Regular ArticleConceptualization of Perceptual Attributes: A Special Case for Color?☆
Section snippets
Supplementary Files
The supplementary material is a color version of Fig. 1. Schematic illustration of the stimuli display used in: (a) the recognition task; (b) the preferential-matching task; and (c) the attribute naming task. In (c), the attribute naming task, the stimulus pair was presented simultaneously to the left of the screen (as indicated by the dashed line) and remained on the screen as the target was presented to the right of the stimulus pair. The dashed line was not part of the stimulus display. In
References (50)
- et al.
Does chromatic sensitivity develop more slowly than luminance sensitivity?
Vision Research
(1993) - et al.
Acquiring word meanings via linguistic contrast
Cognitive Development
(1987) On the development of color naming in young children: Data and theory
Brain and Language
(1985)- et al.
The importance of shape in early lexical learning
Cognitive Development
(1988) Young children's use of color in classification: Foods and canonically colored objects
Cognitive Development
(1991)- et al.
Emergence of the ability to discriminate blue from gray at one month of age
Journal of Experimental Child Psychology
(1987) - et al.
Young children's initial and changed names form-color stimuli
Journal of Experimental Child Psychology
(1969) - et al.
Color and form preference in young children
Journal of Experimental Child Psychology
(1966) Spatial and temporal aspects of color vision
Vision Research
(1998)Children's acquisition of the number words and the counting system
Cognitive Psychology
(1992)
The acquisition of color terms
Journal of Child Language
The naming of primary colors by children
Child Development
Priorities in children's expectations about object label reference: Form over color
Child Development
A new method of child study
Science
The acquisition of the meaning of color terms: a study of lexical development
The naming of colors by children: The Binet test
Pedagogical Seminary
Color-naming and color-matching by preschool children as a function of visual field and sex
Perceptual and Motor Skills
The development of intelligence in the child
Color-name versus shape-name learning in young children
Journal of Child Language
Color vision and hue categorization in young human infants
Journal of Experimental Psychology: Human Perception and Performance
Why is colour naming difficult?
Journal of Child Language
The relative potency of color and form perception at various ages
Journal of Experimental Psychology
The child as a word learner
A note on the learning of color names
Journal of Child Language
Cited by (49)
Psychophysical scaling method for measurement of colors concept in children and adults
2021, Methods in PsychologyCitation Excerpt :Color is a visual dimension widely used to study basic aspects of cognitive functions as categorization, recognition, and concept formation. It is demonstrated that color concept is effortful to be learned by children based on the discrepancy in their ability to learn the names for everyday objects and the tardy, erratic nature by which they learn color terms (Pitchford and Mullen, 2001) and it is strongly dependent of the integrative conditions like maternal input, the individual color preferences, and perception (Pitchford and Mullen, 2005). The majority of the literature of the color concept studies, the color naming tasks, and color categorization tasks (Buchsbaum and Bloch, 2002; Cole et al., 2006; Rosch, 1973; Taft and Sivik, 1997; M. A. Webster and Kay, 2012; Zollinger, 1988), used color samples in objects or on monitor screens to evaluate color concepts.
Rethinking foundations of language from a multidisciplinary perspective
2018, Physics of Life ReviewsCitation Excerpt :However, the relativist hypothesis states that linguistic categorization results mainly from linguistic and socio-cultural factors [202–205] and forces like grouping perceptually-close stimuli has a loose effect on linguistic categorization [206,207]. Many approaches have been adopted to address this issue, such as psychological experimentation of color acquisition [208–212] and perception [213–216], neuroimaging studies of categorical perception of color stimuli [217–221], and agent-based simulations of color category development and spread [222–227]. These studies report contrasting results in support of either of the two hypotheses.
Psychophysics: A Practical Introduction
2016, Psychophysics: A Practical IntroductionInfrequent word classes in the speech of two- to seven-year-old children with cochlear implants and their normally hearing peers: A longitudinal study of adjective use
2013, International Journal of Pediatric OtorhinolaryngologyCitation Excerpt :Furthermore, even in typical language development adjectives were shown to be acquired relatively late because they are conceptually complex [32]. In order to understand what an adjective such as red means, children need to be able to attend selectively to one particular dimension such as colour [33] and to determine which of a whole range of attributes displayed by the object is meant [34]. Furthermore, adjectives are relatively infrequent compared to nouns and verbs.
Using a single feature to discriminate and form categories: The interaction between color, form and exemplar number
2012, Infant Behavior and DevelopmentCitation Excerpt :It has been argued that color is a difficult dimension for infants (Wilcox, 1999) and even toddlers (Sandhofer & Doumas, 2008) to use as a grouping feature and learn to associate with outcomes. While perceptual dominance of color has been shown until the early pre-school period (Pitchford & Mullen, 2001), the ability to use color as a defining feature of an object is problematic through this age range. This consistent finding has lead some to propose that infants have difficulty using color as a defining feature or invariant feature of an object (Leslie, Xu, Tremoulet, & Scholl, 1998; Wilcox, 1999); therefore, they have difficulty using it to group and discriminate objects.
Knowing color terms enhances recognition: Further evidence from English and Himba
2009, Journal of Experimental Child Psychology
- ☆
Supplementary material (a color version of Fig. 1) is available on IDEAL (http://www.idealibrary.com). This research was supported by Medical Research Council Project Grant MT-10819 to K.T.M. We are particularly grateful to the children, staff, and directors (Ellen Unkrig Staton and Carole Montpetit, respectively) at the Royal Victoria Hospital and Montreal General Hospital daycares that kindly participated in this research. We thank Dr. Tim Ledgeway for the computer programming, Rebecca Achtman for recording the task instructions, Paul Maloney for help with an early literature review, and three anonymous reviewers for providing very helpful comments on an earlier draft.
- f2
Address correspondence and reprint requests to Nikki Pitchford, McGill Vision Research, Department of Ophthalmology, 687 Pine Avenue West, Rm. H4-14, Montreal, H3A 1A1, Quebec, Canada. E-mail: [email protected].