Preschoolers’ learning of information from fantastical narrative versus expository books

• Published in: Journal of experimental child psychology 2021-09, Vol.209, p.105170-105170, Article 105170
• Main Authors: Aydin, Emre, Ilgaz, Hande, Allen, Jedediah W.P.
• Format: Article
• Language: English
• Subjects: Cognitive Development; Expository books; Fantastical narrative books; Genre; Learning from fiction; Selective Learning
• ISSN: 0022-0965; 1096-0457
• DOI: 10.1016/j.jecp.2021.105170

•3- and 5-year-olds show different patterns of learning from different genres.•5-year-olds prioritize information from expository over fantastical narrative genre.•3-year-olds prioritize neither the expository nor the fantastical narrative genre. This study investigated preschool children’s learning from expository and fantastical narrative books and whether the children would show a tendency for learning from expository books in cases of conflicting information. Over three testing sessions, 71 3- and 5-year-olds were individually read one expository book and one fantastical narrative book. These books contained four types of information units: narrative-only, expository-only, conflicting, and consistent. Children were asked questions that tapped these information units. Results showed a main effect of age, with 5-year-olds learning more information from both books than 3-year-olds. When the information in the narrative and expository books conflicted, 5-year-olds showed a tendency to report information from the expository book, but 3-year-olds were at chance level for prioritizing information learned from either book.