摘要：AbstractChildren as early as 5 years old have been found to be able to manipulate basic concepts of probabilities. In the current study, 50 preschoolers participated in a between-subject developmentally appropriate computer task, named “Shoes and Squares” and were tested on whether they can estimate the most probable outcome in conditions of unequal likelihood of events. Participants were asked to make predictions and guess the most likely option in a random game composed by electronic items that represented cards with shoes and/or squares. Preschoolers were personally engaged, they made estimations and seemed to get affected by the structural changes among the sample space. Such findings raise educational implications concerning not only the teaching and constructing of probabilities in preschool education but also the role and use of technological means in the classroom.
