{"created":"2024-04-16T23:34:19.421300+00:00","id":2000056,"links":{},"metadata":{"_buckets":{"deposit":"4c191bbf-b160-4fb6-9731-dbfaf8eb15a2"},"_deposit":{"created_by":10,"id":"2000056","owners":[10],"pid":{"revision_id":0,"type":"depid","value":"2000056"},"status":"published"},"_oai":{"id":"oai:mejiro.repo.nii.ac.jp:02000056","sets":["1:19:1712294966589"]},"author_link":[],"control_number":"2000056","item_10002_biblio_info_7":{"attribute_name":"書誌情報","attribute_value_mlt":[{"bibliographicIssueDates":{"bibliographicIssueDate":"2024-03-31","bibliographicIssueDateType":"Issued"},"bibliographicIssueNumber":"17","bibliographicPageEnd":"109","bibliographicPageStart":"101","bibliographic_titles":[{"bibliographic_title":"目白大学健康科学研究","bibliographic_titleLang":"ja"},{"bibliographic_title":"Mejiro Journal of Health Care Sciences","bibliographic_titleLang":"en"}]}]},"item_10002_description_19":{"attribute_name":"フォーマット","attribute_value_mlt":[{"subitem_description":"pdf","subitem_description_type":"Other"}]},"item_10002_description_5":{"attribute_name":"抄録","attribute_value_mlt":[{"subitem_description":"《目的》数的イメージ形成が遅れた算数障害女児の指導経過を報告し、認知特性と算数障害の関連を考察する。\n《症例》小学1 年女児。乳幼児期、就学時に発達の問題はなかった。1 年2 学期以降10以上の数の加減算が困難で、文章題が解けず、登校を渋るようになった。\n《神経心理学的特性》知的な遅れは無いが、視覚的イメージを必要とする課題と算数が困難だった。読み書き、言語理解、聴覚的長期記憶は良好だが、視覚的イメージと視覚的記憶に遅れがあった。数式の記号は理解し、5までの数の分解、合成と具体物の計数は可能だが長時間を要した。特に、3以上の具体物を計数せずに数量を即時に把握（subitizing）できなかった。\n《指導内容》本児は視覚的イメージと視覚的記憶を必要とする課題が困難だった。これにより、数の具体的なイメージが形成できず、subitizingが困難だと考えた。そこで、具体物～半具体物を操作してsubitizingを形成した。\n《結果と考察》1年間の指導の結果、subitizingの時間が短縮し、算数学力検査の偏差値も改善した。具体物操作で数的イメージが改善したと考えた。","subitem_description_language":"ja","subitem_description_type":"Abstract"},{"subitem_description":"Here, we report on the progress of teaching a dyscalculic girl who was delayed in forming numerical images and consider the association between cognitive characteristics and dyscalculia.\nCase: A first-grade elementary school girl reported no developmental problems during infancy or upon entering school. She had difficulty adding and subtracting numbers over 10, could not solve word problems, and became reluctant to go to school after the second semester of the first year.\nNeuropsychological characteristics: She demonstrated no intellectual delay, but she had difficulty with tasks that required visual imagery and arithmetic. She had good reading, writing, verbal comprehension, and verbal long-term memory; however, she had delays in visual imagery and working memory. She was able to understand the symbols in mathematical formulas, decompose and compose numbers up to 5, and count concrete objects, but it took a long time. In particular, immediately grasping the quantity （subitizing） of concrete objects of ≥3 was impossible without counting them.\nContent of instruction: The child was diagnosed with dyscalculia. She had difficulty performing tasks that required visual memory and imagery. She thought that this caused her inability to form concrete images of numbers, making subitizing difficult. Therefore, she formed subitizing by manipulating concrete into semiconcrete objects.\nResults and discussion: After one year of instruction, the subitizing time was shortened and the deviation score of the mathematics ability test was improved. Hence, the manipulation of concrete objects was considered to improve her numerical imagery.","subitem_description_language":"en","subitem_description_type":"Abstract"}]},"item_10002_publisher_8":{"attribute_name":"出版者","attribute_value_mlt":[{"subitem_publisher":"目白大学","subitem_publisher_language":"ja"}]},"item_10002_rights_15":{"attribute_name":"権利","attribute_value_mlt":[{"subitem_rights":"目白大学","subitem_rights_language":"ja"}]},"item_10002_source_id_11":{"attribute_name":"書誌レコードID","attribute_value_mlt":[{"subitem_source_identifier":"AA1232537X","subitem_source_identifier_type":"NCID"}]},"item_10002_source_id_9":{"attribute_name":"ISSN","attribute_value_mlt":[{"subitem_source_identifier":"1882-7047","subitem_source_identifier_type":"ISSN"}]},"item_10002_version_type_20":{"attribute_name":"著者版フラグ","attribute_value_mlt":[{"subitem_version_resource":"http://purl.org/coar/version/c_970fb48d4fbd8a85","subitem_version_type":"VoR"}]},"item_creator":{"attribute_name":"著者","attribute_type":"creator","attribute_value_mlt":[{"creatorNames":[{"creatorName":"内山, 千鶴子","creatorNameLang":"ja"}]},{"creatorNames":[{"creatorName":"UCHIYAMA, Chizuko","creatorNameLang":"en"}]}]},"item_files":{"attribute_name":"ファイル情報","attribute_type":"file","attribute_value_mlt":[{"accessrole":"open_access","date":[{"dateType":"Available","dateValue":"2024-04-30"}],"displaytype":"detail","filename":"MJHCS_17_101.pdf","filesize":[{"value":"5.3 MB"}],"format":"application/pdf","mimetype":"application/pdf","url":{"url":"https://mejiro.repo.nii.ac.jp/record/2000056/files/MJHCS_17_101.pdf"},"version_id":"b810fcdf-10f1-4f4d-bf15-a8eb177dd485"}]},"item_keyword":{"attribute_name":"キーワード","attribute_value_mlt":[{"subitem_subject":"算数障害","subitem_subject_language":"ja","subitem_subject_scheme":"Other"},{"subitem_subject":"視覚的イメージ","subitem_subject_language":"ja","subitem_subject_scheme":"Other"},{"subitem_subject":"subitizing","subitem_subject_language":"ja","subitem_subject_scheme":"Other"},{"subitem_subject":"具体物操作","subitem_subject_language":"ja","subitem_subject_scheme":"Other"},{"subitem_subject":"dyscalculia","subitem_subject_language":"en","subitem_subject_scheme":"Other"},{"subitem_subject":"visual image","subitem_subject_language":"en","subitem_subject_scheme":"Other"},{"subitem_subject":"subitizing","subitem_subject_language":"en","subitem_subject_scheme":"Other"},{"subitem_subject":"manipulation of concrete objects","subitem_subject_language":"en","subitem_subject_scheme":"Other"}]},"item_language":{"attribute_name":"言語","attribute_value_mlt":[{"subitem_language":"jpn"}]},"item_resource_type":{"attribute_name":"資源タイプ","attribute_value_mlt":[{"resourcetype":"departmental bulletin paper","resourceuri":"http://purl.org/coar/resource_type/c_6501"}]},"item_title":"数的イメージの形成が弱い算数障害の1例","item_titles":{"attribute_name":"タイトル","attribute_value_mlt":[{"subitem_title":"数的イメージの形成が弱い算数障害の1例","subitem_title_language":"ja"},{"subitem_title":"Dyscalculia with weak numerical image formations: A case report","subitem_title_language":"en"}]},"item_type_id":"10002","owner":"10","path":["1712294966589"],"pubdate":{"attribute_name":"公開日","attribute_value":"2024-04-16"},"publish_date":"2024-04-16","publish_status":"0","recid":"2000056","relation_version_is_last":true,"title":["数的イメージの形成が弱い算数障害の1例"],"weko_creator_id":"10","weko_shared_id":-1},"updated":"2024-05-07T00:16:06.102272+00:00"}