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Anne Schlottmann https://orcid.org/0000-0002-3027-7700

Resumen

Nuestras actitudes/creencias típicamente se desarrollan gradualmente, con información que aparece a través del tiempo. Este estudio considera cómo niños de 6 y 9 años (N = 80) forman creencias a partir de información en series, y cómo el orden de la información afecta esto en tareas sociales paralelas y de juicios físicos. Los niños actualizaron sus creencias continuamente después de cada bit de información, o emitieron un juicio al final de las series. Los resultados actualizados mostraron fuertes efectos a corto plazo de la demora en la respuesta; creencias estables, reflejar a todos los informantes, y desarrollo también. Estas creencias estables fueron más débiles en los niños más jóvenes, la demora en la respuesta fue más fuerte. Ambas edades utilizaron una estrategia promedio de huida cuando estaban actualizando los juicios en serie, y una aproximación basada en memoria cuando respondían únicamente al final. La última no produjo demora en las respuestas o diferencias por edad, y generó creencias más fuertes. Se concluye que los niños utilizan las mismas estrategias de juicios en serie que los adultos. Los parámetros del proceso, e.g., los pesos en demora en las respuestas, cambiaron con la complejidad del desarrollo/información, pero incluso los niños más jóvenes formaron efectivamente creencias en serie.

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Keywords

actualización de creencias, revisión de creencias, efectos de orden, demora en las respuestas, niños, cambio de actitud, juicio/decisión, integración de la información

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Cómo citar
Schlottmann, A. (2018). Cómo los niños forman y actualizan creencias a partir de una serie de evidencias. Universitas Psychologica, 17(4), 1-21. https://doi.org/10.11144/Javeriana.upsy17-4.cfub
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