RT Journal Article
T1 Children’s learning from others: conformity to unconventional counting
A1 Lago Marcos, María Oliva
A1 Rodríguez Marcos, Purificación
A1 Escudero Montero, Ana Natividad
A1 Dopico Crespo, Cristina
A1 Enesco Arana, Ileana
AB The current study investigated whether children’s conformity to a majority testimony influenced their willingness to revise their own erroneous counting knowledge. The content of the testimonies focused on conventional rules of counting, by means of pseudoerrors (i.e., unconventional counts) occurring during a detection task. In this work measurements were taken at two different time points. At time 1 children aged 5 to 7 years ( N = 88) first made independent judgments on the correctness of unconventional counting procedures presented by means of a computerized detection task. Subsequently, they watched a video in which four teachers (unanimous majority) or three (non-unanimous majority) made correct claims about the counts and children had to decide whether the informants were right or not, and justify their answers. Our participants conformed significantly more when the correct testimony was provided by a unanimous majority than by a non-unanimous majority. In addition, in two of the three pseudoerrors presented, there was no difference in the children’s tendency to conform to unconventional counts as age increased. At time 2, which was taken to test whether the effect of the testimony was maintained over time, the responses of the 32 children (16 from each age group) who had endorsed the claims of the unanimous majority at time 1 revealed that teachers’ testimonies only had a lasting influence on elementary school children’s understanding of conventional counting rules.
PB Sage
SN 0165-0254
SN 1464-0651
YR 2019
FD 2019-01-09
LK https://hdl.handle.net/20.500.14352/107553
UL https://hdl.handle.net/20.500.14352/107553
LA eng
NO Lago, O., Rodríguez, P., Escudero, A., Dopico, C., & Enesco, I. (2019). Children’s learning from others: Conformity to unconventional counting. International Journal of Behavioral Development, 43(2), 97-106. https://doi.org/10.1177/0165025418820639
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RD 28 abr 2025