| Project/Area Number |
23530875
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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, 心理学部, 教授 (20085963)
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| Co-Investigator(Kenkyū-buntansha) |
KOIKE Wakaba 京都女子大学, 発達教育学部, 教授 (40307690)
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| Project Period (FY) |
2011-04-28 – 2015-03-31
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| Project Status |
Completed (Fiscal Year 2014)
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| Budget Amount *help |
¥5,070,000 (Direct Cost: ¥3,900,000、Indirect Cost: ¥1,170,000)
Fiscal Year 2014: ¥1,300,000 (Direct Cost: ¥1,000,000、Indirect Cost: ¥300,000)
Fiscal Year 2013: ¥1,300,000 (Direct Cost: ¥1,000,000、Indirect Cost: ¥300,000)
Fiscal Year 2012: ¥1,300,000 (Direct Cost: ¥1,000,000、Indirect Cost: ¥300,000)
Fiscal Year 2011: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000)
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| Keywords | 数表記 / 数読字 / 数書字 / 数概念 / 数式表記 / 表記知識 / 幼児 / 発達過程 / 年少幼児 / 年長幼児 / 数概念課題 / 表記活動 / 読み / 書き / 発達変化 / 数理解 / 数産出 |
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| Outline of Final Research Achievements |
The development of numerical notation and its relationship to number concepts and number-related tasks were investigated. Children 1 - 6 years of age
participated in the study. They completed the following tasks; number reading, number writing, number reciting, counting (a measure of one-to-one principle), give-N(a measure of cardinal numbers), number discrimination and number cognition. The results indicated that children began to recite numbers at 2 years of age, count and read numbers at 3 years of age, write numbers at 4 years of age and calculate at 5 years of age. The relationships among the tasks indicated that development of number reading ability was related to reciting, counting, giving-N, and number writing tasks, although results were different for high and low numbers.These findings suggest that environmental factors have an influence on numerical development.
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