Хименес-Даси М., Понс Ф., Бендер П.К. Воображаемые друзья, теория сознания и понимание эмоций у детей раннего возраста
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Хименес-Даси М., Понс Ф., Бендер П.К. Воображаемые друзья, теория сознания и понимание эмоций у детей раннего возраста // Современное дошкольное образование. Теория и практика. – 2017. – №8. – С.50–57.
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Аннотация
Феномену воображаемых друзей (ВД) в психологии развития уделяется недостаточно внимания, несмотря на то, что его можно наблюдать примерно у 25% детей дошкольного возраста. Только в нескольких исследованиях изучалось влияние ВД на теорию сознания и понимание эмоций детьми, а результаты были неполными или противоречивыми. В данном исследовании использовались комплексные инструменты для оценки понимания эмоций и теории сознания у детей в возрасте от четырех до шести лет, которые имели ВД (N = 24), и сравнивали их с показателями детей без ВД (N = 24). Результаты исследования подтвердили, что дети с ВД, независимо от возраста и пола, имеют лучшие показатели по теории сознания и пониманию эмоций, чем дети без ВД. Результаты рассматриваются в контексте гендерных различий.
Литература
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2. Bender, L., and F. Vogel. 1941. “Imaginary Companions of Children.” American Journal
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3. Boucher, J., F. Pons, S. Lind, and D. Williams. 2007. “Temporal Cognition in Children with Autistic Spectrum Disorders: Tests of Diachronic Perspective Taking.” Journal of Autism and Developmental Disorders 37: 1413–1429.
4. Bourchier, A., and A. Davis. 2002. “Children’s Understanding of the Pretence-Reality Distinction: A Review of Current Theory and Evidence.” Developmental Science 5 (4): 397–426.
5. Carlson, S. M., and M. Taylor. 2005. “Imaginary Companions and Impersonated Characters: Sex Differences in Children’s Fantasy Play.” Merrill Palmer Quarterly 51: 299–324.
6. Coetzee, H., and R. Shute. 2003. “‘I Run Faster than him Because I have Faster Shoes’: Perceptions of Competence and Gender Role Stereotyping of Children’s Imaginary Friends.” Child Study Journal 33: 257–272.
7. Denham, S. 1998. Emotional Development in Young Children. New York: Guilford Press.
8. Denham, S. A., K. A. Blair, E. DeMulder, J. Levitas, K. S. Sawyer, S. T. Auerbach-Major, and P. Queenan. 2003. “Preschoolers’ Emotional Competence: Pathway to Social Competence?” Child Development 74 (3): 238–256.
9. Dunn, J., and J. Brown. 1994. “Affect Expression in the Family, Children's Understanding of Emotions and their Interactions with Others.” Merrill-Palmer Quarterly 40: 120–137.
10. Dunn, J., and A. L. Cutting. 1999. “Understanding Others, and Individual Differences in Friendship Interactions in Young Children.” Social Development 8 (2): 201–219.
11. Flavell, J. 2004. “Theory of Mind Development: Retrospect and Prospect.” Merrill-Palmer Quarterly 50 (3): 274–290.
12. Gimйnez-Dasн, M. 2003. “Existen las hadas y los monstruos? La distinciуn infantil entre lo real y lo mбgico. Una revisiуn crнtica de la literatura.” Estudios de Psicologнa 24 (3): 337–352.
13. Gleason, T., A. Sebanc, and W. Hartup. 2000. “Imaginary Companions of Preschool Children.” Developmental Psychology 36 (4): 419–428.
14. Gleason, T., R. Jarudi, and J. Cheek. 2003. “Imagination, Personality and Imaginary Companions.” Social Behaviour and Personality 31 (7): 721–738.
15. Harris, P. L. 2000. The Work of the Imagination. Oxford: Blackwell.
16. Harris, P. L. 2008. “Children’s Understanding of Emotion.” In The Handbook of Emotions, edited by M. Lewis, J. Haviland-Jones and L. Feldman Barrett, 3rd ed., 320–331. New York: Guilford Press.
17. Harter, S., and C. Chao. 1992. “The Role of Competence in Children’s Creation of Imaginary Friends.” Merrill-Palmer Quarterly 38 (3): 350–363.
18. Klausen, E., and R. Passman. 2007. “Pretend Companions (Imaginary Playmates): The Emergence of a Field.” The Journal of Genetic Psychology 16 (4): 349–364.
19. Mathur, R., and M. Smith. 2008. “An Investigation of Imaginary Companions in an Ethnic and Grade Diverse Sample.” Imagination, Cognition and Personality 27 (4): 313–336.
20. Mauro, J. 1991. The Friend that Only I Can See: A Longitudinal Investigation of Children’s Imaginary Companions. Unpublished doctoral dissertation. Eugene: University of Oregon.
21. Mostow, A., C. Izard, S. Fine, and C. Trentacosta. 2002. “Modeling Emotional, Cognitive and, Behavioral Predictors of Peer Acceptance.” Child Development 73: 1775–1787.
22. Pons, F., and P. L. Harris. 2000. Test of Emotion Comprehension (TEC). Oxford: Oxford University.
23. Pons, F., and P. Harris. 2002. Theory of Mind Test (TMT). Cambridge: Harvard University.
24. Pons, F., and P. Harris. 2005. “Longitudinal Change and Longitudinal Stability of Individual Differences in Children’s Emotion Understanding.” Cognition and Emotion 19 (8): 1158–1174.
25. Pons, F., P. L. Harris, and M. de Rosnay. 2004. “Emotion Comprehension between 3 and 11 years: Developmental Periods and Hierarchical Organization.” European Journal of Developmental Psychology 1 (2): 127–152.
26. Rosengren, K., C. Kalish, A. Hickling, and S. Gelman. 1994. “Exploring the Relation between Preschool Children’s Magical Beliefs and Causal Thinking.” British Journal of Developmental Psychology 12: 69–82.
27. Singer, D. G., and J. L. Singer. 1991. The House of Make Belief. Children’s Play and the Developing Imagination. Cambridge, MA: Harvard University Press.
28. Svendsen, M. 1934. “Children’s Imaginary Companions.” Archives of Neurology and Psychiatry 32: 985–999.
29. Taylor, M. 1999. Imaginary Companions and the Children Who Creates Them. Oxford: Oxford University Press.
30. Taylor, M., B. Cartwright, and S. Carlson. 1993. “A Developmental Investigation of Children’s Imaginary Companions.” Developmental Psychology 29 (2): 276–285.
31. Taylor, M., and S. Carlson. 1997. “The Relation between Individual Differences in Fantasy and Theory of Mind.” Child Development 68 (3): 436–455.
32. Taylor, M., S. Carlson, B. Maring, L. Gerow, and C. Charley. 2004. “The Characteristics and Correlates of Fantasy in School-Age Children: Imaginary Companions, Impersonation and Social Understanding.” Developmental Psychology 40 (6): 1173–1187.
33. Trentacosta, C. J., and S. E. Fine. 2010. “Emotion Knowledge, Social Competence, and Behavior Problems in Childhood and Adolescence: A Meta-Analytic Review.” Social Development 19 (1): 1–29.
34. Woolley, J. 1997. “Thinking about Fantasy: Are Children Fundamentally Different Thinkers and Believers from Adults?.” Child Development 68: 991–1011.
2. Bender, L., and F. Vogel. 1941. “Imaginary Companions of Children.” American Journal
of Orthopsychiatry 11: 56–65.
3. Boucher, J., F. Pons, S. Lind, and D. Williams. 2007. “Temporal Cognition in Children with Autistic Spectrum Disorders: Tests of Diachronic Perspective Taking.” Journal of Autism and Developmental Disorders 37: 1413–1429.
4. Bourchier, A., and A. Davis. 2002. “Children’s Understanding of the Pretence-Reality Distinction: A Review of Current Theory and Evidence.” Developmental Science 5 (4): 397–426.
5. Carlson, S. M., and M. Taylor. 2005. “Imaginary Companions and Impersonated Characters: Sex Differences in Children’s Fantasy Play.” Merrill Palmer Quarterly 51: 299–324.
6. Coetzee, H., and R. Shute. 2003. “‘I Run Faster than him Because I have Faster Shoes’: Perceptions of Competence and Gender Role Stereotyping of Children’s Imaginary Friends.” Child Study Journal 33: 257–272.
7. Denham, S. 1998. Emotional Development in Young Children. New York: Guilford Press.
8. Denham, S. A., K. A. Blair, E. DeMulder, J. Levitas, K. S. Sawyer, S. T. Auerbach-Major, and P. Queenan. 2003. “Preschoolers’ Emotional Competence: Pathway to Social Competence?” Child Development 74 (3): 238–256.
9. Dunn, J., and J. Brown. 1994. “Affect Expression in the Family, Children's Understanding of Emotions and their Interactions with Others.” Merrill-Palmer Quarterly 40: 120–137.
10. Dunn, J., and A. L. Cutting. 1999. “Understanding Others, and Individual Differences in Friendship Interactions in Young Children.” Social Development 8 (2): 201–219.
11. Flavell, J. 2004. “Theory of Mind Development: Retrospect and Prospect.” Merrill-Palmer Quarterly 50 (3): 274–290.
12. Gimйnez-Dasн, M. 2003. “Existen las hadas y los monstruos? La distinciуn infantil entre lo real y lo mбgico. Una revisiуn crнtica de la literatura.” Estudios de Psicologнa 24 (3): 337–352.
13. Gleason, T., A. Sebanc, and W. Hartup. 2000. “Imaginary Companions of Preschool Children.” Developmental Psychology 36 (4): 419–428.
14. Gleason, T., R. Jarudi, and J. Cheek. 2003. “Imagination, Personality and Imaginary Companions.” Social Behaviour and Personality 31 (7): 721–738.
15. Harris, P. L. 2000. The Work of the Imagination. Oxford: Blackwell.
16. Harris, P. L. 2008. “Children’s Understanding of Emotion.” In The Handbook of Emotions, edited by M. Lewis, J. Haviland-Jones and L. Feldman Barrett, 3rd ed., 320–331. New York: Guilford Press.
17. Harter, S., and C. Chao. 1992. “The Role of Competence in Children’s Creation of Imaginary Friends.” Merrill-Palmer Quarterly 38 (3): 350–363.
18. Klausen, E., and R. Passman. 2007. “Pretend Companions (Imaginary Playmates): The Emergence of a Field.” The Journal of Genetic Psychology 16 (4): 349–364.
19. Mathur, R., and M. Smith. 2008. “An Investigation of Imaginary Companions in an Ethnic and Grade Diverse Sample.” Imagination, Cognition and Personality 27 (4): 313–336.
20. Mauro, J. 1991. The Friend that Only I Can See: A Longitudinal Investigation of Children’s Imaginary Companions. Unpublished doctoral dissertation. Eugene: University of Oregon.
21. Mostow, A., C. Izard, S. Fine, and C. Trentacosta. 2002. “Modeling Emotional, Cognitive and, Behavioral Predictors of Peer Acceptance.” Child Development 73: 1775–1787.
22. Pons, F., and P. L. Harris. 2000. Test of Emotion Comprehension (TEC). Oxford: Oxford University.
23. Pons, F., and P. Harris. 2002. Theory of Mind Test (TMT). Cambridge: Harvard University.
24. Pons, F., and P. Harris. 2005. “Longitudinal Change and Longitudinal Stability of Individual Differences in Children’s Emotion Understanding.” Cognition and Emotion 19 (8): 1158–1174.
25. Pons, F., P. L. Harris, and M. de Rosnay. 2004. “Emotion Comprehension between 3 and 11 years: Developmental Periods and Hierarchical Organization.” European Journal of Developmental Psychology 1 (2): 127–152.
26. Rosengren, K., C. Kalish, A. Hickling, and S. Gelman. 1994. “Exploring the Relation between Preschool Children’s Magical Beliefs and Causal Thinking.” British Journal of Developmental Psychology 12: 69–82.
27. Singer, D. G., and J. L. Singer. 1991. The House of Make Belief. Children’s Play and the Developing Imagination. Cambridge, MA: Harvard University Press.
28. Svendsen, M. 1934. “Children’s Imaginary Companions.” Archives of Neurology and Psychiatry 32: 985–999.
29. Taylor, M. 1999. Imaginary Companions and the Children Who Creates Them. Oxford: Oxford University Press.
30. Taylor, M., B. Cartwright, and S. Carlson. 1993. “A Developmental Investigation of Children’s Imaginary Companions.” Developmental Psychology 29 (2): 276–285.
31. Taylor, M., and S. Carlson. 1997. “The Relation between Individual Differences in Fantasy and Theory of Mind.” Child Development 68 (3): 436–455.
32. Taylor, M., S. Carlson, B. Maring, L. Gerow, and C. Charley. 2004. “The Characteristics and Correlates of Fantasy in School-Age Children: Imaginary Companions, Impersonation and Social Understanding.” Developmental Psychology 40 (6): 1173–1187.
33. Trentacosta, C. J., and S. E. Fine. 2010. “Emotion Knowledge, Social Competence, and Behavior Problems in Childhood and Adolescence: A Meta-Analytic Review.” Social Development 19 (1): 1–29.
34. Woolley, J. 1997. “Thinking about Fantasy: Are Children Fundamentally Different Thinkers and Believers from Adults?.” Child Development 68: 991–1011.
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