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Color Makes a Difference: Two-Dimensional Object Naming in Literate and Illiterate Subjects

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Title: Color Makes a Difference: Two-Dimensional Object Naming in Literate and Illiterate Subjects
Language: English
Authors: Reis, Alexandra, Faisca, Luis, Ingvar, Martin, Petersson, Karl Magnus
Source: Brain and Cognition. Feb 2006 60(1):49-54.
Availability: Elsevier Customer Service Department, 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126 (Toll Free); Fax: 407-363-1354; e-mail: usjcs@elsevier.com.
Peer Reviewed: Y
Page Count: 6
Publication Date: 2006
Document Type: Journal Articles
Reports - Research
Descriptors: Color, Photography, Visual Aids, Recognition (Psychology), Illiteracy, Cognitive Processes, Control Groups
DOI: 10.1016/j.bandc.2005.09.012
ISSN: 0278-2626
Abstract: Previous work has shown that illiterate subjects are better at naming two-dimensional representations of real objects when presented as colored photos as compared to black and white drawings. This raises the question if color or textural details selectively improve object recognition and naming in illiterate compared to literate subjects. In this study, we investigated whether the surface texture and/or color of objects is used to access stored object knowledge in illiterate subjects. A group of illiterate subjects and a matched literate control group were compared on an immediate object naming task with four conditions: color and black and white (i.e., grey-scaled) photos, as well as color and black and white (i.e., grey-scaled) drawings of common everyday objects. The results show that illiterate subjects perform significantly better when the stimuli are colored and this effect is independent of the photographic detail. In addition, there were significant differences between the literacy groups in the black and white condition for both drawings and photos. These results suggest that color object information contributes to object recognition. This effect was particularly prominent in the illiterate group.
Abstractor: Author
Entry Date: 2006
Accession Number: EJ729847
Database: ERIC
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  Data: Previous work has shown that illiterate subjects are better at naming two-dimensional representations of real objects when presented as colored photos as compared to black and white drawings. This raises the question if color or textural details selectively improve object recognition and naming in illiterate compared to literate subjects. In this study, we investigated whether the surface texture and/or color of objects is used to access stored object knowledge in illiterate subjects. A group of illiterate subjects and a matched literate control group were compared on an immediate object naming task with four conditions: color and black and white (i.e., grey-scaled) photos, as well as color and black and white (i.e., grey-scaled) drawings of common everyday objects. The results show that illiterate subjects perform significantly better when the stimuli are colored and this effect is independent of the photographic detail. In addition, there were significant differences between the literacy groups in the black and white condition for both drawings and photos. These results suggest that color object information contributes to object recognition. This effect was particularly prominent in the illiterate group.
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