@article{oai:phoenix.repo.nii.ac.jp:00001053,
 author = {栗山, 和広 and 吉田, 甫 and [GON], 妍奇 and クリヤマ, カズヒロ and ヨシダ, ハジメ and ゴン, ゲンキ and KURIYAMA, Kazuhiro and YOSHIDA, Hajime and GON, Genki},
 journal = {九州保健福祉大学研究紀要, Journal of Kyushu University of Health and Welfare},
 month = {Mar},
 note = {P(論文), This study investigated the development of the representation of preschool children’s number concepts. 3-, 4-, and 5-year-old children were given the counting tasks. In the counting tasks, children were asked to take a certain number objects which a experimenter told. Results of the mean ratios of correct responses and strategies showed that 3-year-old children accurately understood the numbers below 3 or less, 4-year-old children did the numbers below 5 or less, and 5-year-old children did the numbers below 10 or less. These results suggested that 3-year-old children represented the numbers l to 3, and 4-year-old children did the numbers l to 5 as a firm structure. These results were discussed in terms of a new model of a representation system of numbers.},
 pages = {113--118},
 title = {幼児の数表象の発達 (2) 計数課題からの検討},
 volume = {3},
 year = {2002},
 yomi = {クリヤマ, カズヒロ and ヨシダ, ハジメ}
}