<論文>幼児の数表象の構造 : 特異数に関する2つの仮説の検討

The structure of preschool children\u27s number concepts was investigated. Children were given resolution problem tasks. They were asked to resolve some numbers into X and Y. It was significantly easier for children to resolve numbers into 5 and Y than numbers other than 5 and Y. Furthermore, an analysis of the children\u27s strategies suggested that the main strategy used for the number 5 was the direct representation of numbers (D-type), whereas the main strategies used for numbers other than 5 was the overt method of counting (O-type). These results showed that the privileged anchor consists of the number 5 alone. The results were discussed in terms of a new model of a representation system of numbers.The structure of preschool children\u27s number concepts was investigated. Children were given resolution problem tasks. They were asked to resolve some numbers into X and Y. It was significantly easier for children to resolve numbers into 5 and Y than numbers other than 5 and Y. Furthermore, an analysis of the children\u27s strategies suggested that the main strategy used for the number 5 was the direct representation of numbers (D-type), whereas the main strategies used for numbers other than 5 was the overt method of counting (O-type). These results showed that the privileged anchor consists of the number 5 alone. The results were discussed in terms of a new model of a representation system of numbers