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Colour term knowledge in two-year-olds: evidence for early competence
M Shatz1, D Behrend, S A Gelman
1Department of Psychology, University of Michigan, Ann Arbor 48109-1109, USA.
Journal of Child Language
|February 1, 1996
Summary
Preschoolers possess significant color term knowledge, contrary to prior beliefs. Early and frequent exposure to color terms, potentially through schooling, enhances acquisition in young children.
Area of Science:
- Developmental Psychology
- Linguistic Development
- Early Childhood Education
Background:
- Traditional views suggest slow color term acquisition in children.
- Recent research indicates preschoolers may have greater color knowledge than expected.
Purpose of the Study:
- To investigate the color term knowledge of two-year-olds.
- To examine the impact of schooling on color term acquisition in early childhood.
Main Methods:
- Two studies were conducted with 49 two-year-old children.
- Study 2 included a longitudinal comparison of children with and without school experience.
Main Results:
- Both studies demonstrated substantial color term knowledge in young children.
- School-experienced children in Study 2 outperformed their peers, a difference not attributable to pre-existing factors.
Conclusions:
- Contemporary children exhibit advanced color term knowledge.
- Early and frequent exposure to color terms, possibly via schooling, likely contributes to improved acquisition compared to previous generations.