Rebekah A. Richert (University of California)
Molly A. Schlesinger (University of California)
1. Over the preschool years, children come to understand what aspects of animated programs are and are not possible in the real world.
2. Preschoolers learn problem-solving skills from animated shows when they have a clear boundary between fantasy and reality.
3. Engaging with moderate fantastical content in animated programs can support abstract thinking.
Keywords: educational media, fantasy-reality, learning, analogical transfer, cognitive development
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