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(957)WHAT DO PRESCHOOLERS KNOW ABOUT COUNTING?

机译：（957）学龄前儿童了解的是什么？

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At present, the debates around the processes underlying the development of the countingskills remain alive (i.e., practice preponderance vs. principles preponderance). Thepurpose of the present study was to analyze the understanding that children between 3and 6 years old have about the five counting principles (i.e., one-to-one correspondence,stable order, cardinality, abstraction, and irrelevance of order) by using both specificerrors and specific pseudo-errors for each of them. A computer program was created adhoc to show the participants the different trials. Our findings showed that: a) children’sperformance, regardless age group and counting principle, was better in errors than inpseudo-errors trials;b) the probability that children accepted the pseudo-errors as correctincreased as they grew older;and c) even older children’s comprehension of the countingprinciples was still incomplete, being necessary to enhance their understanding duringthe early years of primary school. Furthermore, these results highlighted the stronginfluence that the conventional rules learned at school have on children′s judgmentsabout the logic of counting.
机译：目前，周围的讨论统计舱的发展仍然活着（即，实践优势与原则优势）。本研究的目前是通过使用两种特异性和识别的特异性和每个每个的特定伪错误。将Adhoc创建了一个计算机程序，以显示参与者不同的试验。我们的研究结果表明：a）儿童的表现，无论年龄组和计数原则，比inpseudo-errouss试验更好，比inpseudo-errouss试验更好; b）儿童接受伪错误的概率，因为它们在更大的时间上增加了正确的错误; c）甚至年龄较大的儿童对抵消前来的理解仍然不完整，在小学初期期间，有必要加强他们的理解。此外，这些结果强调了在学校学习的传统规则对儿童判决逻辑计数的逻辑的强项。

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