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Colour term knowledge in two-year-olds: evidence for early competence*

Published online by Cambridge University Press:  26 September 2008

Marilyn Shatz ,
Douglas Behrend ,
Susan A. Gelman  and
Karen S. Ebeling
Marilyn Shatz*
Affiliation:
University of Michigan
Douglas Behrend
Affiliation:
University of Arkansas
Susan A. Gelman
Affiliation:
University of Michigan
Karen S. Ebeling
Affiliation:
Marygrove College
*
Department of Psychology, 525 E, University Avenue, Ann Arbor, MI 48109-1109, USA.
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Abstract

It is commonly believed that colour terms are acquired unusually slowly. However, several recent studies suggest that preschoolers have more colour term knowledge than previously believed. In two studies, we investigated the colour term knowledge of 49 two-year-olds and the influence of schooling on their colour term acquisition. Both studies revealed considerable knowledge in such young children. A longitudinal comparison of children with and without school experience in Study 2 indicated that the higher performance of the school group could not be accounted for by differences predating that group's experience. In reviewing the evidence from the children's performance, we conclude that contemporary children's early and frequent experience with colour terms may account for this cohort's improved performance over previous generations of children.

Information

Type
Articles
Information
Journal of Child Language , Volume 23 , Issue 1 , February 1996 , pp. 177 - 199
Copyright
Copyright © Cambridge University Press 1996

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Footnotes

[*]

While this research was conducted, D. Behrend was supported in part by training grant HD07109 from NICHD. The research was also supported in part by NICHD grant HD23378 and NSF grant BNS9100348 to S. Gelman. We gratefully acknowledge all of the children and parents who participated in this research, and the staff of the University of Michigan's Children's Center.

References

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