Abstract: Objective To explore the influences of imaginary companions on the 5~6 years old children's sharing behavior. Methods A total of 56 children aged 5~6 years old were selected randomly.The "double-interview process" method was used to determine the children who had the psychological phenomenon called imaginary companions.Then all the children were given two tasks,to test their developing level of sharing behavior. Results There were 23 of the total with imaginary companions.There was no significant difference on the age and gender between the children with and without imaginary companions.The children of 6 years old performed much better in the task of "occasionally gained things" sharing than 5 years old children(χ²=18.3,P＜0.01),no obvious difference was found in the task of "own possessive thing".The children who had imaginary companions performed much better in the both tasks. Conclusion Imaginary companions may be one of the important factors which can improve the children's sharing behavior.

Key words: imaginary companions, sharing behavior, preschool children

摘要： 目的 比较5~6岁有假想伙伴的儿童与没有假想伙伴的儿童在分享行为上的区别,观察假想伙伴对其社交能力发展的影响。方法 随机选取了56名5~6岁被试儿童。首先采用“双向访谈法”对儿童的假想伙伴现象进行判定,随后对所有被试进行“偶得物品”和“拥有物品”分享情境任务的施测。结果 在56名被试儿童中,有23名儿童存在假想伙伴。假想伙伴在不同年龄组、不同性别上的差异均无统计学意义。6岁组儿童在“偶得物品”分享情境任务中表现要显著好于5岁组儿童(χ²=18.3,P＜0.01),而在“拥有物品”分享情境任务中表现无显著差异;拥有假想伙伴的儿童在“偶得物品”(χ²=20.8,P＜0.01)与“拥有物品”(χ²=9.4,P＜0.05)分享情境任务中的表现要显著好于没有假想伙伴的儿童。结论 假想伙伴有可能是促进儿童社交能力发展的重要因素。

关键词: 假想伙伴, 分享行为, 学前儿童