Abstract
The theoretical foundations of the imaginary audience (IA) and personal fable (PF) have been debated for years. Two studies were conducted to (a) replicate previous support for an alternative model linking the constructs to Level 3 social perspective-taking ability and (b) follow the constructs longitudinally. Data from 96 middle school students replicated previous findings: Level 3 social perspective-taking ability was associated with heightened PF and not IA. However, a Grade x Social Perspective-taking interaction indicated that elevated PF was related to Level 3 for sixth grade students only; a grade-related decrease in PF occurred among Level 3 students. Thirty-nine participants were retested a year later; those results verified the grade-related decline in PF seen in Study 1. Elevated PF was a function of social cognition and some sort of social experience (e.g., the experience of a school transition); Level 4 ability did not appear to be necessary for decreased sensitivity..
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