The article outlines the features that are typical of the attempts to bridge between music and color on the artistic and scientific levels. It emphasizes the importance of clarifying the factors common to color and sound both for the purpose of understanding the communication codes of arts as well as for the development of syntax for expression in colors. The article adopts Gombreich's approach to investigate the connection between music and color through comparison of the relationships between the elements and not through comparison of the elements themselves. The article presents an experiment that examines how the organization of the sounds in a musical piece is expressed in color design: (1) How the overall impression of a piece of music is expressed in the choice of colors and in their reciprocal relationships; (2) What are the characteristics of color scales that were shaped according to a musical scale; and (3) What is the visual effect of a color scheme that was built according to the formation of notes of the musical piece.

This research defines human territoriality as a set of attitudes and behaviors in and toward given physical areas and examines its expressions within the home. The authors interviewed 185 adult and child family members individually. The results indicate that the dwelling unit can be described as a territorial model: as a socio-spatial system in which each area has a clear social classification and is characterized by a particular pattern of behaviors and attitudes. Five different types of areas can be identified: individual, shared, public, jurisdiction, and activity areas. These differ in the degree and nature of control possible within them and in their associated behaviors and attitudes. The physical characteristics of the dwelling unit related to control were the size of the shared area and the quality of the boundaries of the individual and shared areas.

This article deals with children's relation to the environment from actual and retrospective points of view, delineated by empirical research and by theoretical analysis. The empirical research investigated the environmental preferences and the nature of the experiences of being outdoors as reflected in adult's ( N = 198) recollections and in children's ( N = 174) actual approach. Among the findings was that almost all adults identify the most significant place in their childhood with the outdoors. The children's preference of place is dependent on their personal needs on one hand, and on the properties of the place associated with these needs on the other. Children experience the natural environment in a deep and direct manner, not as a background for events, but, rather, as a factor and stimulator. There is a connection between the quality of the child's experience and the way it is engraved in memory as he or she matures: (a) An experience in which the child is actively involved, with his body, his senses, and his awareness, is likely to be etched in memory for a long time; and (b) the sympathetic attitude the child displays toward nature is likely to accompany the experience even when recalled in memory. The theoretical analysis suggests that the environment which an adult remembers as significant in childhood was personally experienced without adult mediation and the related experiences were only found in childhood. The child's sensory perception remains in adult memory as a central childhood experience because its relative importance is at its peak at this stage of life. The adult recalls the natural environment due to qualities that are substantially different from those of the man-made environment.

To contribute to young children's development, sensory enrichment is often provided via colorful play areas. However, little is known about the effects of colorful environments on children while they engage in age-appropriate tasks and games. Studies in adults suggest that aspects of color can distract attention and impair performance, and children are known to have less developed attentional and executive abilities than adults. Preliminary studies conducted in children aged 5–8 suggest that the colorfulness of both distal (e.g., wall decorations) and proximal (e.g., the surface of the desktop) environments can have a disruptive effect on children's performance. The present research seeks to extend the previous studies to an even younger age group and focus on proximal colorfulness. With a sample of 15 pre-schoolers (3–4 years old) we examined whether a colorful play surface compared to a non-colorful (white) play surface would affect engagement in developmentally appropriate structured play. Our pilot findings suggest that a colorful play surface interfered with preschoolers' structured play, inducing more behaviors indicating disruption in task execution compared with a non-colorful play surface. The implications of the current study for practice and further research are discussed.

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