This article questions how two very similar sets of experiments can yield such very different findings, and comments on the differences between the studies. Here Annamarie Kerkhoff presents a commentary on some perceived differences between the studies in areas such as age groups and group sizes evaluated. Kerkhoff also comments on some…

The study reported here examined the use of color terms by 36 male and female students in kindergarten through fifth grade in a suburban New York City school. The children were asked to label colors using the fanciest color term they could. The only significant difference found was between younger females and older females, tentatively indicating…

Reports two studies which investigated the acquisition of color terms by preschool children. The first was designed to clarify the role of certain conceptual factors in the acquisition of color terms. The second explored how input may interact with these conceptual factors and help to guide the acquisition of color words. (SED)

Two experiments examined infants' reliance on object shape versus color for word generalization to animate and inanimate objects. Infants were taught labels for either novel vehicles or novel animals using preferential-looking procedure or an interactive procedure. Results of both experiments indicated that infants limited their word…

A study investigated whether children expect color similarity to be less important than form similarity in object label extensions. Twenty 2-year-olds and 20 3-year-olds were asked to sort objects similar in either color or form in two different situations: (1) the "No Label" condition where children were asked to help the puppet put objects that…

Papers on child language development include: "Sentence Frame Effects on Children's Category Judgments" (Alison K. Adams); "Color Similarity in Children's Classifications and Extension of Object Labels" (Dare Baldwin); "Situational Properties of Early Verb Meaning" (Pol Cuvelier); "Similarity, Specificity, and…