Knowing color terms enhances recognition: Further evidence from English and Himba

Tools

Goldstein, Julie; Davidoff, Jules B. and Roberson, Debi. 2009. Knowing color terms enhances recognition: Further evidence from English and Himba. Journal of Experimental Child Psychology, 102(2), pp. 219-238. ISSN 00220965 [Article]

Preview

Text
davidoff-goldstein-color-terms.pdf
Download (358kB) | Preview

Official URL: http://dx.doi.org/10.1016/j.jecp.2008.06.002

Abstract or Description

Two experiments attempted to reconcile discrepant recent findings relating to children’s color naming and categorization. In a replication of Franklin and colleagues (Journal of Experimental Child Psychology, 90 (2005) 114–141), Experiment 1 tested English toddlers’ naming and memory for blue–green and blue–purple colors. It also found advantages for between-category presentations that could be interpreted as support for universal color categories. However, a different definition of knowing color terms led to quite different conclusions in line with the Whorfian view of Roberson and colleagues (Journal of Experimental Psychology: General, 133 (2004) 554–571). Categorical perception in recognition memory was now found only for children with a fuller understanding of the relevant terms. It was concluded that color naming can both underestimate and overestimate toddlers’ knowledge of color terms. Experiment 2 replicated the between-category recognition superiority found in Himba children by Franklin and colleagues for the blue–purple range. But Himba children, whose language does not have separate terms for green and blue, did not show a cross-category advantage for that set; rather, they behaved like English children who did not know their color terms.

Item Type:

Article

Identification Number (DOI):

https://doi.org/10.1016/j.jecp.2008.06.002

Additional Information:

Visit Related URL for full text.

Related URLs: