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With this aim, an anthropomorphism questionnaire was administered to 5\u2010year\u2010old children (N<\/jats:italic> = 104) twice: prior to and following a seven\u2010session L2 vocabulary training with a humanoid robot. On average, children tended to anthropomorphize the robot prior to and after the lessons to a similar degree, but many children changed their attributed anthropomorphic features. Boys anthropomorphized the robot less after the lessons than girls. Moreover, there was a weak but significant positive correlation between anthropomorphism as measured before the lessons and scores on a word\u2010knowledge post\u2010test administered the day after the last lesson. There was also a weak but significant positive correlation between the change in anthropomorphism over time and scores on a word\u2010knowledge post\u2010test administered approximately 2\u2009weeks after the last lesson. Our results underscore the need to manage children's expectations in robot\u2010assisted education. Also, future research could explore adaptations to individual children's expectations in child\u2010robot interactions.<\/jats:p>","DOI":"10.1111\/jcal.12497","type":"journal-article","created":{"date-parts":[[2020,9,29]],"date-time":"2020-09-29T11:12:31Z","timestamp":1601377951000},"page":"396-410","update-policy":"http:\/\/dx.doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":33,"title":["A toy or a friend? 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