Imaginary companions are commonly observed among young children: 65% of children before the age of seven reported having had imaginary companions at some point (Taylor, Carlson, Maring, Gerow, & Charley , 2004). Descriptions of imaginary companions might vary greatly among children, but remain stable over a short period of time (Taylor, 1993). Most imaginary companions fade away as children grow up, while some persist into adult life. Studies suggest that children tend to form friendly relationships with their imaginary companions and use their imaginary friends to help them cope with boredom and loneliness (Gleason, Sebanc, & Hartup, 2000; Majors, 2013). Having imaginary companions is believed to be healthy for children's development during childhood. Researchers suggest that children with imaginary companions have greater verbal intelligence, greater creativity, and more advanced theory of mind development than peers who do not have imaginary companions (Bouldin, Bavin & Pratt, 2002; Hoff, 2005; Taylor & Carlson , 1997). However, although there is no clear evidence for any difference in temperament between children with and without imaginary companions, some evidence suggests that imaginary companions may be correlated with a higher level of anxiety in childhood and a higher level of social acceptance. lower during early adolescence (Bouldin & Pratt, 2002; Taylor, Huelette, & Dishion, 2010). Children use imaginary companions in various ways. Majors (2013) conducted a study on the purposes of children's imaginary companions and how they perceive them. Children can often provide descriptions of their imaginary friends with vivid detail and characteristics of the com...... middle of paper ...... of children's imaginary companions. Developmental Psychology, 29, 276-285 Taylor, M., Hodges, S. D., & Kohanyi, A. (2003). The illusion of independent agency: Do adult fiction writers experience their characters as having minds of their own? Imagination, cognition and personality, 22(4), 361-380. Taylor, M., Carlson, S. M., Maring, B. L., Gerow, L., & Charley, C. M. (2004). The characteristics and correlates of fantasy in school-age children: imaginary companions, imitation and social understanding. Developmental Psychology, 40(6), 1173-1187. Taylor, M., Hulette, A. C., & Dishion, T. J. (2010) . Longitudinal outcomes of high-risk young adolescents with imaginary companions. Developmental Psychology, 46(6), 1632-1636. Trionfi, G., & Reese, E. (2009). A good story: Children with imaginary companions create richer narratives. Child development, 80(4), 1301-1313.