The friendly fossa: The effect of anthropomorphic language on learning about unfamiliar animals through both storybooks and live animal experiences

Children's storybooks about animals often use elements of fantasy; eveneducational storybooks intended to teach childrenaboutfactual and biological properties include talking animals depicted as more like humans than animals. Previous research has found that anthropomorphic images, specifically in storybooks, hinder factual learning and thus should not be used in the context of educational experiences. However, little research has explored the impact of anthropomorphic language alone as well as its use in other contexts such as zoos where parents often naturally use anthropomorphic language. The current studies explored the impact of anthropomorphic language on learning about an unfamiliar animal (fossa) across twocontexts: storybooks (Study 1; N = 48; age range = 4;0-6;3 [years; months]) and a zoo (Study 2a; N= 29; age range = 4;5-7;10). An adult comparison group (Study 2b, N = 82) was also included. Across both studies, there was no evidence that anthropomorphic language decreased factual learning. However, children given anthropomorphic information about a fossa weremorelikely to generalize anthropomorphic traits, such as emotions, intentions, and preferences, to other fossas, and this was consistent with the adult comparison group. We discuss considerations for parents and educators regarding the appropriateness of fantastical language about animals in experiences specifically designed to support biological learning. (C) 2020 Elsevier Inc. All rights reserved.