Abstract:An experiment examined how U.S. preschool-aged children's (N = 113; 53% girls; M age = 4.44 years, SD = .35) math-related parasocial interactions (e.g., math talk) with a same-or other-gender intelligent character prototype impacted their performance on add-1 math problems in a virtual math game and subsequent transfer task with physical objects. The interactive intelligent character prototype was controlled with a Wizard of Oz approach and was not autonomous. Children who engaged in more math talk, particular… Show more
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