A post-graduate student from The University of Manchester’s School of Psychological Sciences is investigating the theory that children with imaginary companions are quicker to develop language skills and retain knowledge.
Anna Roby, who is studying for her Master of Science degree in Applied Psychology, is carrying out the research, which aims to test whether having an imaginary friend can help children’s learning, development and creativity.
The theory is that by chatting to an imaginary companion a child becomes more practised at using language and constructing conversation, as he or she is carrying out both sides of the interaction. Children aged 4 – 11 both with and without imaginary friends are therefore being studied, to compare their ability to communicate meaning and the complexity of their grammar.
Jo Nightingale | alfa
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