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Direct linkFletcher, Ben; Pine, Karen J. – Educational Psychology, 2009
When pre-school children count an array of objects containing one that is broken in half, most count the halves as two separate objects. Two studies explore this predisposition to count discrete physical objects (DPOs) and investigate its robustness in the face of various manipulations. In Experiment 1, 32 children aged three-four years counted…
Descriptors: Familiarity, Prior Learning, Preschool Children, Teaching Methods
