissa

doi:10.1177/0276236621999324

Cited by 10 publications

(11 citation statements)

References 100 publications

(220 reference statements)

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“…However, not all researchers pose this question to their participants. We also maintain that the dominant Euro-Western discourse-which tends to constrain all ICs to this narrow definition of pretend play (see Armah & Landers-Potts, 2021;Davis et al, 2018;Klausen & Passman, 2006;Moriguchi & Todo, 2019)-can limit alternative explanations.…”

Section: Challenging Dominant Discoursesmentioning

confidence: 87%

“…Indeed, Fernyhough et al (2019) describe interacting with them as a "natural part of childhood for many" (p. 1), and while most empirical research has been conducted in Euro-Western contexts, wider studies demonstrate them to be a cross-cultural phenomenon (Taylor, 1999, andsee Armah &Landers-Potts, 2021;Lin et al, 2018;Moriguchi & Todo, 2019;Wigger, 2018). Prevalence varies both within and across cultures.…”

Section: Imaginary Friends or Invisible Companions Are Common Feature...mentioning

confidence: 99%

“…Numerous other authors have also included these object friends, such as Taylor (1999), Roby and Kidd (2008), Carter and Bath (2016), Davis et al (2018), Wigger (2018), andFernyhough et al (2019). Some studies also include other types of ICs, such as animals (Klausen & Passman, 2006), superheroes and angels (Armah & Landers-Potts, 2021) or a role/ character that the child plays (McLewin & Muller, 2006). A small number of scholars also include paracosmsimaginary worlds that contain multiple characters and pretend identities (Hoff, 2005;Klausen & Passman, 2006;Taylor, 1999).…”

Section: Narrowing Our Focus: Different Forms Of Icsmentioning

confidence: 99%

“…Although ICs are recognized as a cross-cultural phenomenon (see Armah & Landers-Potts, 2021;Lin et al, 2016;Moriguchi & Todo, 2019;Wigger, 2018), it is barely visible in childhood studies. Canosa and Graham's (2019) literature review assessed how childhood studies has evolved and found that it has tended to be more multidisciplinary than interdisciplinary.…”

Section: The Implications For Childhood Studiesmentioning

confidence: 99%

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Reconceptualizing Imaginary Friends: Interdisciplinary Approaches for Understanding Invisible Companions

Adams

Stanford²,

Singh³

2022

J Child. Stud.

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Imaginary friends or invisible companions are common features of cross-cultural childhoods. Research is primarily located in developmental psychology, where invisible companions are considered part of imaginary play. We argue for a reconceptualization of the core phenomenon, to one of regularly interacting with a person who is not normally perceptible to others, instead of uncritically adopting the dominant Euro-Western ontology of imagination. Analyzing the central experience through other branches of psychology, anthropology, religion, and spirituality shows that different fields are potentially discussing the same phenomenon, albeit obscured by disciplinary boundaries. We outline some implications of this new approach for the development of childhood studies.

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Section: Challenging Dominant Discoursesmentioning

confidence: 87%

Section: Imaginary Friends or Invisible Companions Are Common Feature...mentioning

confidence: 99%

Section: Narrowing Our Focus: Different Forms Of Icsmentioning

confidence: 99%

Section: The Implications For Childhood Studiesmentioning

confidence: 99%

See 2 more Smart Citations

Reconceptualizing Imaginary Friends: Interdisciplinary Approaches for Understanding Invisible Companions

Adams

Stanford²,

Singh³

2022

J Child. Stud.

View full text Add to dashboard Cite

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“…Sex differences are sometimes found in children with ICs, as more females have been found to create them (Armah & Landers-Potts, 2021;Taylor, 1999), although Davis and colleagues (2018) did not find sex differences among autistic participants. One potential reason for this gender finding in neurotypical population is that parents are more accepting of female pretend play (Gleason, 2005).…”

mentioning

confidence: 99%

Autistic children who create imaginary companions: Evidence of social benefits

Davis

Slater

Marshall

et al. 2022

Autism

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Past research shows that autistic children can and do create imaginary companions (ICs), and that these ICs resemble those that neurotypical children create. Neurotypical children creating ICs have been found to have significantly more developed theory of mind (ToM) and social understanding among other enhanced social cognitive skills. The study set out to determine if this finding applies to autistic children. Parents of 124 (38 female) autistic children, ages from 5 to –12 years old, completed questionnaires evaluating communication, social understanding, and social skills. Children with ICs had significantly higher ToM and social skills scores regardless of their communication abilities. Findings suggest that there is a variability in ToM and social skills in autistic children in reference to an IC play profile. Results are discussed in terms of direction of causality and lab-based investigations. Lay abstract Research on neurotypical children with imaginary friends has found that those with imaginary friends have better social skills and are more able to think about how other people’s minds work compared to children without imaginary friends. Research shows that some autistic children also create imaginary friends. This article is the first to look at whether or not autistic children with imaginary friends have stronger social skills and an improved ability to think about others’ minds than those without imaginary friends. We asked parents to report about their children aged 5 to 12. Finding almost half reported their child had an imaginary friend, a much larger number than previous research with younger children. Our findings also suggested that autistic children with imaginary friends were better able to understand others’ minds and had stronger social skills than their peers without imaginary friends. The children’s language ability did not influence this. The findings of this study add to the evidence that with respect to the creation imaginary friends and their potential benefits, the play profiles of autistic children are similar to the general population. It also provides more evidence that the understanding of others’ minds is not all or nothing in autism and gives reason for researchers to investigate whether the causes of these differences are the same or different for autistic children.

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