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| Professor Marjorie Taylor |
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Creating a Stir about Created Friends
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Why do children create imaginary companions? Do they truly think their make-believe pals are real? When do they “outgrow” it? UO Professor of Psychology Marjorie Taylor, who explores such questions in Imaginary Companions and the Children Who Create Them (1999), recently stimulated international media interest on the topic.
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| Marjorie Taylor, (left), Caitlin Goodman and a graphic artist’s representation of Caitlin’s “imaginary” friend. A growing body of research indicates that “pretend” friends can help children practice conflict resolution and other life skills. |
| Photo illustration by David Goodman, Photography by Jack Liu |
Taylor’s latest research—conducted in collaboration with Stephanie Carlson ’97 Ph.D. and with the assistance of three other UO alumnae (Bayta Maring ’03 Ph.D., Lynn Gerow ’00 Ph.D., and Carolyn Charley ’96)—sparked a wave of coverage that ranged from the BBC to Harpers, from the Los Angeles Times to Forbes.
In addition to bringing new insights to the fore, Taylor’s study (published in the December issue of Developmental Psychology) has prompted a different spin on the media’s treatment of the subject. Instead of presenting imaginary playmates as merely “an escape from reality,” the more recent public discussion has focused on how the phenomenon can play a positive role in children’s psychological development. Psychology Today depicted the role of imaginary friends in children’s lives as a healthy emotional response to trauma. USA Today discussed how a preschool should allow for “imaginative play,” where children can spend time with make-believe pals. Nature magazine cited Taylor’s research as proof that imaginative play can be a medium for heightening children’s emotional intelligence.
Of course, some were simply captivated by the invisible characters themselves. Time magazine, for example, featured Skateboard Guy, “a tiny invisible 11-year old boy who sleeps in the child’s shirt pocket and performs amazing skateboard tricks.”
According to Taylor’s study, at least two-thirds of all children have imaginary friends, including animated characters, stuffed animals and invisible playmates. In contrast to the belief that interest in imaginary companions peaks at about age four and declines thereafter, Taylor’s team found that imaginary companions were as common for school-aged children as preschoolers. The study reports the characteristics of the imaginary companions created by older children and the children themselves.
Taylor obtained her masters in science from Acadia University in Nova Scotia, Canada, and a Ph.D. from Stanford University. Her research is interested in the development of fantasy in children and primarily explores how children define what’s real, how they conceptualize the mind, and how they differ in fantasy behaviors and consciousness. Past recognition of her twenty-year research and teaching achievement at the UO include a Norm Brown Faculty Fellowship and a Richard Bray Faculty Fellowship. Currently the department head of psychology, Taylor has taught at the UO for twenty years.
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1245 University of Oregon • Eugene, OR • 97403-1245
(541) 346.3950 • FAX (541) 346.3282 • alumnidev@cas.uoregon.edu
Copyright © 2005 University of Oregon
Updated May 25, 2005
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