分離量と連続量の両方の特性をもつものの配分行動 : 小豆の配分行動から

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  • How preschoolers treat adzuki beans when required to distribute them equally : As discrete quantity or continuous quantity?
  • ブンリリョウ ト レンゾクリョウ ノ リョウホウ ノ トクセイ オ モツ モノ ノ ハイブン コウドウ アズキ ノ ハイブン コウドウ カラ

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The purpose of the present study was to investigate what kinds of distribution strategies preschoolers employed when the materials to be distributed were countable in a certain condition but were difficult to do so in another condition. Forty-eight preschoolers (ranged from 5 : 6 to 6 : 5) were given a certain number of small adzuki beans (18, 36, or 72 beans) in each trial and were instructed to put these beans into equal numbers on each plate (or cylinder) in front of them. The number of plates or cylinders was either two or three generating six different conditions altogether. In order to compare the results of the children, the same number of adults participated in the experiment to be required to do the same tasks. The results showed that children tended to treat adzuki as discrete quantity more often than the adults did even under the condition where the materials should be normally treated as continuous quantity. For example, children counted the beans before distributing them when the number of the beans was small enough to do so. However, some participants were ready to estimate the quotient in advance and did not count the beans be fore putting beans into transparent cylinders especially when they were given 72 beans at their first trial. When they had to distribute beans into plates instead of cylinders, they tended to count them one by one regardless of the number of the beans to be distributed. A reddish-brown adzuki bean is about two to three millimeters in diameter and is never sold by its numbers. That means it is normally uncountable when there are more than a certain amount of quantity. It was shown that at least some of the preschool children recognized plural strategies and used the appropriate one depending on the condition of the number of the materials to be divided, and also on the condition of whether the object to which the beans would be distributed was a plate or a cylinder. It was also discussed how informal mathematical knowledge would be constructed in early childhood.

収録刊行物

  • 心理科学

    心理科学 25 (1), 48-57, 2005

    心理科学研究会

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