Learning color words involves learning a system of mappings

This research examines the difficulty children encounter when acquiring 2 s pecific sets of adjectives, color and size words, and suggests that childre n must acquire a system of mapping in learning these welds. Children were a ssessed on 4 types of mappings (word-word maps, property-property maps, wor d-property maps; and word-word-property maps) by completing 3 color tasks. Children also participated in comparable tasks for size words. In Study 1, 13 two-year-olds were followed longitudinally at 3-week intervals. In Study 2, 56 two-year-olds participated in a cross-sectional replication. The res ults indicate that children acquire color maps in a characteristic order. C hildren demonstrated a different pattern of acquisition for size words. The results suggest that learning word associations may promote color word acq uisition and that learning color words may promote selective attention to c olor.