Visual and Auditory Imagery Associated with Children's Imaginary Companions

Abstract

In this study we interviewed children about their experiences of visual and auditory images when interacting with imaginary companions, and explored the extent that the nature of those experiences was related to children's performance on visual imagery tasks. Eighty-three 5-year-old children and their parents were asked about the children's imaginary companions, and the children were given tasks that assessed visual imagery, their ability to generate an imaginary conversation, verbal ability, and working memory. There were substantial individual differences in the extent that children report having visual and auditory images of their invisible friends, but almost all the children with personified objects reported finding it easy to both see and hear them. Children who found it easy to imagine seeing their invisible friends were more likely to show a pattern of reaction times that was consistent with the use of imagery than children with personified objects, children who reported finding it difficult to see their invisible friends, or children who did not have any type of imaginary companion. Children with imaginary companions (either invisible friends or personified objects) were more able to generate an imaginary conversation in the lab than children who did not have imaginary companions.