Grupos de investigación

Ileana Enesco

Catedrática Universidad

Universidad Complutense de Madrid
Campus de Somosaguas
28223 Pozuelo de Alarcón – Madrid



Intereses científicos

Desarrollo cognitivo y social en la niñez:


  • Conocimiento social, formación de actitudes y prejuicios

  • Influencias sociales y fuentes de información. Confianza en el testimonio de otros. Presión del consenso

  • Habilidades lógico-matemáticas tempranas


Publicaciones destacadas


Høeg, B. L., Sevillano, P. B., Enesco, I., Wakefield, C. E., Larsen, H. B., & Bidstrup, P. E. (2023). Child‐centered communication interventions in pediatric oncology: A scoping review and proposed new communication model. Pediatric Blood & Cancer, e30533. https://doi: 10.1002/pbc.30533

Varea, E., Enesco, I., Guerrero, S. y Barrios, P. (2022) Myths of popular psychology among university students and teachers: Does training in psychology reduce belief in myths? Teaching of Psychology. https://doi: 10.1177/00986283221129 

Enesco, I., Sebastián-Enesco, C., Guerrero, S., Varea, E., y Barrios, P. (2022). A digital generation in scrutiny. Children’s ideas about the internet and the online information. Journal for the Study of Education and Development, 1-28. https://doi: 10.1080/02103702.2022.2096294

Barrios, P., Enesco, I., & Varea, E. (2022). Emotional experience and type of communication in oncological children and their mothers: hearing their testimonies through interviews. Frontiers in Psychology13, 834312.

Guerrero, S., Sebastián-Enesco, C., Morales, I., Varea, E., y Enesco, I. (2020). (In) sensitivity to accuracy? Children’s and adults’ decisions about who to trust: the teacher or the Internet. Frontiers in Psychology, 11, 551131. https://doi: 10.3389/fpsyg.2020.551131

Lago, O., Rodríguez, P., Escudero, A., Dopico, C., & Enesco, I. (2019). Children’s learning from others: Conformity to unconventional counting. International Journal of Behavioral Development43(2), 97-106.

Sebastián‐Enesco, C., Guerrero, S., y Enesco, I. (2019). What makes children defy their peers? Chinese and Spanish preschoolers' decisions to trust (or not) peer consensus. Social Development, 29(2), 494-508. https://doi:10.1111/sode.12416

Guerrero, S., Sebastián-Enesco, C., Pérez, N., y Enesco, I. (2019) Myths in science: Children trust but do not retain their teacher's information. Journal of Applied Developmental Psychology 62, 116-121. https://doi:10.1016/j.appdev.2019.02.007

Enesco, I., Rodríguez, P., Lago, M. O., Dopico, C., & Escudero, A. (2017). Do teachers’ conflicting testimonies influence children’s decisions about unconventional rules of counting? European Journal of Psychology of Education, 32(3), 483–500.

Guerrero, S., Cascado, C., Sausa, M. y Enesco, I. (2017). My teacher is wrong: Preschoolers’ opposition to non-conventional statements. Early Childhood Research Quarterly, 39, 1-13. https://doi: 10.1016/j.ecresq.2016.11.001

Enesco, I., Sebastián-Enesco, C., Guerrero, S., Quan, S. y Garijo, S. (2016). What makes children defy majorities? The role of dissenters in Chinese and Spanish preschoolers’ social judgments. Frontiers in Psychology, 7, 1695. https://doi: 10.3389/fpsyg.2016.01695

Escudero, A., Rodríguez, P., Lago, M. O., & Enesco, I. (2015). A 3-year longitudinal study of children's comprehension of counting: Do they recognize the optional nature of nonessential counting features?. Cognitive Development33, 73-83.

Rodríguez, P., Lago, M. O., Enesco, I y Guerrero, S. (2013). Children's understandings of counting: Detection of errors and pseudoerrors by kindergarten and primary school children. Journal of Experimental Child Psychology, 114, 35-46. https://doi:10.1016/j.jecp.2012.08.005

Enesco, I., Lago, O., Rodríguez, P. y Guerrero, S. (2011). ‘We are the good guys but they are not bad’. In-group positivity and cognitive performance in preschoolers. British Journal of Developmental Psychology, 29, 593-611. https://doi: 10.1348/026151010X524896

Lam, V., Guerrero, S., Damree, N. y Enesco, I. (2011). Young children's racial awareness and affect and their perceptions about mothers’ racial affect in a multiracial context. British Journal of Developmental Psychology, 29, 842-864. https://doi: 10.1348/2044-835X.002013

Solbes, I. y Enesco, I.  (2010). Explicit and Implicit antifat attitudes among children and their relationships with their body images.  Obesity Facts. The European Journal of Obesity, 3, 23-32. 

Guerrero, S.; Enesco, I.; Lago, O. y Rodríguez, P. (2010). Preschool children’s understanding of racial cues in drawings and photographs. Cognitive Development, 25, 79-89.