How do children construct the color lexicon? Restructuring the domain as a connected system

Noburo Saji, Michiko Asano, Midori Oishi, Mutsumi Imai

Research output: Chapter in Book/Report/Conference proceedingConference contribution

6 Citations (Scopus)

Abstract

The present study investigated how children learn the meanings of basic color words and are immersed into the language-specific system of the color lexicon. The study examined how children discover the boundaries of color names by having 3-, 4-, and 5-year-old children produce names for 93 color patches. We found that even 3-year-olds children can map color words to its typical referents. At the same time, they struggle to delineate the boundaries between neighboring color words. The results indicated that, in learning color words, children continuously restructure the entire semantic domain by discovering and adjusting the linguistic boundaries between the neighboring words.

Original languageEnglish
Title of host publicationProceedings of the 37th Annual Meeting of the Cognitive Science Society, CogSci 2015
EditorsDavid C. Noelle, Rick Dale, Anne Warlaumont, Jeff Yoshimi, Teenie Matlock, Carolyn D. Jennings, Paul P. Maglio
PublisherThe Cognitive Science Society
Pages2080-2085
Number of pages6
ISBN (Electronic)9780991196722
Publication statusPublished - 2015
Event37th Annual Meeting of the Cognitive Science Society: Mind, Technology, and Society, CogSci 2015 - Pasadena, United States
Duration: 2015 Jul 232015 Jul 25

Publication series

NameProceedings of the 37th Annual Meeting of the Cognitive Science Society, CogSci 2015

Conference

Conference37th Annual Meeting of the Cognitive Science Society: Mind, Technology, and Society, CogSci 2015
Country/TerritoryUnited States
CityPasadena
Period15/7/2315/7/25

Keywords

  • color word
  • lexical acquisition
  • reorganization process of word meaning

ASJC Scopus subject areas

  • Artificial Intelligence
  • Computer Science Applications
  • Human-Computer Interaction
  • Cognitive Neuroscience

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