The Role of Culture and Language in the Development of Color Categorization

Franklin, Anna

doi:10.1002/9781119301981.ch2

Cited by 2 publications

(2 citation statements)

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“…Overall, then, 7‐year‐olds classified by referent type independently of language group membership, whereas 9‐year‐olds showed differential sensitivity to referent type along adult lines, suggesting that language categories become important for cognition in a new way during middle childhood, perhaps because language categories themselves consolidate at this age (Lucy, ). However, some language‐specific effects on cognition have been detected as early as age 3, although the finding remains controversial (Franklin, in press).…”

Section: Transformational Periodmentioning

confidence: 99%

Recent Advances in the Study of Linguistic Relativity in Historical Context: A Critical Assessment

Lucy

2016

Language Learning

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This article outlines the history of empirical research on linguistic relativity, surveys current research, and appraises critically the trends of the past decade, highlighting conceptual and methodological issues. Initial research arose in anthropology from an interest in the significance of language differences for thought, but was soon followed by work in psychology targeting the assessment of language and thought connections. During a subsequent period, efforts were made to synthesize these approaches, yielding two dominant lines of research, one structure‐ and one domain‐centered, both shaped by new input from those studying language acquisition. The contemporary period is marked by an expanded focus on varieties of linguistic input (e.g., deaf and multilingual speakers) and by greater effort to understand the conditions and mechanisms shaping cognitive effects. Overall, research continues to be marked by a tension between the requirements for adequate linguistic analysis and the requirements for effective cognitive assessment.

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Section: Transformational Periodmentioning

confidence: 99%

Recent Advances in the Study of Linguistic Relativity in Historical Context: A Critical Assessment

Lucy

2016

Language Learning

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“…Despite assuming the relevance of the linguistic-cultural factors, and even assuming that they partially explain the differences in BCTs between languages (e.g., in their number), the universal evolution model (UE, Berlin and Kay, 1969 ; Kay and Maffi, 1999 ; Kay et al, 2009 ; Lindsey and Brown, 2014 ; Skelton et al, 2017 ) proposes that some universal factors are the main determinants of the key similarities found between very different languages (see Franklin, 2016 , Figures 2.3 and 2.4). Among these universal factors are the physical regularities of the chromatic stimuli ( Philipona and O’Regan, 2006 ) and/or the special characteristics of the opponent non-composite (unique) sensations (white vs. black, red vs. green, yellow vs. blue, see Forder et al, 2017 ; Lillo et al, 2018 ).…”

Section: Discussionmentioning

confidence: 99%

“Red-Green” or “Brown-Green” Dichromats? The Accuracy of Dichromat Basic Color Terms Metacognition Supports Denomination Change

2021

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Two experiments compared “Red-Green” (R-G) dichromats’ empirical and metacognized capacities to discriminate basic color categories (BCCs) and to use the corresponding basic color terms (BCTs). A first experiment used a 102-related-colors set for a pointing task to identify all the stimuli that could be named with each BCT by each R-G dichromat type (8 protanopes and 9 deuteranopes). In a second experiment, a group of R-G dichromats (15 protanopes and 16 deuteranopes) estimated their difficulty discriminating BCCs-BCTs in a verbal task. The strong coincidences between the results derived from the pointing and the verbal tasks indicated that R-G dichromats have very accurate metacognition about their capacities (they only had considerable difficulty discriminating 13 out of the total of 55 possible BCT pairs) and limitations (Brown-Green and Blue-Purple pairs were rated especially difficult to differentiate) in the use of BCTs. Multidimensional scaling (MDS) solutions derived from both tasks were very similar: BCTs in R-G dichromats were properly represented in 2D MDS solutions that clearly show one chromatic dimension and one achromatic dimension. Important concordances were found between protanopes and deuteranopes. None of these dichromats showed substantial difficulty discriminating the Red-Green pair. So, to name them “R-G” dichromats is misleading considering their empirical capacities and their metacognition. Further reasons to propose the use of the alternative denomination “Brown-Green” dichromats are also discussed. We found some relevant differences between the “Brown-Green” dichromats’ empirical and self-reported difficulties using BCTs. Their metacognition can be considered a “caricature” of their practical difficulties. This caricature omits some difficulties including their problems differentiating “white” and “black” from other BCTs, while they overestimate their limitations in differentiating the most difficult pairs (Brown-Green and Blue-Purple). Individual differences scaling (INDSCAL) analyses indicated that the metacognition regarding the use of BCTs in “Brown-Green” dichromats, especially deuteranopes, is driven slightly more by the chromatic dimension and driven slightly less by the achromatic dimension, than their practical use of BCTs. We discuss the relevance of our results in the framework of the debate between the linguistic relativity hypothesis (LRH) and the universal evolution (UE) theories.

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The Role of Culture and Language in the Development of Color Categorization

Cited by 2 publications

References 100 publications

Recent Advances in the Study of Linguistic Relativity in Historical Context: A Critical Assessment

Recent Advances in the Study of Linguistic Relativity in Historical Context: A Critical Assessment

“Red-Green” or “Brown-Green” Dichromats? The Accuracy of Dichromat Basic Color Terms Metacognition Supports Denomination Change

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