The Relation between Individual Differences in Fantasy and Theory of Mind

The relation between early fantasy/pretense and children's knowledge about mental life was examined in a study of 152 3- and 4-year-old boys and girls. Children were interviewed about their fantasy lives (e. g., imaginary companions, impersonation of imagined characters) and were given tasks as...

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Bibliographic Details
Published in:	Child development 1997-06, Vol.68 (3), p.436-455
Main Authors:	Taylor, Marjorie, Carlson, Stephanie M.
Format:	Article
Language:	eng
Subjects:	Age Factors Age groups Biological and medical sciences Child Child Behavior Child Development Child psychology Child, Preschool Childhood Attitudes Children Cognition Cognition & reasoning Cognition and Language Cognitive Development Cognitive Processes Developmental psychology False Beliefs Fantasy Female Fundamental and applied biological sciences. Psychology Humans Imagination Intelligence Male Mind Perceived Reality Perspective Taking Play and Playthings Preschool Children Pretend Play Psychology, Child Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Relationship Representational Thinking Siblings Television programs Theory of Mind Toys Young children
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Summary:	The relation between early fantasy/pretense and children's knowledge about mental life was examined in a study of 152 3- and 4-year-old boys and girls. Children were interviewed about their fantasy lives (e. g., imaginary companions, impersonation of imagined characters) and were given tasks assessing their level of pretend play and verbal intelligence. In a second session 1 week later, children were given a series of theory of mind tasks, including measures of appearance-reality, false belief, representational change, and perspective taking. The theory of mind tasks were significantly intercorrelated with the effects of verbal intelligence and age statistically controlled. Individual differences in fantasy/pretense were assessed by (1) identifying children who created imaginary characters, and (2) extracting factor scores from a combination of interview and behavioral measures. Each of these fantasy assessments was significantly related to the theory of mind performance of the 4-year-old children, independent of verbal intelligence.
ISSN:	0009-3920 1467-8624