| Project/Area Number |
15K04093
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Multi-year Fund |
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| Section | 一般 |
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| Research Field |
Educational psychology
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| Research Institution | Kyoto Notre Dame University |
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Principal Investigator |
YAMAGATA Kyoko 京都ノートルダム女子大学, 現代人間学部, 客員教授 (20085963)
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| Co-Investigator(Kenkyū-buntansha) |
古池 若葉 京都女子大学, 発達教育学部, 教授 (40307690)
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| Project Period (FY) |
2015-04-01 – 2018-03-31
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| Project Status |
Completed (Fiscal Year 2017)
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| Budget Amount *help |
¥3,510,000 (Direct Cost: ¥2,700,000、Indirect Cost: ¥810,000)
Fiscal Year 2017: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000)
Fiscal Year 2016: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
Fiscal Year 2015: ¥1,300,000 (Direct Cost: ¥1,000,000、Indirect Cost: ¥300,000)
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| Keywords | 数読字 / 数書字 / 数能力 / 発達過程 / 年少幼児 / 年長幼児 / 一対一対応の原理 / 基数 / 年少年長幼児 / 規定要因 / 数唱 / 数概念 / 計数 |
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| Outline of Final Research Achievements |
This study examined developmental relationships among numerical abilities tasks and number reading or writing task in young and older children. Children were given several kinds of numerical tasks; number reciting, counting blocks, counting circles, number choice, number reading and number writing for young children, and calculation, fingers guessing, knocks counting tasks, numerical formula and other tasks for older children. The results showed that the acquisition of number words and the one-to-one principle influenced on number reading task in young children, and the one-to-one and cardinal principle influenced on number reading task in older children. Number writing emerged after the acquisition of number reading. The results of longitudinal study revealed that numerical development was affected by interpersonal relationships and environmental print.
These findings were discussed on the change of relationships among numerical tasks and number reading or writing with age.
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