Color Perception Essay
Looking at the results, my temporal conclusions are as follow: Childen of 6 years old can’t really differenciate between some similar colors if there is not a real difference. Children from 7 years and above can differenciate between similar colors and describe them more (By using the adjectives “Light” and “Dark”). Children from 9 years start relating colors not only with adjectives like “Light” or “Dark” for different shades, but also start relating them with objects in their surroundings but not nessesarily at that moment. Also create compuond words by joining the 2 “visible” colors.
Limon, Quemado, Vino, Pasto, Arbol, Lila. Verde-Azul or Azul-Verde Adolescents and Adults use the same kind of vocabulary and adjectives to describe things. They also relate the colors with sometimes less common objects, but they tend to be more specific about them: Less common: Perry (cartoon), Italian (Coffee shop), Barbie (Toys). More common: Pasto, Tulipan, Arbol, Pino, Hoja, Lavanda, Lila (Plants), Salmon, Canario (Animals), Lima, Limon (Fruits), Cielo (Nature), Mostaza, Vino (Food). Abstract adjectives: Claro, Fuerte, Opaco, Fosforescente, Prendido, Pastel, Sucio, Quemado.
More specific:, Aqua, Turquesa, Dorado, Mexicano, Guinda, Ladrillo, Beige, Piel. Compound words: Rojo-Rosado, Azul-Verde, Azul-Gris. What I can see is that children don’t necesarily invent more words for color description, but they use more objects in their surrounding, objects with which they are more in contact in their daily life. On the contrary, adults do kind of invent more names fror the colors, but they do not base only on what they see everyday, they use more their imagination to try to be as specific as they can be to describe each color.
Adults and adolescents tend to use more objects from their whole life and even some terms that they might have heard only but not really seen (E. g. Palo de rosa to describe the “Crimson” color, and this I know it because S11 is my mom and her exact words were “A ese yo le pondria Palo de rosa, porque para mi ese es el color Palo de rosa pero no se”). So, as for the “Regular principles” (Clark) mentioned above: For Simplicity, I could see it with the children because they also use the common terms of “Light” and “Dark” (except with S1 who couldn’t distinguish much between the similar colors provided).
For Semantic transparency, adjectives sucha as “Beige Refrigerador de Maru” and “Morado Cobija” enter this category, because this is the category of innovation, that means, using object different that those everyone uses to describe the colors. And for Productivity, maybe just the part of generalizing the colors with S1 and S2. But then, what if children over 6 can’t perceive those diferences or perceive them differently? Well, watching a video on YouTube with the name ‘BBC Horizon: Do you see what I see? “The Himba tribe”’ I found some interesting facts.
First of all, color vision is not something that we are magicaly born with, it develops after the first 3 months of life (BBC Horizon). In the program, Dr. Anna Franklin (University of Surrey) says that “potentially, language could actually structure how the brain is structuring the visual world”. Her research aims to establish how colour perception and cognition develops. To investigate this, she combined developmental research methods (e. g. , infant testing) with colour science, eye-tracking, psychophysics, etc.
In the video she says that with her experiment she has found that “Color categories appear to be present in infants even before they have learned the words for colors, so somehow infants also divide the spectrum of colors into categories even they don’t have language to tell them how to do that. ” By tracking the eye-movemens of the infants, she is able to tell that is the right side of the brain which is procesing the color categories (BBC). Here is an interview done by the “National Public Radio” to Dr. Anna Franklin: “Dr. FRANKLIN: There’s lots of different processes going on when you discriminate color.
And what we’re interested in is your categorical response to color, and this is where you’re better at telling the difference between two colors, if they belong to a different color category such as a blue and a green, than if they belong to the same color category such as two greens. In adults, this effect, where you’re most sensitive to different category color differences, that is done by the left side of your brain. Now, the left side of your brain is where most language functions are. And one argument is that, because language is on that side of the brain predominantly, that it reinforces the distinction between the two colors.
SEABROOK: OK. So what’s happening in a toddler’s brain? The child who hasn’t learned the name of colors yet. Dr. FRANKLIN: OK. So, we’ve tested toddlers who are learning the words for color, and what we found was that for the toddlers who don’t know the words, then their category effect was stronger in the right side of the brain. And once they learn the words for blue and green, it switches over to the left side of the brain. So in a nut shell, learning the word for a color changes the way in which your brain processes that color.
I just find that so fascinating because it means, right, that learning a language changes your brain and not the other way around. This findings suggests that learning language or learning color terms could change the way in which your brain categorizes the visual world (Dr. Anna Franklin, BBC). But to see if this last part is real, the BBC went to a place where their language categorizes colors in a very different way, Northern Namibia, the Himba tribe. Serge Caparos was the researcher sent to investigate if color perseption is based on the language.
University/College: University of California
Type of paper: Thesis/Dissertation Chapter
Date: 3 June 2017
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