Children's fantasy play and emotional understanding.

Examined the relation between affective and cognitive processes in fantasy play and emotional understanding. Sixty-six children in the 1st and 2nd grades played with puppets (Affect in Play Scale; Russ, 1993), answered questions about their understanding of emotions (Kusche Affective Interview-Revised; Kusche, Greenberg, & Beilke, 1988), and completed a measure of verbal intelligence (Wechsler Intelligence Scale for Children-III; Wechsler, 1991). The major finding of this study was that consistent, yet modest, relations were found between dimensions of fantasy play and emotional understanding. Cognitive dimensions of fantasy play, but not affect expression, were related to facets of emotional understanding. These relations were independent of verbal ability. A composite fantasy play score accounted for a significant amount of variance in a composite emotional understanding score when verbal ability was accounted for. Variations in the pattern of correlations for girls and boys suggest sex differences in the relation between fantasy play and emotional understanding. Implications for clinical research and interventions are discussed.     

The Real Value of Fake Teams: An Ethical Defense of Fantasy Sports

ABSTRACT

In the only two articles on the topic of which I am aware, Chad Carlson and Scott Aikin have leveled three objections against fantasy sports—namely, that participation in fantasy sports elicits (1) a distortion of the virtue of loyalty, (2) an ethically problematic failure of understanding, either of morally valuable parts of games and/or of games as coherent wholes, and (3) a failure to respect the game in that participants desire to see play that is good for their fantasy team rather than play that makes for a good game. This paper defends fantasy sports against those objections. I argue that once the ethical values underlying objections (1) and (2) are identified and plausibly interpreted, we see that fantasy sports pose no threat to those values, but rather provide participants with an alternative, and in some cases superior, means of realizing the relevant values. Participation in fantasy sports is in unavoidable tension with the obligation at work in objection (3), but that obligation is so weak that its failure is easily compensated for by the realization of an ethical value that is central to fantasy sports, yet has been overlooked by both critics—namely, human flourishing in the form of the emotional and intellectual virtues which fantasy sports challenge participants to develop and display.     

Dissociative experiences are related to commissions in emotional memory

Two rival hypotheses of the link between dissociative experiences and emotional memory were tested: 1) the defence mechanism hypothesis that assumes that dissociation promotes fragmentation of emotional memory; and 2) the fantasy proneness hypothesis that claims that because of its overlap with fantasy proneness, dissociation is related to commissions in emotional memory. Undergraduates scoring high (n = 19) or low (n = 19) on the Dissociative Experiences Scale (DES) listened to an aversive story. Next, a free recall task was administered. While high dissociators made more commission errors in their free recall than did low dissociators, fantasy proneness did not account for this difference.     

Effects of discrete emotions on young children's ability to discern fantasy and reality

This study examined 3- to 5-year-olds' (N = 128; 54% girls) ability to discriminate emotional fantasy and reality. Children viewed images depicting fantastic or real events that elicited several emotions, reported whether each event could occur, and rated their emotional reaction to the image. Children were also administered the Play Behavior Questionnaire and Pretend Action Tasks to assess play behaviors. Findings revealed age-related improvements in performance and biases in judgment based on the emotion depicted. Children reported that happy fantastic events could occur significantly more often than frightening and angry fantastic events and that happy real events could occur significantly more often than frightening and angry real events. Children's emotional reactions to the images but not play behaviors were significantly related to their fantasy-reality distinctions. Implications for the relation between emotions and children's fantasy-reality distinctions are discussed.     

Children's internal representations,empathy, and fantasy play: a validity study of the SCORS-Q

The authors investigated relationships among internal representations, empathy, and affective and cognitive processes in fantasy play to test the validity of the Social Cognition and Object Relations Scale Q-Sort (SCORS-Q; D. Westen, 1995) with children. Eighty-six 8-10-year-olds were administered 8 Thematic Apperception Test cards, a standardized play task, and a self-report empathy measure. Teachers rated children's empathy and helpfulness. As predicted, internal representations were related to empathy, helpfulness, and quality of fantasy play. Developmental differences on the SCORS-Q were consistent with object relations theory and with results from the original SCORS. The findings support the value of internal representations as a means of understanding children's interpersonal functioning and contribute to the validity of the SCORS-Q for use with children.     

“Even if it didn't happen,it's true”: The fantasy of geopolitics in the “post-truth” era

In times when notions of political facts and objective truth are significantly challenged and undermined, this paper seeks to re-examine “old” questions of ideology by paying attention to economies of knowledge deemed fake and (officially) discredited. Using the “docu-fiction” film “Houston, We Have a Problem!” as a grounding point for examining the topological relationship between reason and fantasy inherent in geopolitics, I explore the contradictions within the film's production and reception, as it offers a powerful and complex account of illusion and reality that form our geopolitical worlds. The paper argues for geopolitics as a fantasy, where the fantasy is conceived as a material process, one placed firmly within the field of social practice and productive of social reality itself. The emotional grip of the fantasy is explored through humor, fun and laughter as forms of emotional purchase of geopolitics. To that end, this paper seeks to expand the field of popular geopolitics by offering a psychoanalytically-informed account of the emotional and affective economies involved in the production of geopolitical ideologies, and proceeds to explore how such fantasies of geopolitics continue to inform our contemporary social reality of “alternative facts” and “post-truth” politics.     

Projective Fantasy on the CAT and CAT-H

The CAT and CAT-H were compared for amounts of evoked projective fantasy in children. The two tests were given to children of high, moderate and low anxiety. The protocols were scored for five indices of productivity. They were (1) number of words, (2) number of emotional words, (3) number of expressed negative emotions, (4) Adaptive Mechanisms and (5) Transcendence Index. The results indicated that there is little to choose between the two tests in terms of stimulating fantasy production. Neither was there a test form x anxiety level interaction found.     

Fantasy proneness and counterfactual thinking

Counterfactual thinking (CFT; mentally simulating alternatives to reality) is central to learning and motivation. Two studies explored the relationship between CFT and fantasy proneness, a personality trait typified by excessive fantasies hard to distinguish from reality. In study1, participants completed a fictional diary entry which was used to measure spontaneous CFT and the Creative Experiences Questionnaire measure of fantasy proneness. Fantasy proneness was significantly correlated with the generation of counterfactual thoughts. Both CFT and fantasy proneness have been independently associated with low mood and study2 included a measure of negative emotional state (the Depression, Anxiety and Stress scale) in addition to the CEQ and CFT. Fantasy proneness and negative emotion both predicted CFT, but no interaction between them was observed. The results suggest that individuals high in fantasy proneness have a general tendency to think counterfactually.     

Playing and working through: a neglected analogy

The author proposes an analogy between certain features of playing and aspects of working through. Conceptualizing psychoanalysis as the process whereby unconscious fantasy is uncovered and then subjected to rigorous scrutiny, and building on Freud's (1908) insight that play is the same as fantasy--with the essential difference that fantasy links itself to real objects in play, such as toys and playthings--the author proposes that play can be thought of as not merely symbolic, as a fantasy bearer, so to speak, but as a fantasy tester as well. In the process of working through, some analysands attach their unconscious fantasies not only to a transference object, a primary libidinal object, or a significant loved one, but also to actual props within the analytic setting (a Kleenex box, for example), making the analogy with play even more obvious and palpable.     

Feelings you can't imagine: towards a cognitive neuroscience of alexithymia

Alexithymia, or 'no words for feelings', refers to an impairment of the ability to identify and communicate one's emotional state, in addition to diminished affect-related fantasy and imagery. A recent study by Mantani et al. reported reduced activation of the posterior cingulate cortex in people with alexithymia when they imagined a future happy event. This finding augments the emerging understanding of the neural basis of alexithymia, and potentially provides valuable insights into brain systems underlying normal emotion processing.     

The hierarchical structure of empathy: dimensional organization and relations to social functioning

The purpose of the present study was to examine the structure of empathy using a hierarchical approach, and to compare the dimensions of empathy with measures of social functioning, in order to contribute to the understanding of the nature of empathy. The dimensionality of the Interpersonal Reactivity Index, which comprises four subscales (empathic concern, perspective taking, fantasy and personal distress) was examined using confirmatory factor analysis. Relations with the Social Skills Inventory were also investigated. A sample of 127 applicants for places on nursing and social work undergraduate programs participated in the study. The study findings indicate that empathy is hierarchically organized, with one general dimension at the apex. The general factor is identical to empathic concern and this dimension overlaps to a great extent with perspective taking and fantasy. The findings also indicate that the general dimension constitutes an integrated entirety, with its main emphasis on emotional reactivity by also involving cognitive processes.     

Therapie und Theater

Theatre experience serve in drama therapies only as a background for a better understanding of the patients problems, whereas the dialogue between therapy and theatre contributes to the understanding of the process of therapy itself and the secrets of it’s effect. As the actor creates an “empty space” to express himself, so tries a therapist to eliminate all obstructions of understanding. Both dedicate their whole personality to the author respectively to the patient, which requires an enormous amount of humility and responsibility and can be achieved only by a continuous argument with himself. The closeness of profession and personal life is therefore unavoidable, which means various possibilities and impulses but great dangers as well. Therapy and theatre are not to compare with any other interpersonal relationship, for they are trying to achieve changes in the way of feeling, thinking and acting. Whether, on this way, the therapist’s and actor’s real emotional expression is more important than the rational analysis of all emotions or not, is a question often discussed controversially. Just like in a child’s play, it is always about the argument between fantasy and reality and, therefore, about the stimulation and development of the audience’s and the patient’s creativity. Therefore it is of greatest importance for the therapy as for the theatre that the process is immediate, vivid and unforeseen. They are paths towards life, experiencing their purpose and limits through this task.     

The thin line between reality and imagination: attachment orientations and the effects of relationship threats on sexual fantasies

The authors examined the effects of relationship threats on sexual fantasies. In two studies, participants described a sexual fantasy following an imagination task and reported their attachment orientations. In Study 1, participants imagined relationship or nonrelationship threat scenes. Results indicated that relationship threat led to fantasies that involved interpersonal distance and hostility themes. Furthermore, following relational threat, women and more anxiously attached individuals were most likely to use relationship-maintaining strategies in their fantasies. More anxiously attached individuals were also particularly likely to represent themselves as alienated. In Study 2, participants imagined sexual or emotional threat scenes. The findings showed that sexual threat elicited self-enhancement, whereas emotional threat led to fantasies involving both self-enhancement and attachment-related themes. Emotional threat was also most likely to induce negative views of others in more avoidant women. Implications for understanding the underlying functions of sexual fantasies within the context of romantic relationships are discussed.     

Fantasy proneness as a confounder of verbal lie detection tools

This study investigated whether high fantasy‐prone individuals have superior storytelling abilities. It also explored whether this trait is related to specific linguistic features (i.e. self‐references, cognitive complexity, and emotional words). Participants high (n = 30) and low (n = 30) on a fantasy proneness scale were instructed to write down a true and a fabricated story about an aversive situation in which they had been the victim. Stories were then examined using two verbal lie detection approaches: criteria‐based content analysis (CBCA) and linguistic inquiry and word count (LIWC). Irrespective of the truth status of the stories, independent observers rated stories of high fantasy‐prone individuals as being richer in all nine CBCA elements than those of low fantasy‐prone individuals. Furthermore, overall, high fantasy‐prone people used more self‐references in their stories compared with low fantasy‐prone individuals. High fantasy prones' fabricated stories scored higher on various truth indices than authentic stories of low fantasy prones. Thus, high fantasy‐prone people are good in creating a sense of authenticity, even when they fabricate stories. Forensic experts should bear this in mind when they employ verbal lie detection tools. Copyright © 2010 John Wiley & Sons, Ltd.     

Actually in the Cinema: A Field Study Comparing Real 3D and 2D Movie Patrons' Attention,Emotion, and Film Satisfaction

While 3D movies and fantasy film genre rise in popularity, the empirical exploration of viewers' cognitive and emotional engagement with film is currently limited and entirely derived from laboratory-based studies of small samples. This study investigated the effect of stereoscopic realism (3D effect) on viewers' attention, emotion, and satisfaction by collecting data from 225 cinema patrons who were leaving the movie theatre having just viewed Thor. The viewers from the 3D condition rated their experience as more perceptually realistic and reported being less distracted during the film than their 2D counterparts. Yet no significant group differences were observed in self-reported emotional arousal or satisfaction with the whole experience. Further analysis revealed that perceptual realism was a better predictor of viewer satisfaction than emotional arousal. We consider the idea that these findings may be a function of the fantasy genre and call for researchers to extend this line of study.     

Childhood fantasy play relates to adult socio-emotional competence

Childhood fantasy play and creation of imaginary companions are thought to confer socio-emotional benefits in children, but little is known about how they relate to socio-emotional competence in adulthood. A total of 341 adults (81 males) aged 18 and above (M = 31.47, SD = 12.62) completed an online survey examining their fantasy play as a child, their childhood imaginary companion status, and their adult socio-emotional competence. Adults who reported higher levels of childhood fantasy play were found to be significantly more prosocial, empathetic, and emotionally intelligent than their counterparts after controlling for demographic factors. Recall of a childhood imaginary companion, however, was significantly related only to higher scores for perspective-taking and did not explain unique variance in any adult competence measure. Findings suggest that engagement in fantasy play during childhood may be a precursor to later socio-emotional competence, while benefits previously associated with imaginary companions specifically may not extend into adulthood.     

Preschool Fantasy-Reality Discrimination: Influences of Trait and Primed Fearfulness

Distinguishing between fantasy and reality is an important developmental milestone, achieved in the preschool years, that has been linked to children's cognitive capabilities and emotional knowledge. The authors examined the influence of both trait and prime fearfulness on preschoolers' ability to differentiate between fantastic and real situations. Forty 3–5-year-old preschoolers were administered a fearfulness assessment, a standard theory-of-mind task, and a fantasy-reality discrimination task (with or without a fear prime). When primed to experience fear, participants who were high in trait fearfulness made more mistakes distinguishing between fantastic and real events than did participants who were low in trait fearfulness. In the absence of a fear prime there was no difference in performance between these two groups. These findings were independent of participants' age, gender, and theory of mind abilities and suggest that preschoolers who are high in trait fearfulness are more prone to difficulty in discriminating between fantasy and reality when actively experiencing fear. This study illuminates important factors that contribute to the errors in fantasy-reality judgments frequently seen in preschoolers.     

Dispositional empathy and the hierarchical structure of personality

Personality psychology has recognized a fundamental 5-factor structure that has integrated and organized theory and research. Nevertheless, personality-like differences beyond that structure have been identified. In heretofore unrelated research, dispositional empathy has been an essential construct in understanding human development, behavior, and interpersonal relationships. Addressing a gap in the literature, we map multidimensional dispositional empathy into 2 versions of the 5-factor space. Empathic concern is closely related to agreeableness, and personal distress is closely related to neuroticism. Perspective taking has complex, interstitial relationships with the 5 factors. In contrast, fantasy is not well explained by the 5 factors. We discuss the implications of these findings for understanding dispositional empathy and for understanding the 5-factor structure, its correlates in emotional processes and experiences, and its limits.     

The Cocreation of Fantasy and the Transformation of Psychic Structure

This author argues that therapeutic action in child psychoanalytic psychotherapy rests with the creation and transformation of fantasy through play, which in turn shifts psychic structure. The paper details the treatment of an eight-year-old girl whose mother's inability to playfully participate in the inner world of her child interfered with the child's development of a fantasy life. The author suggests that the introduction of objective reality (i.e., interpretations that link the child's play with the real world) potentially impinges on and interferes with the transformational processes of fantasy. Developing the capacity to distinguish reality from fantasy does not take place through a forced accommodation to reality, but rather through the expansion of fantasy and a widening of the realm of the imagination. The elaboration of fantasy in concert with a parent or analyst is what builds the child's capacity to differentiate reality from fantasy.