ArticleFrontiers in psychology2021
The Relationship Between Confidence and Conformity in a Non-routine Counting Task With Young Children: Dedicated to the Memory of Purificación Rodríguez.
Article in Frontiers in psychology, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Counting is a complex cognitive process that is paramount to arithmetical development at school. The improvement of counting skills of children depends on their understanding of the logical and conventional rules involved. While the logical rules are mandatory and related to one-to-one correspondence, stable order, and cardinal principles, conventional rules are optional and associated with social customs. This study contributes to unravel the conceptual understanding of counting rules of children. It explores, with a developmental approach, the performance of children on non-routine counting detection tasks, their confidence in their answers (metacognitive monitoring skills), and their ability to change a wrong answer by deferring to the opinion of a unanimous majority who justified or did not justify their claims. Hundred and forty nine children aged from 5 to 8 years were randomized to one of the experimental conditions of the testimony of teachers: with (
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