目的:为了比较3-6岁儿童中,有假想伙伴的儿童与没有假想伙伴的儿童在情绪理解能力上是否有区别。方法:随机选取了45名3-6岁儿童,首先采用了“双向访谈法”确定哪些儿童存在假想伙伴,随后对所有儿童进行了情绪理解三项任务的施测。结果:在45名儿童中,有23名存在假想伙伴的心理现象,且有假想伙伴的儿童在情绪理解三项任务的表现上,要明显好于没有假想伙伴的儿童,其情绪理解能力更强。结论:假想伙伴心理现象有可能是促进儿童情绪理解能力发展的重要因素。 PURPOSE: To compare the emotional comprehension ability of children aged 3-6 with imaginary partners and children without imaginary partners. METHODS: Forty-five children aged 3-6 years were randomly selected. First of all, “two-way interview” was used to determine which children had hypothetical partners, and then all children were tested on three tasks of emotional understanding. Results: Of the 45 children, 23 had the psychological phenomenon of the imaginary partner, and children with imaginary partners were significantly better than those without imaginary partners in understanding the performance of the three tasks in emotion understanding. . Conclusion: It is possible that hypothetical partner psychology is an important factor to promote the development of children ’s emotion comprehension.