The acquisition of colour terms

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Abstract
The acquisition of colour terms in pre-school-aged children was investigated in two studies. The first study explored the role of conceptual factors in 2-, 3- and 4-year-old children's performance on two tasks. Comprehension and production of basic colour words were tested using stimuli that varied in focality. The results confirmed earlier research demonstrating the important and early influence of focality on children's colour concepts and developing colour lexicon. However, only moderate support was obtained for the order-of-acquisition hypothesis proposed by Berlin & Kay (1969). Quite large discrepancies between comprehension and production were found in this study, with no clear relationship between these two performances. In the second study the role of maternal input on children's learning of colour words was investigated, using the spontaneous speech transcripts from Adam, Eve and Sarah. Significant correlations between mothers' and children's uses of specific colour words were found across all three subjects. The findings from both studies confirm that both conceptual and environmental factors are important in shaping the child's developing colour concepts and colour lexicon, particularly for mapping out the boundaries of the basic colour spaces, which are culturally, rather than innately, determined.