Learning color words involves learning a system of mappings.

Abstract

This research examines the difficulty children encounter when acquiring 2 specific sets of adjectives, color and size words, and suggests that children must acquire a system of mapping in learning these words. Children were assessed on 4 types of mappings (word-word maps, property-property maps, word-property maps, and word-word-property maps) by completing 3 color tasks. Children also participated in comparable tasks for size words. In Study 1, 13 two-year-olds were followed longitudinally at 3-week intervals. In Study 2, 56 two-year-olds participated in a cross-sectional replication. The results indicate that children acquire color maps in a characteristic order. Children demonstrated a different pattern of acquisition for size words. The results suggest that learning word associations may promote color word acquisition and that learning color words may promote selective attention to color.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 122 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.