Thứ Năm, 18 tháng 5, 2017
Thứ Tư, 17 tháng 5, 2017
Chủ Nhật, 14 tháng 5, 2017
Why Johnny Can't Name His Colors
Subject 046M, for male, was seated nervously across from me at the table, his hands clasped tightly together in his lap. He appeared to have caught an incurable case of the squirms. I resisted the urge to laugh, and leaned forward, whispering conspiratorially. “Today, we’re going to play a game with Mr. Moo” —I produced an inviting plush cow from behind my back. “Can you say hi to Mr. Moo?”
In the Stanford lab I work in with Professor Michael Ramscar, we study how children go about what is arguably the most vital project in their career as aspiring adults—learning language. Over the last several years, we’ve been particularly taken with the question of how kids learn a small, but telling piece of that vast complex: color words. We want to know how much they know, when they know it, and whether we can help them get there faster.
046M was off to a good start. I arranged three different color swatches in front of him. “Can you show me the red one?” He paused slightly, then pointed to the middle rectangle: red . “Very good!” I said, beaming. “Now, what about the one that’s blue?”
The test was not designed to trip kids up. Far from it—we only tested basic color words, and we never made kids pick between confusable shades, like red and pink. To an adult, the test would be laughably easy. Yet, after several months of testing two-year olds, I could count my high scorers on one hand. Most would fail the test outright. 046M, despite his promising start, proved no exception.
Before the test would begin, the child’s parents were told that today we would be testing color words. Responses were typically enthusiastic. “Oh, that’s great! Margie’s got her colors down pat.” At which point, we leveled with them: if they wanted to sit through the study, they would have to be blindfolded. Such measures may seem extreme—but then again, so were the reactions we got from parents during the pilot study, as they watched their little ones fail to pick out the right color, over and over again. The reactions ran the short line from shocked to terrified, and back again. Some parents were so dismayed they started impatiently correcting their children mid-test. One mother, in particular, couldn’t seem to stop herself, and took to nervously grabbing her little boy’s hand whenever it veered away from the correct choice.
Then, inevitably, would come the post-test breakdown: “Is my child colorblind?”
Divorced from context, most two and three-year olds might as well be colorblind; certainly they look that way when asked to correctly identify colors in a line-up, or accurately use color words in novel contexts. What’s more, psychologists have found that even after hours and hours of repeated training on color words, children’s performance typically fails to noticeably improve, and children as old as six continue to make major color naming errors. This is seriously bizarre when you consider all the otherthings that children at that age can do: ride a bike, tie their shoes, read the comics, and – mistake a blue cupcake for a pink one? Really? Does that actually happen?
Apparently yes – which is where 046M, and his color-naming compatriots came in. Armed with the tools of cognitive psychology, and a gang of nineteen year-old Nancy Drews (“research assistants”), we decided it was high time to figure out 1) why it takes so long for children to learn colors, of all things, and 2) whether we couldn’t shortcut the process.
https://www.scientificamerican.com/article/why-johnny-name-colors/
As ever, just because something seems easy, doesn’t necessarily mean that it is. For one thing, knowing which range of hues counts as which color is something that can’t be purely innate, since color categories are not universal across human cultures. Different languages vary both in the number of basic color distinctions they make (ranging anywhere from two to over twenty) and in the ways they draw those distinctions on the spectrum. Comparing how Himba speakers and English speakers distinguish colors on a map is a bit like comparing how Democrats and Republicans might gerrymander the same district: there’s just not much overlap. In Himba, a northern Namibian dialect, the color “zoozu,” cuts straight across what we would think of as black, green, blue and purple, while “serandu” encompasses much of pink, purple and red. Even in languages with highly similar color vocabularies, a given color won’t necessarily pick out the exact same set of hues in one language as it does in the other (check out Korean and Russian for starters).
What all this means is that the learning problem consists in not only learning a word to color mapping, but also in learning the peculiar color “maps” your language uses in the first place. The task is further complicated by the fact that color is ubiquitous in everyday life. At any given time, we are surrounded by a multitude of hues, as we move through a world of faces and places, objects and surroundings. This overwhelming ubiquity is not a feature of other common words, such as nouns. Imagine, for example, that a child is trying to learn to distinguish “dog” from “bear.” The learning problem isn’t so difficult in this case: unless you’re watching Old Yeller, dogs will tend to be seen and talked about in contexts in which bears aren’t present, and bears will tend to be seen and talked about in contexts in which dogs aren’t present. This means that if you’re three, and you’re trying to learn what things out there in the world you might expect to match to the word “dog,” you’ll fast learn that bears aren’t one of them.
We can contrast this with the problem of learning color words. Whenever a three-year old hears “red,” it can be virtually guaranteed that there will be a whole bunch of other colors around just to make things confusing (writing this, I can make out at least a half dozen colors on my colleague’s shirt). This means that the sheer ubiquity of color presents a problem: it makes sorting out which hues a toddler should expect to be “red” and which “orange,” a lot harder than figuring out which furry beasts she should expect to be “bears” and which ones “dogs.” This may explain why children, across every language studied, invariably learn their nouns before their colors.
As it happens, English color words may be especially difficult to learn, because in English we throw in a curve ball: we like to use color words “prenominally,” meaning before nouns. So, we’ll often say things like “the red balloon,” instead of using the postnominal construction, “the balloon is red.”
Why does this matter? It has to do with how attention works. In conversation, people have to track what’s being talked about, and they often do this visually. This is particularly so if they’re trying to make sense of whatever it is someone is going on about. Indeed, should I start blathering about “the old mumpsimus in the corner” you’re apt to begin discretely looking around for the mystery person or object.
Kids do the exact same thing, only more avidly, because they have much, much more to learn about. That means that when you stick the noun before the color word, you can successfully narrow their focus to whatever it is you’re talking about before you hit them with the color. Say “the balloon is red,” for example, and you will have helped to narrow “red-ness” to being an attribute of the balloon, and not some general property of the world at large. This helps kids discern what about the balloon makes it red.
But, you might wonder, won’t a kid figure out that the red in “the red balloon” has to do with the balloon? How is this different? There’s a lot of theory that goes into this, but to give you a rough idea, in the first case (“the balloon is red”), kids learn that “red” is the name of a property, like wet, or sharp, while in the second case (“the red balloon”), kids learn that “red” is more like a proper name, like “Tom” or “Heather.” Think about it this way: knowing someone’s name doesn’t usually tell you that much – it’s just a label that happens to get attached to them – but knowing whether someone is funny or boring, or whether a dish is mild or spicy, tells you a lot. Funny enough, whether kids learn “red” as something like a name or something like a property, depends entirely on how their attention is directed when they hear it.
That was the idea, anyway, and the prediction was simple: using color words after nouns should make colors far easier to learn, and should make kids far faster at learning them. To test this, we took a couple dozen two-year olds and gave them some quick training on color words. Either we trained them with prenominal sentences (the standard variety) or postnominal sentences (helpful, we hoped). In both cases, we would simply show them familiar objects and say encouraging things like “This is a blue crayon” or “This crayon is green.” Then we would test them again, with the same standard battery.
We found that the kids who got the postnominal training improved significantly over their baseline test scores, whereas the ones who got the prenominal training still looked just as confused as ever. Given that previous studies hadn’t found much improvement after hundreds of explicit training trials, it was hard to believe that such a simple manipulation could make such a clear difference—and yet, it did!
Which brings me to the simple, take-home point: if you want to make your two-year old the color-naming talk of the party, watch your tongue. It might seem faster to ask Charlie not to pop “the red balloon,” but if you want him matching colors with aplomb, best rephrase with, “I mean, the balloon that is red .”
Are you a scientist? Have you recently read a peer-reviewed paper that you want to write about? Then contact Mind Matters co-editor Gareth Cook, a Pulitzer prize–winning journalist at the Boston Globe, where he edits the Sunday Ideas section. He can be reached at garethideas AT gmail.com
Red! No, Blue! No, Light Blue!
When my older daughter was close to 4, in a ritual repeated by thousands of approximately 40-inch-high females across the country each day, she declared that her favorite color was pink. From that day forth, she only wanted to wear pink clothing and shoes. Her favorite book was Pinkalicious. She also wanted a pink bed and a pink room. So when it came time to create a proper bedroom for her and her younger sister—before that, they’d been sleeping in separate rooms, one of which had no windows and the other of which co-functioned as my husband’s office—it seemed obvious that I should have the walls painted pink.
The only question was finding the right shade. My first mistake was to show my daughter the two dozen color strips that I’d brought home from the hardware store. Of course, she picked out the shade that best resembled bubblegum. Counting on her short memory—and prepared to claim that the paint came out lighter on the wall than it looked in the picture—I instead bought 2 gallons of a pale shade from Benjamin Moore called Pink Bliss. I even ordered matching pink-and-white polka-dot curtains. I thought my daughters would be as pleased by the results as I was—and they were, at first. But they hadn’t been sleeping in the room for three months when the older one, about to enter kindergarten, announced that her favorite color was now bright blue—and that she didn’t like pink anymore.
Frustrated, I recounted this turn of events to a friend with a daughter older than mine. “I didn’t want to say anything at the time, because you seemed so excited about doing a pink bedroom,” she said, with a sympathetic-yet-knowing smile. “But you would have been better off going with pale yellow.” How was I to know? I hadn’t yet realized that the color preferences of young children were an ever-evolving argument.
As it happened, however, my younger daughter had just turned 3½—and simultaneously announced, as if on cue, that her favorite color was now pink. So at least I had her in my camp. And I still do—though, as she celebrates her fourth birthday next month, her tastes seem to be in flux, too. Just last week, she told me that she only liked dark pink, not light pink anymore. She’s also gotten interested in red and light blue — “because it’s Mommy’s favorite color,” she always says. (After seeing how important favorite colors were to my daughters, I intuited that I needed to choose one of my own—even though, in truth I don’t actually have a favorite color and, like most adults, hadn’t spent a lot of time thinking about this stuff.) Meanwhile, my older daughter’s appetite for all things azure has been redirected to green, purple, and black. The only constant seems to be a continued fascination with colors themselves.
My Little Pony - Still Great For Kids With Bright Colors, Simple but Hilarious Jokes and Educational Morals
Join Twilight Sparkle and her best pony pals as they explore one of the most beautiful places in Equestria. In the Crystal Empire, Twilight must find out if there is a spy in the empire. She also dedicates herself to helping a reformed pony learn the magic of friendship. Meanwhile, the Mane Six will work together to ensure a ceremony for Cadences and Shining Armor’s new baby goes as planned. With the power of friendship, there is nothing the ponies can’t do! KIDS FIRST! Film Critic Gerry O. comments, “I love watching the My Little Pony series and this season does not disappoint. I was captivated by the unique plot and relatable characters.” Linda D. adds, “These episodes are educating, exciting and captivating. I felt happy throughout the entire film and learned more about friendship.” Imani B. wraps it up with, “It is a very positive story. I always have a strong liking towards this group of ponies’ adventures because of their fun and exciting personalities. Friendship is the main theme of this collection…” See their full reviews below.
My Little Pony Friendship is Magic: Exploring the Crystal Empire
By Gerry O., KIDS FIRST! Film Critic, Age 14
The production quality of this animated series has never gone down, but instead continues to improve. One key thing that surprises me most is the plot and the message behind the plot. This season fantastically creates new and interesting elements to continue the exciting journey of the characters. Speaking of characters, the voice-over work is still as emotional, original and natural as it was in the first episode.
Out of the five episodes, my favorite is the last one called The Times They are A Changeling. In this episode, one of the characters discovers a creature known as a changeling that can take the form of any other character. Unlike the rest of his species, he is not driven by hate and anger. The changeling struggles to prove to others that he is not a monster but just someone who wants a friend. This is a fantastic moral because it talks about how one specific person does not reflect what their entire race or nation is doing and should not be judged for the actions of others. It is a marvelous message that I feel is very important for both kids and adults to listen to in today’s world.
My Little Pony is still great for kids, with bright colors, simple but hilarious jokes, and educational morals. But this series also appeals to adults with its compelling stories, relatable characters and morals that can apply to adults as much as they do to kids. I give My Little Pony Friendship is Magic: Exploring the Crystal Empire 5 out of 5 stars for its beautiful animation, wonderful episodes, entertaining plot and compelling morals. This DVD is available now so, go check it out.
I love this My Little Pony DVD! These episodes are educating, exciting and captivating. I felt happy throughout the entire film and learned more about friendship. This film follows an alicorn, a unicorn and a pegasus, named Twilight Sparkle (Tara Strong) and her pet dragon, Spike (Cathy Weseluck) on their adventures in saving Equestria and the Crystal Empire.
In the first episode, Twilight Sparkle and Spike go on a quest to save the friendship between the ponies from Starlight Glimmer. Starlight Glimmer goes back in time to make sure Rainbow Dash (Ashleigh Ball) never creates a sonic boom. Twilight Sparkle has to figure out a way to stop Starlight Glimmer and save the friendship between the ponies.
In the second episode, the eight ponies attend a Crystalling for Twilight’s baby brother, Shining Armour (Andrew Francis) who is also an alicorn. A baby, named Flurry Heart, cannot control her powers and destroys the crystal heart, a major part of the Crystalling ceremony. The team now must work together to fix the heart before the ceremony begins. In the final episode, an unexpected friendship forms between Spike and the feared changeling.
The greatest feature of this film is the value of friendship. I learned many lessons, including how you can be friends with anyone, how you can reconnect with old friends, and how you can make a friend of an enemy. Another great quality of the film was the many different personalities of the ponies, which simulated the diversity of the real world. My favorite character in this film was Rainbow Dash because she is loyal, strong, and courageous. My favorite part is when Twilight Sparkle and her friends first meet Flurry Heart, because she is so cute and everyone surprisingly finds out she had strong magical powers.
My Little Pony Friendship is Magic: Exploring the Crystal Empire
By Imani Baptiste-Green, KIDS FIRST! Film Critic, Age 15
I really enjoyed My Little Pony: Exploring the Crystal Empire. It is a very positive story. I always have a strong liking towards this group of ponies’ adventures because of their fun and exciting personalities. Friendship is the main theme of this collection of five episodes and a sing-along. Viewers are invited to join the Equestria crew for fun filled magical adventures filled with great spirit, along with interactive scenes which younger ages will enjoy.
Twilight Sparkle (Tara Strong) and her friends go on an adventure to explore the wonderful Crystal Empire. They are encountered by old enemies and obstacles, but are able to make new friendships along the way.
I have two scenes that are my favorites. The first is when Twilight finally connects with Starlight resulting in her to change her unfriendly ways and learn the true meaning of friendship. This is a very good representation showing how people are able to change no matter what the circumstances. Also, it represents how new friendships can be made within or without conflicts. My other favorite scene is the sing-along with all of the Equestria girls. I really like the songs because the ponies explain how friendship can change the world and make it a better place. Without friendship, the magic in Equestria isn’t complete! Some other positive aspects of the movie are how every episode deals with friendship and the growth of it. Also, every episode has vibrant colors, great animation and, of course, a great cast!
The message prevalent in this DVD collection is about how strong friendships are for the entire world. Twilight Sparkle, along with her other friends, make is very clear throughout the film how powerful their friendship is. They discuss how they would not know what they would do without each other. Friendship is a powerful source of magic that the kids learn about throughout this film which makes it so fun and magical.
I rate this film 4 ½ out of 5 stars for its wonderful animation, bright colors, music and interesting storyline. I recommend this film for ages 5 through 10 because of its kid friendly theme. Parents will enjoy watching this as well because it is very family friendly. My Little Pony: Exploring the Crystal Empire is available now on DVD.
Kids to have fun with colors while raising money for their school
DANVILLE — St. Joseph School Principal Kimberly Winters told her students she had exciting news about something that would be a lot of fun.
“I have done these before at my previous school. Even the older kids have a lot of fun,” she said of the Color-A-Thon the school will participate in an effort to raise $20,000.
The money raised will go for technology, classroom supplies and school programs at the Danville school.
During the kickoff Tuesday afternoon for the event, she wore a flashing ring, a rainbow wig and a rainbow-colored tutu, which are some of the prizes students will win for raising certain amounts of money.
She said the student bringing in the most money will receive an iPad Air.
“It’s new. It’s fun. It’s exciting to help the school,” she said.
Following the assembly, Reese Lieberman, an 8-year-old third-grader, said, “I think it’s going to be fun.” She expects the most fun to come from “getting the blast with color.”
Each student raising at least $30 will participate in the Color-A-Thon, where they will walk or run May 19 at Hess Field. They will also receive a T-shirt, a pack of powdered colors and a blast bag.
Cannons will be blasting students with the colors as they walk or run, Winters said.
Anyone contributing $30 toward the effort can participate in the event, she said.
Students will set up their own websites to raise money, said Evelyn Shannon, of Total Concepts and Fundraising. Family and friends throughout the country will be able to securely donate through students’ websites with a credit card, according to Total Concepts.
Shannon pelted Winters with colors during the assembly.
Prizes students can win include color me glasses, a flashing emoji ring, green, blue, red, yellow and bling shoe key chains, a bouncing fuzzy emoji ball, a color blaster, a rainbow wig, rainbow socks and a matching tutu and an inflatable lounger.
Students will collect contributions through April 24.
Donations will be accepted at the school office, can be made to students, to students’ websites or to shop.schoolathon.org/184460 where there is a link to Winters.
The Color-A-Thon will start at 12:30 p.m. That morning, students will attend a health fair.
The special event replaces the race for education fundraiser in which students previously participated.
“The Color-A-Thon will be more interactive,” Winters said.
A kid’s carnival of colors
Little Barry Roundy had a green smile Wednesday morning. And that smile stretched from ear-to-ear as he participated in a ancient tradition of coloring Easter eggs.
By Bryan Gallegos
Roundy was among about a dozen children who dyed eggs that morning at St. John’s Lutheran Church. It was part of an Easter program at Story Time.
The shy little guy dyed his egg a deep Kelly green. It was his masterpiece. He held the egg softly with two hands, and then brought it to his lips. A second later, his face was green but his eyes sparkled like emeralds.
His smile was not the only one in the room.
While some like Barry put their eggs in tiny packets of dye, others went a different route. A little girl with an Easter hat used markers and crayons on her egg. Another girl with long red locks plastered stickers on hers.
“Look, Mommy, I made a purple one,” beamed one little girl.
“Good job. That’s beautiful,” the girl’s mom said, returning a bubbly smile and a warm hug.
That’s what it’s all about, said Bethany Aich
“It’s really fun to see them interact,” Aichele said. “This is the first time they’ve dyed eggs, and they really enjoyed it.”
The Easter theme was an obvious choice because its Easter on Sunday, said Story Time director Erin Roundy.
Brightly decorated eggs and Easter egg hunts have become integral to the celebration of Easter today. Creating colorful works of art on eggs brings out the kid in you, some say. It’s something you never forget.
“I remember coloring eggs when I was a kid,” said Sean Mulvey, a retired rancher in Dickinson who now enjoys watching his grandchildren enjoy the thrill. “None of them were ever the same. We wanted them to be different, all different.”
“Easter was one of my favorite holidays,” Mulvey added. “We colored the eggs, go to church and then go out on the hunt.”
An egg hunt involves hiding eggs outside for children to run around and find on Easter morning. For some, the hunt is just as fun as coloring the eggs.
The Killdeer Lions Club and the Killdeer Saddle Club will be providing some of that fun on Saturday with the Annual Easter Egg Hunt at the Killdeer Lions Club Park.
It is for children 10 years of age and younger. There will be three different age groups and the event is scheduled to start at 10 a.m.
“That should be fun,” Mulvey said.
Others see the Easter egg as a symbolic of the resurrection of Jesus Christ.
Barry just liked his green egg.
http://www.dunncountyextra.com/kids-carnival-colors/
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