ID,Study,Year,Title,Evidence type (master),Age (master),Reconciled country/context,Original terminology/focus,Final decision,Evidence relationship,Analytical layer,Actual age(s),Primary phenomenon,Evidence class,DOI / stable identifier,Reason / reconciliation note
1,"Tolksdorf, Viertel, & Rohlfing",2021.0,Do Shy Preschoolers Interact Differently When Learning Language With a Social Robot? An Analysis of Interactional Behavior and Word Learning,Primary empirical,4.00–5.83,Germany (verified from recruitment description),child–robot interaction; shyness; word learning,Exclude,Adjacent intelligent-agent/social-robot,Layer 2,4.00–5.83,child–robot interaction; shyness; word learning,Primary empirical,,Teleoperated social robot; language-learning/CRI rather than AI understanding.
2,van den Berghe et al.,2021.0,Individual Differences in Children’s (Language) Learning Skills Moderate Effects of Robot-Assisted Second Language Learning,Primary empirical,young children; exact age to verify,Netherlands/European context; verify,robot-assisted second-language learning; individual differences,Exclude,Contextual,Layer 3,Exact age unresolved,robot-assisted second-language learning; individual differences,Primary empirical,,Robot-assisted second-language learning; educational effectiveness is principal focus.
3,Raja Vora et al.,2021.0,"Influence of a Socially Assistive Robot on Physical Activity, Social Play Behavior, and Toy-Use Behaviors of Children in a Free Play Environment: A Within-Subjects Study",Primary empirical,children; exact age to verify,International/US-linked research; verify study site,robot-mediated play; physical/social behaviour,Exclude,Adjacent/contextual,Layer 2,Exact age unresolved,robot-mediated play; physical/social behaviour,Primary empirical,,Robot-mediated play/physical-social behaviour; child–AI relationship not substantive.
4,"Ali, Devasia, Park, & Breazeal",2021.0,Social Robots as Creativity Eliciting Agents,Primary empirical,children; exact age to verify,United States research context; verify participant site,creativity; child–robot interaction; collaboration,Exclude,Adjacent/contextual,Layer 2,Exact age unresolved,creativity; child–robot interaction; collaboration,Primary empirical,,Creativity-eliciting robot; mixed/wider age and substantial Wizard-of-Oz control.
5,"Okanda, Taniguchi, Wang, & Itakura",2021.0,Preschoolers’ and Adults’ Animism Tendencies Toward a Humanoid Robot,Primary empirical,3- and 5-year-olds,Japan,animism; agency attribution; robot perception,Include,Adjacent intelligent-agent/social-robot,Layer 1,3 and 5,animism; agency attribution; robot perception,Primary empirical,,Animism and agency attribution toward humanoid robot.
6,Schleihauf et al.,2021.0,Preschoolers’ Motivation to Over-Imitate Humans and Robots,Primary empirical,preschoolers; exact age to verify,Germany/European research; verify,over-imitation; motivation; human vs robot,Include,Adjacent intelligent-agent/social-robot,Layer 2,Preschool; exact age unresolved,over-imitation; motivation; human vs robot,Primary empirical,,Over-imitation of humans and robots; developmental-extension evidence.
7,"Kewalramani, Kidman, & Palaiologou",2021.0,Using Artificial Intelligence (AI)-interfaced robotic toys in early childhood settings: a case for children’s inquiry literacy,Primary empirical,4–5,Australia,AI-interfaced robotic toys; inquiry literacy; play,Include,Direct AI-enabled system,Layer 1/2,4–5,AI-interfaced robotic toys; inquiry literacy; play,Primary empirical,10.1080/1350293X.2021.1968458,AI-interfaced robotic toys; inquiry literacy.
8,Kewalramani et al.,2021.0,Using robotic toys in early childhood education to support children’s social and emotional competencies,Primary empirical,children; n=5; exact age to verify,Australia,AI toys; social-emotional competencies; home-based play,Hold,Direct/AI-enabled toy,Layer 2,n=5; exact age unresolved,AI toys; social-emotional competencies; home-based play,Primary empirical,,AI/robotic toys and social-emotional competencies; age needs confirmation.
9,Torpegaard et al.,2022.0,Preschool children’s social and playful interactions with a play-facilitating cardboard robot,Primary empirical,preschool; exact age to verify,Denmark/Scandinavia; verify,play; child–robot interaction; social interaction,Exclude,Adjacent/contextual,Layer 2,Preschool; exact age unresolved,play; child–robot interaction; social interaction,Primary empirical,,Insufficient evidence of AI/intelligent-agent relevance.
10,"Pareto, Ekström, & Serholt",2022.0,Children’s learning-by-teaching with a social robot versus a younger child: Comparing interactions and tutoring styles,Primary empirical,children; exact age to verify,Sweden,learning-by-teaching; robot as peer/tutee; interaction,Exclude,Adjacent/contextual,Layer 2/3,12–13,learning-by-teaching; robot as peer/tutee; interaction,Primary empirical,,Outside target population.
11,"Ligthart, Neerincx, & Hindriks",2022.0,Getting acquainted: First steps for child-robot relationship formation,Primary empirical,children; exact age to verify,Netherlands,relationship formation; self-disclosure; child–robot interaction,Hold,Adjacent intelligent-agent/social-robot,Layer 2,Exact age unresolved,relationship formation; self-disclosure; child–robot interaction,Primary empirical,,Child–robot relationship formation; exact age and AI status require verification.
12,"Smakman, Konijn, & Vogt",2022.0,Do Robotic Tutors Compromise the Social-Emotional Development of Children?,Research article / conceptual-empirical,primary-school children; age to verify,Netherlands,social-emotional development; robotic tutors,Exclude,Contextual,Layer 3,Outside target boundary,social-emotional development; robotic tutors,Primary empirical,,Primary-school population outside target boundary.
13,Rohlfing et al.,2022.0,Social/dialogical roles of social robots in supporting children’s learning of language and literacy—A review and analysis of innovative roles,Review,review; multiple ages,International,social/dialogical roles; language/literacy; child–robot interaction,Contextual,Contextual,Layer 3,Multiple ages,social/dialogical roles; language/literacy; child–robot interaction,Contextual,,Review of social/dialogical roles of social robots; not primary child evidence.
14,"Goldman, Baumann, & Poulin-Dubois",2023.0,Preschoolers’ anthropomorphizing of robots: Do human-like properties matter?,Primary empirical,3- and 5-year-olds,Canada,anthropomorphism; animacy; psychological properties,Include,Adjacent intelligent-agent/social-robot,Layer 1,3 and 5,anthropomorphism; animacy; psychological properties,Primary empirical,10.3389/fpsyg.2022.1102370,"Anthropomorphism, animacy and psychological-property attribution."
15,Neumann et al.,2023.0,Preschool children’s engagement with a social robot compared to a human instructor,Primary empirical,M=4.60 years,Australia; verify full study site,"behavioural, emotional, verbal engagement",Include,Adjacent intelligent-agent/social-robot,Layer 2/3,M=4.60,"behavioural, emotional, verbal engagement",Primary empirical,,"Behavioural, emotional and verbal engagement with social robot."
16,Bharatharaj et al.,2023.0,Exploring the utility of robots as distractors during a delay-of-gratification task in preschool children,Primary empirical,preschool; exact age to verify,India-linked research; verify study site,robot presence; delay of gratification; behaviour,Exclude,Adjacent/contextual,Layer 2,Preschool,robot presence; delay of gratification; behaviour,Primary empirical,,Robot exposure used to study delay of gratification; AI not central.
17,"Dosso, Riminchan, & Robillard",2023.0,Social robotics for children: an investigation of manufacturers’ claims,Evidence/content analysis,not participant-based,Canada / international market,"claims about interaction, education, emotion, adaptivity",Contextual,Contextual,Layer 3,No child participants,"claims about interaction, education, emotion, adaptivity",Contextual,,Manufacturer claims; no child primary evidence.
18,Podpečan,2023.0,Can You Dance? A Study of Child–Robot Interaction and Emotional Response Using the NAO Robot,Primary/retrospective empirical report,mixed; preschool majority; exact ages to verify,Slovenia,child–robot interaction; emotional response; AI/robotics outreach,Hold,Adjacent intelligent-agent/social-robot,Layer 2,Mixed; preschool majority,child–robot interaction; emotional response; AI/robotics outreach,Primary empirical,,Retrospective NAO/AI outreach; age- and AI-specific evidence must be separated.
19,"Baumann, Goldman, Cobos, & Poulin-Dubois",2024.0,Do preschoolers trust a competent robot pointer?,Primary empirical,3-year-olds,Canada,trust; information source; robot competence,Include,Adjacent intelligent-agent/social-robot,Layer 1/2,3,trust; information source; robot competence,Primary empirical,10.1016/j.jecp.2023.105783,Trust in competent robot as information source.
20,Zhou et al.,2024.0,Preschoolers prioritize humans over robots less than adults do: An eye-tracking study,Primary empirical,preschoolers; exact age to verify,China; verify,moral judgment; human/robot preference; empathy,Include,Adjacent intelligent-agent/social-robot,Layer 2,M=6y2m; exact range verify,moral judgment; human/robot preference; empathy,Primary empirical,,Moral judgments involving humans and robots.
21,"Elgarf, Salam, & Peters",2024.0,Fostering children’s creativity through LLM-driven storytelling with a social robot,Primary empirical,children; exact age to verify,United Arab Emirates / Sweden research team; study site to verify,LLM-driven storytelling; creativity; child–robot interaction,Hold,Direct AI-enabled system,Layer 1/2,Exact age unresolved,LLM-driven storytelling; creativity; child–robot interaction,Primary empirical,,LLM-driven storytelling with social robot; high-priority AI candidate.
22,"Yang, Hu, & Yeter",2024.0,Artificial intelligence education for young children: A case study of technology-enhanced embodied learning,Primary empirical,5-year-olds; n=6,"Hong Kong SAR, China",AI literacy education; embodied learning; intelligent agents,Include,Direct AI/intelligent-agent,Layer 1,5; n=6,AI literacy education; embodied learning; intelligent agents,Primary empirical,10.1111/jcal.12892,AI literacy activities supported by intelligent agents.
23,Heeg & Avraamidou,0.9995061728395062,Young children’s understanding of AI,Primary empirical,young children; exact age to verify,International; authors' context to verify,AI understanding; sense-making; sociocultural tool,Exclude,Direct AI evidence,Layer 1,11–12,AI understanding; sense-making; sociocultural tool,Primary empirical,,Actual participants 11–12; outside 2–8 boundary.
24,Ploog & Wiktorski,2024.0,The intentions of the designers of digital educational tools in early childhood education,Primary qualitative / design study,not child participants,Norway,educational robot design intentions; future competencies,Contextual,Contextual,Layer 3,No child participants,educational robot design intentions; future competencies,Contextual,,Adult/design perspectives only.
25,Lym et al.,2024.0,Child-centered home service design for a family robot companion,Design/empirical,children/families; exact ages to verify,South Korea,family robot companion; child-centered design; interaction,Include,Adjacent intelligent-agent/social-robot,Layer 2,5–7,family robot companion; child-centered design; interaction,Primary empirical,10.3389/frobt.2024.1346257,Peer-reviewed child-centered family-robot design evidence; adjacent rather than direct AI-understanding evidence.
26,"Nasir, Bruno, & Dillenbourg",2024.0,Social robots as skilled ignorant peers for supporting learning,Research/design,children; exact age to verify,Switzerland/Europe,social robot as peer; learning companion; engagement,Contextual,Adjacent/contextual,Layer 3,Exact age unresolved,social robot as peer; learning companion; engagement,Contextual,10.3389/frobt.2024.1385780,Social robot as skilled ignorant peer; learning support is principal focus.
27,Goldman,2024.0,Children’s anthropomorphism of inanimate agents,Review,infants/young children; multiple ages,International,anthropomorphism; sentience; social robots,Contextual,Contextual,Layer 1,Multiple ages,anthropomorphism; sentience; social robots,Contextual,,Conceptual background on anthropomorphism of inanimate agents.
28,Zhao & McEwen,2025.0,The robot that stayed: understanding how children and families engage with a retired social robot,Primary empirical,preschool-aged children in original deployment; exact age to verify,Canada,long-term child–robot attachment; domestication; companion roles,Contextual,Adjacent/contextual,Layer 2,Original children 3–6; follow-up older,long-term child–robot attachment; domestication; companion roles,Contextual,,Follow-up family evidence; not clean primary target-age child evidence.
29,Ünlütabak & Erol Barkana,2025.0,Children’s information search with social robots: A focus on children’s question-asking behavior,Primary empirical,5–9,Türkiye/United States-linked research; verify study site,question asking; information source; social robot,Hold,Direct/AI-enabled + adjacent robot,Layer 1/2,5–9,question asking; information source; social robot,Primary empirical,10.1016/j.ijcci.2025.100751,GPT-4-generated/scripted responses and Wizard-of-Oz; 5–8 data must be separable.
30,Neumann & Barry,2025.0,Preschool children’s engagement with a social robot during early literacy and language activities,Primary empirical,preschool; exact age to verify,Australia,engagement; early literacy/language; social robot,Include,Adjacent intelligent-agent/social-robot,Layer 2/3,Preschool; M=4.36,engagement; early literacy/language; social robot,Primary empirical,10.1007/s10639-025-13727-x,Peer-reviewed preschool engagement evidence.
31,"Yeung, Ma, & Law",2025.0,Let’s listen and tell a story together: social robot and multidimensional learning engagement among young learners,Primary empirical,young learners; exact age to verify,Hong Kong SAR / China; verify,storytelling; learning engagement; social robot,Include,Adjacent intelligent-agent/social-robot,Layer 2/3,5–7,storytelling; learning engagement; social robot,Primary empirical,10.1007/s44436-025-00006-2,Social-robot storytelling and multidimensional learning engagement.
32,Xiao & Gonçalves,2025.0,"Intelligent toys, complex questions: A literature review of artificial intelligence in children’s toys and devices",Review,multiple ages/products,International,AI toys; play; learning; socialization; safety,Contextual,Contextual,Layer 3,Multiple ages/products,AI toys; play; learning; socialization; safety,Contextual,,Literature review of AI toys/devices.
33,Chen,2025.0,"From Turing’s conception of machine intelligence to the evolution of AI in early childhood education: conceptual, empirical, and practical insights",Review,multiple ages,International,AI in early childhood education; conceptual/empirical landscape,Contextual,Contextual,Layer 3,Multiple ages,AI in early childhood education; conceptual/empirical landscape,Contextual,,Conceptual/empirical review of AI in early childhood education.
34,"Berson, Berson, & Luo",2025.0,Innovating responsibly: ethical considerations for AI in early childhood education,Research/perspective,multiple ages,International,ethical considerations; AI in ECE,Contextual,Contextual,Layer 2/3,Multiple ages,ethical considerations; AI in ECE,Contextual,,Ethical considerations; not primary child evidence.
35,Kyaw et al.,2025.0,"AI-empowered social robots in early childhood classrooms: roles, challenges, and opportunities",Research/review,early childhood; exact age to verify,International,AI social robots; classroom roles; challenges,Hold,Direct AI-enabled system,Layer 2/3,Grade 2; chronological age unavailable,AI social robots; classroom roles; challenges,Primary empirical,,"AI-empowered social robot and child-level evidence are clear, but age cannot be inferred from grade."
36,Cai et al.,2025.0,From Piaget to posthumanism: critical review of conceptualization of AI in early childhood education,Critical review,multiple ages,International,conceptualization of AI in ECE,Contextual,Contextual,Layer 1/3,Multiple ages,conceptualization of AI in ECE,Contextual,,Critical review; not primary empirical child evidence.
37,Ishibashi et al.,2026.0,Effects of praise from a social robot on task persistence in 18- to 24-month-old children,Primary empirical,18–24 months,Japan,robot praise; task persistence; toddler behaviour,Exclude,Adjacent intelligent-agent/social-robot,Layer 2,18–24 months,robot praise; task persistence; toddler behaviour,Primary empirical,10.3389/frobt.2026.1782839,Below locked approximately 2–8 target boundary.
38,Raggioli et al.,2026.0,Exploring child engagement in a multi-robot tutor-peer learning scenario,Primary empirical,children; exact age to verify,International/Europe; verify,multi-robot tutor-peer learning; engagement,Hold,Adjacent/contextual,Layer 2/3,Exact age unresolved,multi-robot tutor-peer learning; engagement,Primary empirical,10.3389/frobt.2026.1768482,Peer-reviewed; full-text age verification needed.
39,Kim et al.,2025.0,Young Children’s Anthropomorphism of an AI Chatbot and the Role of Parent Co-Presence,Preprint / emerging evidence,5–6; n=23,United States; verify,AI chatbot anthropomorphism; parent co-presence; engagement,Include,Direct AI evidence,Layer 1/2,5–6; n=23,AI chatbot anthropomorphism; parent co-presence; engagement,Primary empirical,10.1080/10447318.2026.2678532,Peer-reviewed publication in 2026; AI chatbot anthropomorphism and parent co-presence.
40,Kosoy et al.,2024.0,Children’s Mental Models of Generative Visual and Text Based AI Models,Preprint / emerging evidence,5–12; subgroup 5–8 potentially relevant,United States; verify,mental models; GenAI; perceptions; use,Hold,Emerging,Layer 1,5–12,mental models; GenAI; perceptions; use,Emerging,arXiv:2405.13081,Preprint; target-age separability not established.
41,"Neumann, Neumann, & Koch",2023.0,Young children’s interactions with a social robot during a drawing task,Primary empirical,Preschool; verify,Australia,social robot; interaction; drawing,Include,Adjacent intelligent-agent/social-robot,Layer 2/3,3–5,social robot; interaction; drawing,Primary empirical,10.1080/1350293X.2022.2116653,Young children’s interactions with a social robot during drawing.
42,Neumann & Barry,2025.0,Preschool children’s engagement with a social robot during early literacy and language activities,Primary empirical,Preschool; verify,Australia,social robot; engagement; literacy/language,Duplicate — retain #30,Adjacent,Layer 2/3,Preschool,social robot; engagement; literacy/language,Duplicate/merged,,Same publication as #30.
43,Neumann et al.,2025.0,Individual differences and young children’s engagement with a social robot,Primary empirical,2.7–5.6; M=4.5,Australia,social robot; behavioural/emotional/verbal engagement,Include,Adjacent intelligent-agent/social-robot,Layer 2,2.7–5.6; M=4.51; n=66,social robot; behavioural/emotional/verbal engagement,Primary empirical,10.1007/s10639-025-13727-x,Verified preschool engagement evidence; #59 is duplicate.
44,"Yeung, Ma, & Law",2025.0,Let’s listen and tell a story together: social robot and multidimensional learning engagement among young learners,Primary empirical,Young learners; verify,"Hong Kong SAR, China",social robot; storytelling; engagement,Duplicate — retain #31,Adjacent,Layer 2/3,5–7,social robot; storytelling; engagement,Duplicate/merged,,Same publication as #31.
45,Mao et al.,2026.0,“Eyes” On Me! 3- to 6-Year-Old Children Anthropomorphize Humanoid Robot with Biological and Mental Attributions,Primary empirical,3–6,China,humanoid robot; anthropomorphism; mental/biological attribution,Include,Adjacent intelligent-agent/social-robot,Layer 1/2,Study 1: age 4; Study 2: age 5,humanoid robot; anthropomorphism; mental/biological attribution,Primary empirical,10.1145/3813111,Mental-state attribution to humanoid robots; #57 is duplicate.
46,Akdeniz & Özdinç,2021.0,Maya: An artificial intelligence based smart toy for pre-school children,Design/research,Preschool; verify,Türkiye,AI smart toy; preschool learning,Hold,Direct AI-enabled toy,Layer 1/3,Age/evaluation details unresolved,AI smart toy; preschool learning,Primary empirical,10.1016/j.ijcci.2021.100347,AI-based smart toy; participant/evaluation details require final verification.
47,"Alhaddad, Cabibihan, & Bonarini",2023.0,Real-Time Social Robot’s Responses to Undesired Interactions Between Children and their Surroundings,Robotics/interaction empirical,Children; verify,International; verify study site,social robot; interaction; behaviour,Exclude,AI-enabled system; adjacent,Layer 2,Child sample; exact age unresolved,social robot; interaction; behaviour,Primary empirical,,AI is primarily technical sensing/prediction instrument; child–AI relationship not substantive.
48,Salma et al.,2025.0,Effectiveness of Robot-Mediated Learning in Fostering Children’s Social and Cognitive Development,Systematic review,Multiple ages,International,robot-mediated learning; social/cognitive development,Contextual,Contextual,Layer 3,Multiple ages,robot-mediated learning; social/cognitive development,Contextual,,Review of robot-mediated learning/development.
49,Kurian,2025.0,AI's empathy gap: The risks of conversational Artificial Intelligence for young children's well-being and key ethical considerations for early childhood education and care,Conceptual/ethical,Young children,UK/international,conversational AI; well-being; empathy; ethics,Contextual,Contextual,Layer 2/3,Young children; exact age unresolved,conversational AI; well-being; empathy; ethics,Contextual,,Conversational-AI ethics discussion; not verified primary child evidence.
50,UNICEF Innocenti,2025.0,"Guidance on AI and children, Version 3.0",International-body report,Children; broad,Global,AI and children; rights; development; well-being; equity,Contextual,Contextual,Layer 3,Broad child population,AI and children; rights; development; well-being; equity,Contextual,UNICEF Innocenti 2025,"UNICEF Innocenti guidance; rights, safety, well-being, development and equity."
51,UNICEF Innocenti,2026.0,AI for children,International-body evidence/policy,Children; broad,Global,AI exposure; access; trust; risks; evidence gaps,Contextual,Contextual,Layer 3,Broad child population,AI exposure; access; trust; risks; evidence gaps,Contextual,UNICEF Innocenti 2026,"UNICEF Innocenti evidence/guidance; exposure, access, trust, risks and gaps."
52,Kim et al.,2025.0,Young Children’s Anthropomorphism of an AI Chatbot and the Role of Parent Co-Presence,Preprint/emerging empirical,5–6; n=23,United States,AI chatbot; anthropomorphism; parent co-presence,Duplicate — retain #39,Direct AI evidence,Layer 1/2,5–6; n=23,AI chatbot; anthropomorphism; parent co-presence,Duplicate/merged,10.1080/10447318.2026.2678532,Same Kim et al. study as #39; publication status updated.
53,Kosoy et al.,2024.0,Children’s Mental Models of Generative Visual and Text Based AI Models,Preprint/emerging empirical,5–12; verify 5–8 subgroup,United States,GenAI; mental models; perceptions,Duplicate — retain #40,Emerging,Layer 1,5–12,GenAI; mental models; perceptions,Emerging,arXiv:2405.13081,Same Kosoy et al. preprint as #40.
54,Sun et al.,2024.0,Exploring Parent's Needs for Children-Centered AI to Support Preschoolers' Interactive Storytelling and Reading Activities,Preprint/contextual empirical,Children 3–6; parent participants,Verify,children-centered AI; storytelling; parental mediation,Contextual,Contextual,Layer 2/3,Children are context; parents are participants,children-centered AI; storytelling; parental mediation,Contextual,,Parent evidence; children are not the primary data source.
55,Nikolopoulou,2025.0,Child-centered integration of generative AI in early learning: balancing promises and challenges,Review,Early learning; broad,International,GenAI; developmental appropriateness; ethics; equity,Contextual,Contextual,Layer 2/3,Broad early-learning population,GenAI; developmental appropriateness; ethics; equity,Contextual,,Review; not primary empirical child evidence.
56,Su & Yang,2024.0,Artificial Intelligence and Robotics for Young Children: Redeveloping the Five Big Ideas Framework,Conceptual/research framework,Young children; verify,International,AI/robotics; early childhood; AI concepts,Merged contextual — retain linkage,Contextual,Layer 1,Young children; verify,AI/robotics; early childhood; AI concepts,Duplicate/merged,,Conceptual framework; merged with #46/#56 linkage.
57,Goldman et al.,2025.0,Children’s attribution of mental states to humans and social robots assessed with the Theory of Mind Scale,Primary empirical,Child age to verify,Canada/verify,social robots; mental-state attribution; theory of mind,Duplicate — retain #45,Adjacent,Layer 1,3–6 / ages 4–5,social robots; mental-state attribution; theory of mind,Duplicate/merged,,Same Goldman et al. 2025 study as #45.
58,"Maj, Grzybowicz, & Kopeć",2024.0,"“No, I Won't Do That.” Assertive Behavior of Robots and its Perception by Children",Primary empirical,Children; verify,Poland/verify,humanoid robots; perception; anthropomorphism,Exclude,Adjacent intelligent-agent/social-robot,Layer 2,7–9 and 10–12,humanoid robots; perception; anthropomorphism,Primary empirical,10.1007/s12369-024-01139-9,Requires separable 7–8 data; not established.
59,Neumann et al.,2025.0,Individual differences and young children's engagement with a social robot,Primary empirical,2.7–5.6; M=4.5,Australia,social robot; engagement,Duplicate — retain #43,Adjacent,Layer 2,2.7–5.6; M=4.51; n=66,social robot; engagement,Duplicate/merged,,Same Barry/Neumann/Neumann study as #43.
60,Heeg & Avraamidou,2025.0,Young children’s understanding of AI,Primary empirical,Young children; verify exact ages,International/verify,AI understanding; sense-making; engagement,Duplicate + exclude by age — retain #23,Direct AI evidence,Layer 1,11–12,AI understanding; sense-making; engagement,Duplicate/merged,10.1007/s10639-024-13169-x,Same Heeg & Avraamidou study; outside target population.
61,"Goldman, Baumann, & Poulin-Dubois",2023.0,Preschoolers’ anthropomorphizing of robots: Do human-like properties matter?,Primary empirical,3 and 5,Canada,robots; anthropomorphism; animacy,Duplicate — retain #14,Adjacent,Layer 1,3 and 5,robots; anthropomorphism; animacy,Duplicate/merged,10.3389/fpsyg.2022.1102370,"Same Goldman, Baumann & Poulin-Dubois 2023 study."
62,Baumann et al.,2024.0,Do preschoolers trust a competent robot pointer?,Primary empirical,Preschool; verify exact ages,Canada,robot; trust; information-source judgment,Duplicate — retain #19,Adjacent,Layer 1/2,3; n=45,robot; trust; information-source judgment,Duplicate/merged,10.1016/j.jecp.2023.105783,Same Baumann et al. 2024 study.