The Development of Number Concepts and Equal Distribution in Children with Intellectual Disabilities

本研究的目的是探讨数字概念的发展与平等分配之间的关系。15名智力有障碍的初中生(7岁)和学龄前儿童(n=111：3-7岁)参加了一个单独的实验，在每个实验中，每个孩子都得到6到24个筹码，并被要求在孩子面前的每个盘子里放同样数量的筹码。他们还被安排了一项与数字概念相关的任务(计数任务和比较数字任务)。根据这些实验，我们假设了四个发育阶段。一般情况下，4岁以上的儿童知道数数的原因，而智力障碍儿童(智力年龄、词汇年龄)在解决本研究中的问题时根本不算数。有必要对包括调整在内的分配战略进行审查。

The purpose of this study was to discuss the relationship between the development of number concepts and equal distribution. Fifteen junior high school students with intellectual disabilities (< 7 mental age) and preschoolers (n=total 111:3 to 7 years old) participated in an individual experiment in which, on each trial, each child was given 6 to 24 chips and asked to put an equal number of chips on each of the plates in front of the child. They were also given a task related to number concepts (counting task and comparing numbers task). According to these experiments, four developmental stages were postulated. Generally children over 4 years old know the reason of counting, however children with intellectual disabilities (> 4 mental age, vocabulary age) didn't count at all in solving the problems in this study. Examination of the distributive strategies including adjustment will be necessary.