Taking the task seriously: Reflections on measures of color acquisition

Sandhofer, Catherine M.; Thom, Emily E.

doi:10.1016/j.jecp.2006.03.003

Cited by 6 publications

(3 citation statements)

References 13 publications

(12 reference statements)

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“…However, Machery ignores countless examples of developmental research demonstrating great variability in the knowledge that is brought to bear in a particular task (e.g., Plumert 2008;Samuelson et al 2009;Sandhofer & Doumas 2008;Siegler 1994;Smith et al 1999;Thelen & Smith 1994;van Geert & van Dijk 2002;Vlach et al 2008). This literature has demonstrated that performance on tasks is flexible (e.g., Sloutsky & Fisher 2008), context dependent (e.g., Samuelson & Smith 1998), and altered by seemingly minor changes in the conditions of the task (e.g., Sandhofer & Doumas 2008;Sandhofer & Thom 2006;Vlach et al 2008). For example, altering the timing of exemplar presentation by a matter of seconds can lead to marked differences in children's performance on a generalization task (e.g., Vlach et al 2008).…”

Section: James Virtel and Gualtiero Piccininimentioning

confidence: 99%

Concepts are a functional kind

Lalumera¹

2010

Behav Brain Sci

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Section: James Virtel and Gualtiero Piccininimentioning

confidence: 99%

Concepts are a functional kind

Lalumera¹

2010

Behav Brain Sci

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“…Color-word learning poses a challenging situation for children (7,8). Colors belong to a class of adjectives called dimensional adjectives that refer to perceptual properties of individual objects (5).…”

Section: Introductionmentioning

confidence: 99%

Comparing Color Words Comprehension in 36-71 Months Normal Preschool Persian Speaking Children

Hassanpour

Jalilevand

Masumi

et al. 2015

Middle East J Rehabil Health

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Background: Word comprehension starts between 5-9 months after birth and before babies can produce any single word. Although in most domains of word learning, comprehension starts before production, for some categories such as color words, this order can be reversed. Children start producing color words without having any adult-like comprehension of these words. Objectives: The aims of the present study were to investigate the ability of Persian-speaking children to comprehend Berlin and Kay's 11 basic color words plus 5 color terms that are frequent in Persian, to compare girls' to boys' scores, and to determine the easiest and most difficult color words to comprehend for children. Patients and Methods: In this cross-sectional descriptive-analytic study, 36-71 month-old Persian-speaking children (N = 81, 43 girls and 38 boys), divided into 3 age groups with a one-year interval, were selected from 7 kindergartens by convenience sampling method. The colorword comprehension subtest of the picture receptive vocabulary test for Persian children was used. The data was statistically analyzed with a Kruskal-Wallis test, Mann-Whitney U-test, and Spearman rank-order correlation using SPSS software. Results: There was a significant difference between age groups to comprehend primary colors (P = 0.001), early-secondary colors (P = 0.002), and 5 common color words (P = 0.002). Girls' scores were significantly higher than boys' scores (P = 0.028). The correlation between age and color-word comprehension was positive (r = 0.423). Conclusions: The findings of this study indicate that older children are more proficient in comprehension of color words compared to younger children, and girls are more proficient than boys. The two easiest and two most difficult color words for children to comprehend within the 3 age groups were "black" and "red" and "phosphoric-green" and "turquoise-blue," respectively. There was a positive relation between age and color-word comprehension.

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“…However, Machery ignores countless examples of developmental research demonstrating great variability in the knowledge that is brought to bear in a particular task (e.g., Plumert 2008; Samuelson et al 2009; Sandhofer & Doumas 2008; Siegler 1994; Smith et al 1999; Thelen & Smith 1994; van Geert & van Dijk 2002; Vlach et al 2008). This literature has demonstrated that performance on tasks is flexible (e.g., Sloutsky & Fisher 2008), context dependent (e.g., Samuelson & Smith 1998), and altered by seemingly minor changes in the conditions of the task (e.g., Sandhofer & Doumas 2008; Sandhofer & Thom 2006; Vlach et al 2008). For example, altering the timing of exemplar presentation by a matter of seconds can lead to marked differences in children's performance on a generalization task (e.g., Vlach et al 2008).…”

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confidence: 99%

Doing with development: Moving toward a complete theory of concepts

et al. 2010

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Machery proposes that the construct of "concept" detracts from research progress. However, ignoring development also detracts from research progress. Developmental research has advanced our understanding of how concepts are acquired and thus is essential to a complete theory. We propose a framework that both accounts for development and holds great promise as a new direction for thinking about concepts.

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Taking the task seriously: Reflections on measures of color acquisition

Cited by 6 publications

References 13 publications

Concepts are a functional kind

Concepts are a functional kind

Comparing Color Words Comprehension in 36-71 Months Normal Preschool Persian Speaking Children

Doing with development: Moving toward a complete theory of concepts

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