This research investigates the influence of color-filtered lighting in relation to biophilic design, specifically within the preschool learning environment where design elements impact early childhood development. Among various architectural design components, research underscores the pivotal role of lighting in affecting children's pleasantness…

In this study, the conceptual associations of colors in preschool children were examined with an interdisciplinary perspective. Designed as a preliminary review, this study provides insights and suggestions about how conceptual associations of colors can be used for developing products and services for kids and improving the effectiveness of…

Recent evidence suggests that 3-year-olds can take other people's visual perspectives not only when they perceive different things (Level 1) but even when they see the same thing differently (Level 2). One hypothesis is that 3-year-olds are good perspective takers but cannot confront different perspectives on the same object (Perner, Stummer,…

Previous research has illustrated the unique benefits of three-dimensional (3-D) Virtual Reality (VR) technology in Autism Spectrum Disorder (ASD) children. This study examined the use of 3-D VR technology as an assessment tool in ASD children, and further compared its use to two-dimensional (2-D) tasks. Additionally, we aimed to examine…

We investigated whether preschool children with specific language impairment (SLI) exhibit the shape bias in word learning: the bias to generalize based on shape rather than size, color, or texture in an object naming context ("This is a wek; find another wek") but not in a non-naming similarity classification context ("See this?…

Purpose: Communication about feelings is a core element of human interaction. Aided augmentative and alternative communication systems must therefore include symbols representing these concepts. The symbols must be readily distinguishable in order for users to communicate effectively. However, emotions are represented within most systems by…

The use of a finger tracing test in clinic settings appears to offer only a modest indication of accuracy in determining the color vision of the preschooler. (CJ)

Three experiments using 3- and 4-year-olds as subjects tested the hypothesis that focal colors are more salient than nonfocal colors for young children and are the areas to which color names initially become attached. (NH)

Tested 160 children on a Stroop-like day-night test that involved 2 rules. Also tested for whether remembering two rules alone was sufficient to cause difficulty. Concludes that the requirement to learn and remember two rules is not in itself sufficient to account for the poor performance of younger children (under five) in the experiment. (DR)

Describes two studies that demonstrate young children's perception of color materials differs from that of adults in two ways: (1) the stimulus dimensions of hue, chroma, and value appear to result in somewhat more separable perception for young children than for adults, and (2) the perceived similarities the color materials are not the same for…

Tests of dimensional dominance with planometric stimuli in either the visual or haptic modality were given to 108 children, 36 from each of the grade levels preschool, kindergarten, and first. Visual dimensions were form and color; haptic dimensions were form and texture. Following initial dominance assessment, one-third of the subjects were…

Investigates the color term knowledge of two-year olds and the influence of schooling on their color term acquisition. Findings reveal considerable knowledge in these children. Conclusions are that contemporary children's early and frequent experience with color terms may account for this cohort's improved performance over previous generations of…