Notice of RetractionThe starting point in a classification task as a cognitive scaffold: The role of the key element

Notice of Retraction

After careful and considered review of the content of this paper by a duly constituted expert committee, this paper has been found to be in violation of IEEE´s Publication Principles.

We hereby retract the content of this paper. Reasonable effort should be made to remove all past references to this paper.

The presenting author of this paper has the option to appeal this decision by contacting TPII@ieee.org.

The procedure for the discovery of rules in a multiple classification task was analyzed within the context of a concrete activity performed by 3, 4, and 5 year-old children (N=211). The goal was to arrive at a better understanding of the development of logical-mathematical thinking and its implications for learning and education. Results suggest that the ability to produce a verbal response to a question regarding the reason for choosing a particular piece to start the discovery task with seems to be associated to the capacity to correctly complete the task. Furthermore, such ability seems to grow between the ages of three and four, which is a possible explanation for why the success on the task seems to also rise within that same age bracket. It is possible, therefore, to speculate that the verbalization behavior is somehow related to the cognitive mechanisms necessary for the accurate completion of the multiple classification task in its rules discovery modality.