The role of competence in children's creation of imaginary friends.

Abstract

The function of yound children's imaginary friends was investigated from the perspective of perceived competence. Two possible processes were examined in which children create imaginary companions who are either (a) more competent than themselves and then function as ego-ideals with whom children can identify; or (b) less competent than themselves so that by comparison the children appear more competent, and then can teach or aid less competent companions

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