Children's Learning from Others: Conformity to Unconventional Counting

Autor/inn/en	Lago, Oliva; Rodríguez, Purificación; Escudero, Ana; Dopico, Cristina; Enesco, Ileana
Titel	Children's Learning from Others: Conformity to Unconventional Counting
Quelle	In: International Journal of Behavioral Development, 43 (2019) 2, S.97-106 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Escudero, Ana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0165-0254
DOI	10.1177/0165025418820639
Schlagwörter	Academic Achievement; Social Behavior; Mathematics Instruction; Computation; Preschool Children; Grade 1; Teaching Methods; Nontraditional Education; Foreign Countries; Skill Development; Child Development; Error Patterns; Elementary School Students; Elementary School Teachers; Mathematics Teachers; Spain (Madrid) + Suchen Sie Ihr Suchwort? Schulleistung; Social behaviour; Soziales Verhalten; Mathematics lessons; Mathematikunterricht; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; School year 01; 1. Schuljahr; Schuljahr 01; Teaching method; Lehrmethode; Unterrichtsmethode; Non-traditional education; Alternative Erziehung; Ausland; Kompetenzentwicklung; Qualifikationsentwicklung; Kindesentwicklung; Fehlertyp; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01