Franklin Anna
Department of Psychology, University of Surrey, Guildford, Surrey GU2 5XH, UK.
J Exp Child Psychol. 2006 Aug;94(4):322-7. doi: 10.1016/j.jecp.2006.02.003. Epub 2006 Apr 4.
Kowalski and Zimiles (2006) and O'Hanlon and Roberson (2006) address an age-old question: Why do children find it difficult to learn color terms? Here these articles are reflected on, providing a focused examination of the issues central to this question. First, the criteria by which children are said to find color naming difficult are considered. Although the age of color term acquisition is decreasing, and color naming might not be more difficult than other abstract attributes, several stages of difficulty are identified. Second, it is argued that there are potentially multiple constraints (e.g., conceptual, attentional, and linguistic) for these multiple stages of difficulty with color term acquisition. Third, it is argued that the validity and reliability of techniques for identifying constraints need to be considered and that converging evidence for the constraints should be provided. Finally, a series of new questions that need to be asked to provide a well-rounded explanation of the difficulties children face when learning color terms is outlined.
科瓦尔斯基和齐米莱斯（2006年）以及奥汉隆和罗伯逊（2006年）探讨了一个由来已久的问题：为什么儿童觉得学习颜色术语很困难？这里对这些文章进行了反思，重点审视了这个问题的核心要点。首先，思考了认定儿童觉得颜色命名困难的标准。尽管颜色术语习得的年龄在降低，而且颜色命名可能并不比其他抽象属性更难，但还是确定了几个困难阶段。其次，有人认为，在颜色术语习得的这些多个困难阶段，可能存在多种限制因素（如概念、注意力和语言方面的因素）。第三，有人认为，需要考虑识别限制因素的技术的有效性和可靠性，并且应该提供这些限制因素的趋同证据。最后，概述了一系列新问题，这些问题需要被提出，以便全面解释儿童在学习颜色术语时所面临的困难。
