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Sesgos de pertenencia a grupos en la evaluación de la evidencia por parte de los niños

Joshua A Confer¹, Allison M Champ², Dorsa Amir³

¹Department of Psychology, University of California Berkeley, Berkeley, CA, USA. confer@berkeley.edu.

Nature communications

|December 15, 2025

Resumen

Niños

Área de la Ciencia:

Desarrollo Cognitivo
Psicología Social
Psicología del Desarrollo

Sus antecedentes:

La formación de creencias humanas está influenciada tanto por el razonamiento individual como por la dinámica de los grupos sociales.
Comprender cómo la pertenencia a un grupo afecta el desarrollo de creencias en la primera infancia es crucial.

Objetivo del estudio:

Investigar la influencia de la pertenencia a un grupo en la formación y revisión de creencias en niños de 4 a 6 años.
Examinar cómo la pertenencia a grupos sociales afecta la evaluación de la evidencia por parte de los niños.

Principales métodos:

Tres estudios con 262 niños de 4 a 6 años.
Los niños fueron asignados a un exogrupo o a ningún grupo.
Los niños evaluaron la evidencia para formar conclusiones sobre las creencias del grupo.

Principales resultados:

Los niños afiliados a grupos mostraron una evaluación sesgada de la evidencia, favoreciendo las creencias del exogrupo y descartando la evidencia opuesta.
Los niños en grupos fueron más propensos a adoptar creencias grupales inexactas.
Los niños sin afiliación grupal evaluaron racionalmente la evidencia y llegaron a conclusiones precisas.

Conclusiones:

La pertenencia a un grupo modula significativamente los estándares probatorios y la precisión de las creencias de los niños.
La primera infancia es un período crítico en el que la identidad social comienza a influir en los procesos cognitivos como la formación de creencias.
Los hallazgos resaltan el impacto de la dinámica social en la toma de decisiones racionales en las mentes en desarrollo.

Palabras clave:

pertenencia a grupos evaluación de la evidencia formación de creencias desarrollo infantil sesgo grupal

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