Marjorie Taylor

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Research Interests and Publications

Dr. Taylor studies the development of imagination and creativity. She has investigated children's creation of imaginary companions and pretend identities during the preschool years and the role these fantasies play in children's emotional and cognitive development. Currently, she is investigating development of anthropomorphism, how pretend play contributes to resilience, and the relation between moral judgment and creativity. In addition, her work examines adult forms of fantasy behavior, such as the relationship between adult fiction writers and the characters they create for their novels. For further information, visit Dr. Taylor's website.

Dr. Taylor is no longer accepting new students.

Selected Publications:

Aguiar, N.A.*, & Taylor, M. (in press). Children's concepts of the social affordances of a virtual dog and a stuffed dog. Cognitive Development.

Mottweiler, C.M.*, & Taylor, M. (in press). Elaborated role play and creativity in preschool age children. Journal of Aesthetics, Creativity and the Arts.

Taylor, M. (2013). Imagination. In P. Zelazo (Ed.) Oxford Handbook of Child Development: Body and Mind (Vol. 1, pp. 791-831). New York: Oxford University Press.

Taylor, M. (Ed.) (2013). The Oxford Handbook of the Development of Imagination. New York: Oxford University Press.

Taylor, M., & Aguiar, N.R.* (2013). How real is the imaginary? In M. Banaji & S.A. Gelman (Eds.) Navigating the social world: What infants, children, and other species can teach us (pp. 113-116). New York: Oxford University Press.

Taylor, M., Sachet, A.B.*, Mannering, A.M., & Maring, B.L. (2013). The assessment of elaborated role-play in young children: Invisible friends, personified objects and pretend identities. Social Development, 22, 75-93.

Taylor, M., Hulette, A. C., & Dishion, T. J. (2010). Longitudinal outcomes of young high-risk adolescents with imaginary companions. Developmental Psychology, 46, 1632-1636.

Taylor, M. (1999). Imaginary companions and the children who create them. New York: Oxford University Press.