ISSN 0439-755X
CN 11-1911/B

心理学报 ›› 2008, Vol. 40 ›› Issue (04): 389-401.

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  1. 华南师范大学心理学系,广州 510631
  • 收稿日期:2007-04-19 修回日期:1900-01-01 出版日期:2008-04-30 发布日期:2008-04-30
  • 通讯作者: 张积家

Color Concepts and Their Organization in the Case of Blind Children

ZHANG Ji-Jia;DANG Yu-Xiao;ZHANG Yu-Zhi;WANG Hui-Ping;LUO Guan-Hai   

  1. Department of Psychology, South China Normal University, Guangzhou 510631, China
  • Received:2007-04-19 Revised:1900-01-01 Online:2008-04-30 Published:2008-04-30
  • Contact: Zhang Jijia

摘要: 以黑、白、红、橙、黄、绿、蓝、紫、棕、灰、粉红11种基本颜色词为材料,运用颜色概念测试和颜色词分类的方法,研究了盲童的颜色概念及其组织。被试是85名盲校学生。结果表明:(1)盲童的颜色概念测试通过的顺序和明眼儿童的颜色命名的顺序既相似,又存在着差异;(2)盲童的基本颜色词的语义空间中有两个维度:①“彩色/非彩色”;②“实物色/背景色”。(3)盲童的颜色概念组织具有主题关联和slot-filler联系的性质,即根据自身的知识和经验,强调事物的功能、语境以及事件之间的联系

关键词: 盲童, 颜色概念, 颜色认知

Abstract: The relation between color cognition and color terms is a popular issue in the domain of language cognition. Until now, three theories have emerged: (1) the general evaluation theory of color terms, which asserts that color terms and color cognition are independent; (2) the hypothesis of linguistic reality, which declares that color terms affect color cognition; and (3) a compromised view, which integrates the previous two views. Almost all earlier studies have been conducted on sighted subjects. The dearth of studies on blind people could possibly be explained by people’s belief that the blind cannot see colors.
Using the methods of testing of color concepts and classification of color words, this study investigated the understanding and organization of the color words of blind children. The materials were 11 basic Chinese color terms: black, white, red, orange, yellow, green, blue, purple, palm, grey, and pink. The color terms were printed on cards, using Braille. The subjects were 85 blind children, out of which 63 were born blind and 22 were turned blind after birth. Further, 55 of the subjects were primary school pupils, and 30 were middle school pupils. The experiment involved two stages: In the first stage, the subjects were asked to name colors by touching the cards on which the Braille color words were printed and to provide some examples with regard to that color from their daily life; in the second stage, they were asked to sort the color cards into groups according to their own standards.
The results were as follows. First, the order of the color concepts that the blind children got through in the test were similar to the order of the color naming by the sighted children; however there also existed differences. Second, in the semantic spaces of the color words, both the blind and sighted children manifested “colorness/colorlessness” dimensions; while the sighted children manifested the “cold color/warm color” dimension, the blind children manifested the “things’ color/setting color” dimension. Third, the organization of the blind children’s color concepts was characterized by thematic associations and slot-filler associations, these kinds of relations being based on the individuals’ knowledge and experience, thereby emphasizing the functions of things, contexts, and the relations of events.
The findings of the study were as follows: (1) there were similarities as well as differences between the order of the color concepts that the blind children got through in the test and the order of the color naming by the sighted children, and (2) the blind children manifested the “colorness/colorlessness” and “things’ color/setting color” dimensions in their semantic space of color words, and the organization of the color concepts of blind children was characterized by thematic associations and slot-filler associations

Key words: blind children, color concept, color cognition