Aydin, E.Ilgaz, HandeAllen, Jedediah W.P.2022-02-212022-02-212021-05-040022-0965http://hdl.handle.net/11693/77532This 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.EnglishExpository booksFantastical narrative booksLearning from fictionGenreSelective LearningCognitive DevelopmentArticle10.1016/j.jecp.2021.1051701096-0457