THE COLOR COGNITION OF CHILDREN
THE COLOR COGNITION OF CHILDREN
复制标题
DOI：
10.1016/0010-0277(93)90027-s
复制
发表时间：
1993-08-01
期刊：
影响因子：
3.4
通讯作者：
MITCHELL, P
中科院分区：
文献类型：
--
作者：
DAVIDOFF, J;MITCHELL, P
众所周知，幼儿在受到颜色刺激时很难说出合适的颜色名称，即使他们可能在将一种颜色刺激与另一种颜色刺激进行有效匹配并拥有良好的颜色词汇的情况下也是如此。目前的研究表明，在处理有色刺激时，还有进一步但明显的损害。三到四岁的孩子被要求区分合适的颜色选项和不合适的颜色选项。尽管与不合适的颜色相比，孩子们更喜欢合适的颜色，但孩子们发现这项任务非常困难。相反，当两种选择被口头呈现时，他们更容易成功完成任务，而不是通过两张图片。我们在一个理论框架内讨论了这些结果，该框架将物体颜色知识的获取与颜色命名区分开来。该模型在对象匹配所需的心理模板内进行划分。具体地说，颜色细节与形状细节在功能上是分开的，并且似乎以不止一个代码来表示。
It is well known that young children have great difficulty in stating the appropriate colour name when presented with a colour stimulus, even though they may be effective at matching one colour stimulus with another and possess a good vocabulary of colour terms. The present studies demonstrate a further, but distinct, impairment in dealing with coloured stimuli. Three- to four-year-old children were given the task of distinguishing an appropriately coloured option from one with an inappropriate colour. Despite displaying a preference for the appropriate colour over the inappropriate one, children found the task very difficult. In contrast, they succeeded on the task more frequently when the alternatives were presented verbally, rather than in terms of two pictures. We discuss the results within a theoretical framework which distinguishes the access to object-colour knowledge from colour naming. The model makes divisions within the mental templates required for object matching. In particular, colour detail is functionally separated from shape detail and appears to be represented in more than one code.