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

Noburo Saji; Michiko Asano; Midori Oishi; Mutsumi Imai

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 proceeding › Conference contribution

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 language	English
Title of host publication	Proceedings of the 37th Annual Meeting of the Cognitive Science Society, CogSci 2015
Editors	David C. Noelle, Rick Dale, Anne Warlaumont, Jeff Yoshimi, Teenie Matlock, Carolyn D. Jennings, Paul P. Maglio
Publisher	The Cognitive Science Society
Pages	2080-2085
Number of pages	6
ISBN (Electronic)	9780991196722
Publication status	Published - 2015
Externally published	Yes
Event	37th Annual Meeting of the Cognitive Science Society: Mind, Technology, and Society, CogSci 2015 - Pasadena, United States Duration: 2015 Jul 23 → 2015 Jul 25

Publication series

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

Conference

Conference	37th Annual Meeting of the Cognitive Science Society: Mind, Technology, and Society, CogSci 2015
Country/Territory	United States
City	Pasadena
Period	15/7/23 → 15/7/25

Keywords

color word
lexical acquisition
reorganization process of word meaning

ASJC Scopus subject areas

Artificial Intelligence
Computer Science Applications
Human-Computer Interaction
Cognitive Neuroscience

Cite this

Saji, N., Asano, M., Oishi, M., & Imai, M. (2015). How do children construct the color lexicon? Restructuring the domain as a connected system. In D. C. Noelle, R. Dale, A. Warlaumont, J. Yoshimi, T. Matlock, C. D. Jennings, & P. P. Maglio (Eds.), Proceedings of the 37th Annual Meeting of the Cognitive Science Society, CogSci 2015 (pp. 2080-2085). (Proceedings of the 37th Annual Meeting of the Cognitive Science Society, CogSci 2015). The Cognitive Science Society.

How do children construct the color lexicon? Restructuring the domain as a connected system. / Saji, Noburo; Asano, Michiko; Oishi, Midori et al.
Proceedings of the 37th Annual Meeting of the Cognitive Science Society, CogSci 2015. ed. / David C. Noelle; Rick Dale; Anne Warlaumont; Jeff Yoshimi; Teenie Matlock; Carolyn D. Jennings; Paul P. Maglio. The Cognitive Science Society, 2015. p. 2080-2085 (Proceedings of the 37th Annual Meeting of the Cognitive Science Society, CogSci 2015).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

Saji, N, Asano, M, Oishi, M & Imai, M 2015, How do children construct the color lexicon? Restructuring the domain as a connected system. in DC Noelle, R Dale, A Warlaumont, J Yoshimi, T Matlock, CD Jennings & PP Maglio (eds), Proceedings of the 37th Annual Meeting of the Cognitive Science Society, CogSci 2015. Proceedings of the 37th Annual Meeting of the Cognitive Science Society, CogSci 2015, The Cognitive Science Society, pp. 2080-2085, 37th Annual Meeting of the Cognitive Science Society: Mind, Technology, and Society, CogSci 2015, Pasadena, United States, 15/7/23.

Saji N, Asano M, Oishi M, Imai M. How do children construct the color lexicon? Restructuring the domain as a connected system. In Noelle DC, Dale R, Warlaumont A, Yoshimi J, Matlock T, Jennings CD, Maglio PP, editors, Proceedings of the 37th Annual Meeting of the Cognitive Science Society, CogSci 2015. The Cognitive Science Society. 2015. p. 2080-2085. (Proceedings of the 37th Annual Meeting of the Cognitive Science Society, CogSci 2015).

Saji, Noburo ; Asano, Michiko ; Oishi, Midori et al. / How do children construct the color lexicon? Restructuring the domain as a connected system. Proceedings of the 37th Annual Meeting of the Cognitive Science Society, CogSci 2015. editor / David C. Noelle ; Rick Dale ; Anne Warlaumont ; Jeff Yoshimi ; Teenie Matlock ; Carolyn D. Jennings ; Paul P. Maglio. The Cognitive Science Society, 2015. pp. 2080-2085 (Proceedings of the 37th Annual Meeting of the Cognitive Science Society, CogSci 2015).

@inproceedings{ac4285b448344b3f8492b948bd499752,

title = "How do children construct the color lexicon?: Restructuring the domain as a connected system",

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.",

keywords = "color word, lexical acquisition, reorganization process of word meaning",

author = "Noburo Saji and Michiko Asano and Midori Oishi and Mutsumi Imai",

note = "Funding Information: This research was supported by MEXT KAKENHI to Imai (Grant-in-Aid for Scientific Research on Innovative Areas #23120003) and Saji (Grant-in-Aid for Young Scientists (B) #26870573) Publisher Copyright: {\textcopyright} Cognitive Science Society, CogSci 2015.All rights reserved.; 37th Annual Meeting of the Cognitive Science Society: Mind, Technology, and Society, CogSci 2015 ; Conference date: 23-07-2015 Through 25-07-2015",

year = "2015",

language = "English",

series = "Proceedings of the 37th Annual Meeting of the Cognitive Science Society, CogSci 2015",

publisher = "The Cognitive Science Society",

pages = "2080--2085",

editor = "Noelle, {David C.} and Rick Dale and Anne Warlaumont and Jeff Yoshimi and Teenie Matlock and Jennings, {Carolyn D.} and Maglio, {Paul P.}",

booktitle = "Proceedings of the 37th Annual Meeting of the Cognitive Science Society, CogSci 2015",

}

TY - GEN

T1 - How do children construct the color lexicon?

T2 - 37th Annual Meeting of the Cognitive Science Society: Mind, Technology, and Society, CogSci 2015

AU - Saji, Noburo

AU - Asano, Michiko

AU - Oishi, Midori

AU - Imai, Mutsumi

N1 - Funding Information: This research was supported by MEXT KAKENHI to Imai (Grant-in-Aid for Scientific Research on Innovative Areas #23120003) and Saji (Grant-in-Aid for Young Scientists (B) #26870573) Publisher Copyright: © Cognitive Science Society, CogSci 2015.All rights reserved.

PY - 2015

Y1 - 2015

N2 - 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.

AB - 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.

KW - color word

KW - lexical acquisition

KW - reorganization process of word meaning

UR - http://www.scopus.com/inward/record.url?scp=85029673533&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85029673533&partnerID=8YFLogxK

M3 - Conference contribution

AN - SCOPUS:85029673533

T3 - Proceedings of the 37th Annual Meeting of the Cognitive Science Society, CogSci 2015

SP - 2080

EP - 2085

BT - Proceedings of the 37th Annual Meeting of the Cognitive Science Society, CogSci 2015

A2 - Noelle, David C.

A2 - Dale, Rick

A2 - Warlaumont, Anne

A2 - Yoshimi, Jeff

A2 - Matlock, Teenie

A2 - Jennings, Carolyn D.

A2 - Maglio, Paul P.

PB - The Cognitive Science Society

Y2 - 23 July 2015 through 25 July 2015

ER -