Physiological substrates of imagination in early childhood

Abstract

AbstractRecent research suggests that imagination, defined as engaging in behaviors or cognitions not representative of one's current reality, is related to the development of emotion regulation (ER) skills in early childhood. Yet, the underlying mechanisms responsible for driving this relationship are unknown. The present study aimed to elucidate one potential pathway through which imagination may influence ER by examining the possible physiological substrates of imagination in early childhood. Specifically, one theoretical perspective proposes that imagination may be related to ER because it allows children to become absorbed in highly emotional, imaginative scenarios, leading to physiological arousal that must be regulated. To support this idea, we must first investigate if imagination evokes a physiological response. To date, no studies have examined physiology during imagination in early childhood. Therefore, the present study included 44 preschool‐aged children who participated in a standard reactivity protocol where physiological responses to mild social, cognitive, sensory, emotional, and imaginative challenges were assessed. Results demonstrated a significant increase in sympathetic nervous system activity when children engaged in a cognitive imaginative storytelling task, even after controlling for overall arousal and task engagement. As the first study to identify a meaningful physiological response during imagination, these data provide one potential explanation for why imagination is related to ER skills in early childhood.