The color identification puzzle: A proposed solution and its implications
Item
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Title
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The color identification puzzle: A proposed solution and its implications
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Identifier
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d_2009_2013:8511531923e8:10668
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identifier
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10779
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Creator
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Salon, Joel,
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Contributor
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Katherine Nelson
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Date
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2010
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Language
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English
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Publisher
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City University of New York.
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Subject
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Cognitive psychology | Developmental psychology | Cognition | Color naming | Learning | Prediction learning | Statistical learning | Word learning
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Abstract
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That children have difficulty learning to correctly identify the color of objects is well established. The question is why. This research is based on the hypothesis that the brain monitors the environment to identify cues that will reliably enable it to predict what will happen next and that the primary learning process used by the brain is to compare its prediction of what is going to happen next in the world to what, in fact, actually happens next. As a result, aspects of a child's environment that do not reliably enable a child to predict what is going to happen next or otherwise do not assist the child to understand his environment or participate in activities with others are not attended to by the brain. It is argued that color is just such an "ignorable" aspect of the environment of most children. To test these hypotheses, 27 pre-school children who were unable to consistently correctly identify the color of blue, red and yellow objects were divided into two groups. The experimental group was taught using a training methodology designed to engage the hypothesized prediction process. The control group was taught using a training methodology that did not engage the prediction process. The results demonstrated that the experimental training methodology was more effective in teaching children to correctly identify the color of objects than was the control training methodology.
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Type
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dissertation
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Source
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2009_2013.csv
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degree
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Ph.D.
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Program
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Psychology
