智障儿童基本颜色命名和分类研究  

A Study on the Development of Color Naming and Color Classifying of Mentally Retarded Children

作　　者：张积家[1] 章玉祉[1] 党玉晓[1] 王志超[1] 梁敏仪 

机构地区：[1]华南师范大学心理学系,广州510631 [2]广东省佛山市顺德启智学校,佛山528300

出　　处：《中国特殊教育》2007年第6期20-27,共8页Chinese Journal of Special Education

基　　金：教育部哲学社会科学研究重大课题攻关项目(05JZD00034);广东省自然科学基金团队项目(06200524)。

摘　　要：对低、中、高年级智障儿童进行了11种基本颜色的命名和分类研究。结果表明:⑴智障儿童颜色命名的正确率随着年级增长而提高,命名的先后次序为:红、黑、白、黄、绿、蓝、紫、橙、粉红、灰和棕。⑵低年级智障儿童颜色片分类中出现“亮色/暗色”和“彩色/无彩色”维度;中年级智障儿童颜色片分类中出现了“互补色/非互补色”和“单色/杂色”维度;高年级智障儿童颜色片分类中出现了“互补色/非互补色”和“亮色/暗色”维度。⑶智障儿童可以根据明度对颜色分类,语言影响智障儿童的颜色分类。This study investigates the development of color naming and color classifying of mentally retarded children in different grades.The materials are 11 basic Chinese color terms.The results indicate that-（1）The percentage of correct color naming of 11 basic color terms increases with grade .The order of correct color naming of 11 color terms is： red, black, white, yellow, green, blue, purple, orange, pink, gray and brown; （2）There are two dimensions in semantic space of basic color terms in the low grade students：one is bright colors/dark colors, the oth. er is colorness/colorlessness. In the middle grade children, the dimensions of complementary color /uncomplementary color and monocolor/muhicolor emerge. In the high grade children, the dimensions of complementary color/uncomplementary color and bright colors/dark colors existe. （3）The retarded children can classify colors according to the brightness of colors, and language affects their color classification.

关 键 词：智障儿童 颜色命名 颜色分类 

分 类 号：G764[文化科学—特殊教育学]