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Fantasy Proneness And Theory Of Mind In Adulthood Research Paper

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Fantasy Proneness And Theory Of Mind In Adulthood Research Paper
Fantasy Proneness and Theory of Mind in Adulthood: The Role of Childhood Imaginary Companions

Name: Jolene Alexa Cox

Student ID: u4892321

Tutor’s Name: Amit Poonath

Laboratory Time: Tuesday 1200 – 1500

Abstract

The role of childhood imaginary companions in relation to fantasy proneness and theory of mind (ToM) in adulthood was examined in a study of 142 second-year psychology students. The participants were assessed of their fantasy proneness, theory of mind, and their imaginary companion (IC) status with a computer-based task, the Reading the Mind in the Eyes Test (Baron-Cohen, Wheelwright, Hill, Raste & Plumb, 2001), a self-report questionnaire, Creative Experiences Questionnaire (CEQ; Merckelbach, Horselenberg & Muris, …show more content…
To do so, the differences in fantasy proneness and ToM should also be evaluated in adults. It is the aim of the study to investigate whether developmental differences associated with having a childhood IC extends to adulthood. In this study, an experiment was carried out using a combination of self-report measures and computer-based tasks in efforts to measure fantasy proneness, ToM and an indication of their IC status. It is hypothesized that (1) adults who had a childhood IC would score higher on fantasy proneness than adults with no childhood IC and (2) adults who had a childhood IC would score higher on a measure of ToM than adults who did not have one. The results of this research will contribute to the understanding of the continuity of fantasy proneness and ToM characteristics from childhood to …show more content…
(2006). An investigation of the fantasy predisposition and fantasy style of children with imaginary companions. The Journal of Genetic Psychology, 167(1), pp. 17-29.

Bouldin, P. & Pratt, C. (2002). The ability of children with imaginary companions to differentiate between fantasy and reality. British Journal of Developmental Psychology, 29, pp. 99-114.

Davis, P.E., Meins, E. & Fernyhough, C. (2013). Individual difference in children’s private speech: The role of imaginary companions. Journal of Experimental Child Psychology, 116, pp. 561-571.

Denham, S.A., Blair, K.A., DeMulder, E., Levitas, J., Sawyer, K.S., Auerbach-Major, S.T. & Queenan, P. (2003). Preschoolers’ emotional competence: Pathway to social competence?. Child Development, 74(3), pp. 238-256.

Dunn, J. & Brown, J. (1994). Affect expression in the family, children’s understanding of emotions and their interactions with others. Merrill-Palmer Quarterly, 40, pp. 120-137.

Gimenez-Dasi, M., Pons, F. & Bender, P.K. (2014). Imaginary companions, theory of mind and emotion understanding in young children. European Early Childhood Education Research Journal, pp. 1-12, doi:
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