Many of us “see red,” “feel blue,” or “turn green with envy.” Are such color-emotion associations fundamental to our shared cognitive architecture, or are they cultural creations learned through our languages and traditions? To answer these questions, we tested emotional associations of colors in 4,598 participants from 30 nations speaking 22 native languages. Participants associated 20 emotion concepts with 12 color terms. Pattern-similarity analyses revealed universal color-emotion associations (average similarity coefficient r = .88). However, local differences were also apparent. A machine-learning algorithm revealed that nation predicted color-emotion associations above and beyond those observed universally. Similarity was greater when nations were linguistically or geographically close. This study highlights robust universal color-emotion associations, further modulated by linguistic and geographic factors. These results pose further theoretical and empirical questions about the affective properties of color and may inform practice in applied domains, such as well-being and design.

Hebrew), and Sólveig Þorsteinsdóttir (Icelandic). Finally, we would like to thank all the participants.

Russian color naming was explored in a web-based experiment. The purpose was 3-fold: to examine (1) CIELAB coordinates of centroids for 12 Russian basic color terms (BCTs), including 2 Russian terms for "blue", sinij "dark blue", and goluboj "light blue", and compare these with coordinates for the 11 English BCTs obtained in earlier studies; (2) frequent nonBCTs; and (3) gender differences in color naming. Native Russian speakers participated in the experiment using an unconstrained colornaming method. Each participant named 20 colors, selected from 600 colors densely sampling the Munsell Color Solid. Color names and response times of typing onset were registered. Several deviations between centroids of the Russian and English BCTs were found. The 2 "Russian blues", as expected, divided the BLUE area along the lightness dimension; their centroids deviated from a centroid of English blue. Further minor departures were found between centroids of Russian and English counterparts of "brown" and "red". The Russian color inventory confirmed the linguistic refinement of the PURPLE area, with high frequencies of nonBCTs. In addition, Russian speakers revealed elaborated naming strategies and use of a rich inventory of nonBCTs. Elicitation frequencies of the 12 BCTs were comparable for both genders; however, linguistic segmentation of color space, employing a synthetic observer, revealed gender differences in naming colors, with more refined naming of the "warm" colors from females. We conclude that, along with universal perceptual factors, that govern categorical partition of color space, Russian speakers' color naming reflects language-specific factors, supporting the weak relativity hypothesis. K E Y W O R D Scentroids, CIELAB, color naming, color space, gender differences, linguistic segmentation, Russian, webbased experiment | I NT ROD UCTI ONAccording to its color, a visual stimulus is assigned to a certain color category. Identified by a linguistic label (in adult humans), language-specific concepts enable attention to be drawn to certain perceptual attributes of reality. Color names, like other groups of semantically related words, are systems in which one word's position influences the positions of all others.

The present study is an extension of our analysis of Russian basic color terms (BCTs) elicited in a web‐based psycholinguistic experiment. Color samples (N = 600) were approximately uniformly distributed in the Munsell color solid. An unconstrained color‐naming method was employed. Native Russian speakers (N = 713; 333 males) participated in the study. Among 1422 elicited unique color words, 698 terms (49%) were derived from object names. Here we explore object‐derived non‐BCTs, focusing on broad classes of names referred to objects, categories within these, and the inventory of color terms, as well as their frequency, patterns of derivation, and derivational productivity. Six classes of object referents were identified: flora, fauna, inanimate nature, food and beverages, man‐made objects, body and bodily products. In detail, 20 most frequent object‐derived terms are reported. These are accompanied by analysis of gender differences and representation of the terms' denotata on the Munsell Mercator projection. In addition, Russian object‐derived color terms are related to those in English; discussed are differences between the 2 languages in the color term classes, inventories and incidences. We conclude that Russian object‐derived color terms follow the generic metonymy pattern, that is, signifying color of objects in the speakers' natural environment. The inventory is also language‐specific, reflecting social practices, preferences and views entrenched in the traditional Russian culture. Furthermore, recent extensive development of the inventory signals 2 novel phenomena: marked globalization influence, surfacing as abundant transliteration of English referent loanwords, and noticeable sociolectal diversification that manifests itself by novel evocative color terms, particularly in marketing and advertisement.

The purpose of the article is to present an analysis of the studies existing in domestic and foreign science of the necessary age-related "correction" of the color of the educational environment for older people, carried out in respect of the fact that chromatic communication is not limited exclusively to biological reactions, but its structure, in addition to perceptual one, includes much more significant psychological mechanisms and semiotic levels. The selection of research sources was carried out through the RSCI, Google Scholar, Scopus, and Web of Science systems. In total, 63 full texts of articles published between 1999 and 2019 were analyzed. In the process of work, the methods of theoretical and comparative analysis, systematization and generalization of the material were used. The analysis made it possible to distinguish three groups of research. The first group includes works that present the physiological prerequisites for the necessary changes in the chromatic design of the educational space intended for older people. The second group of studies analyzes various aspects of the impact of the color of the educational environment on older people in a psychological connotation. The third group involves the socio-cultural aspects of the formation of the educational environment for older people and analyzes this phenomenon in terms of connection with the lifestyle, way of thinking, physical and emotional-intellectual activity, and social conditions of the aging person. The results of the study convince that color correction in an educational environment designed for older people can cause noticeable changes in the quality of learning at several levels at once – biological (increasing the availability of information and significantly reducing physiological barriers to perception), psychological (supporting and strengthening the processes of memorization and information processing, increasing the psychological comfort of the educational environment), and social (improving the quality of life of older people).