Children's colour choices for completing drawings of affectively characterised topics

Burkitt, Esther; Barrett, Martyn; Davis, Alyson

doi:10.1111/1469-7610.00134

Cited by 99 publications

(93 citation statements)

References 19 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…However, the majority of these claims have been based either upon experiments with poor methodological controls, or were derived from single case studies in which there were no independent assessments of the affective connotations of the topics being drawn (see Burkitt, Barrett & Davis, 2003a, 2003b for an extended discussion of these problems).…”

Section: Introductionmentioning

confidence: 99%

“…However, in a series of recent experiments, Burkitt et al (2003aBurkitt et al ( , 2003bBurkitt et al ( , 2004 employed both rigorous experimental controls and independent manipulations and assessments of the affective connotations of drawn topics. They found that there were systematic differences in the drawings of 4-11-year-old children when the topics which were being drawn were characterised as "nice" vs. "nasty".…”

Section: Introductionmentioning

confidence: 99%

“…

Acknowledgements:The research team would like to thank all of the children and teachers who participated in this project.

Effects of different emotion terms on the size and colour of children's drawings

AbstractRecent studies have shown that, when an affective characterisation is given to a topic, children adjust the size and colour of those topics in their drawings: children increase the size of drawings of topics characterised as "nice", do not always decrease the size of topics characterised as "nasty", and use differential colouring systematically to distinguish between "nice" and "nasty" topics in their drawings (Burkitt, Barrett, Davis, 2003a, 2003b, 2004. The present experiment was designed to examine whether these specific effects only occur with the terms "nice" and nasty", or whether they also occur with another pair of positive and negative terms, "happy" and "sad".

…”

mentioning

confidence: 99%

See 2 more Smart Citations

Effects of different emotion terms on the size and colour of children's drawings

Burkitt¹,

Barrett²,

Davis³

2009

International Journal of Art Therapy

Self Cite

View full text Add to dashboard Cite

UK Acknowledgements:The research team would like to thank all of the children and teachers who participated in this project. 2 Effects of different emotion terms on the size and colour of children's drawings AbstractRecent studies have shown that, when an affective characterisation is given to a topic, children adjust the size and colour of those topics in their drawings: children increase the size of drawings of topics characterised as "nice", do not always decrease the size of topics characterised as "nasty", and use differential colouring systematically to distinguish between "nice" and "nasty" topics in their drawings (Burkitt, Barrett, Davis, 2003a, 2003b, 2004. The present experiment was designed to examine whether these specific effects only occur with the terms "nice" and nasty", or whether they also occur with another pair of positive and negative terms, "happy" and "sad". 102 4-7 year olds were divided into two groups and asked to draw either a baseline, "nice" and "nasty" man, or a baseline, "happy" and "sad" man. It was found that the valence of the characterisation (positive vs. negative), as well as the specific pair of words which was used, systematically influenced both the size and the colour of the children's drawings.These results show the importance of understanding the exact emotions in question when interpreting children's drawings on the basis of size and colour.

show abstract

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

“…

Acknowledgements:The research team would like to thank all of the children and teachers who participated in this project.

Effects of different emotion terms on the size and colour of children's drawings

…”

mentioning

confidence: 99%

See 1 more Smart Citation

Effects of different emotion terms on the size and colour of children's drawings

Burkitt¹,

Barrett²,

Davis³

2009

International Journal of Art Therapy

Self Cite

View full text Add to dashboard Cite

show abstract

“…Children read a sentence with a positive or negative adjective, and are asked to choose between a white or black animal or human (e.g., Which is the bad man?). Although the preference to choose white figures for positive behaviors and black figures for negative is often given a racial interpretation, these results show it is likely that these studies do not tap into the intrinsic meaning assigned to the colors black and white, given that children, just like adults, rate the color white as neutral (Burkitt et al, 2003;Meerum Terwogt & Hoeksma, 1995).…”

mentioning

confidence: 87%

“…Color research investigating the explicit evaluation of black and white generally shows that people rate black as negative, while white is rated neutrally (e.g., Burkitt, Barrett & Davis, 2003;Götz & Götz, 1974;McManus, Jones, & Cotrell, 1981) or even slightly disliked, albeit to a lesser extent than the color black (Meerum Terwogt & Hoeksma, 1995).…”

Section: Explicit Evaluations Of Black and Whitementioning

confidence: 99%

Abstract Concepts in Grounded Cognition

Lakens¹

2017

Preprint

View full text Add to dashboard Cite

concepts in grounded cognitionAbstracte concepten in gegronde cognitie References 115 Summary in Dutch 133Curriculum Vitae 139 5 Introduction M orality, time, and valence are highly abstract concepts. Exactly how people are able to think and talk about abstract concepts is a question that has intrigued philosophers and scientists for centuries. In this thesis I focus on the question how people represent the meaning of abstract concepts, by investigating whether abstract concepts are understood through the use of metaphors. Metaphors allow people to think about abstract concepts in terms of concrete experiences. For example, the scales of Lady Justice are a metaphor for justice. People might not be able to see the future, but it can be represented as being ahead of us. Black knights in fairytales are usually evil, and the color of their armor is a metaphoric representation of the relation they have with the knights in shining armor. These and similar metaphors are not only used to intentionally communicate the meaning of abstract concepts, but these metaphoric representations also underlie abstract conceptual thought. How the meaning of abstract concepts is grounded in concrete experiences is the topic of this dissertation.Broadly speaking, two views exist on how abstract concepts are represented in our mind. On the one hand, amodal views share the common theme that people think in a purely symbolic language, where concepts 6 are represented as artificial symbols, and computational operations are performed upon these symbols during conceptual processing (Dennett, 1969;Fodor, 1975;Pylyshyn, 1984;Jackendoff, 2002). These artificial symbols are inherently non-perceptual; none of the original sensory or motor information from any modality (e.g., vision, touch, sound, smell, etc) which created these symbols is present when the final amodal symbols are used to represent concepts. On the other hand, several views on the representation of concepts have emerged over the last decennium which all share the idea that conceptual processing is perceptual in nature (e.g., Barsalou, 1999;Gallese & Lakoff, 2005;Glenberg & Kaschak, 2002;Jeannerod, 2001;Pulvermüller, 1999;Zwaan, 2004). According to these grounded approaches to cognition, conceptual thought consists of representations built on concrete sensorimotor information. For example, understanding the word 'kick' is assumed to depend at least in part on the activation of the muscles used to perform a kicking motion.As a result of the growing number of empirical studies that have investigated the role of sensorimotor activation in language comprehension, a consensus is emerging that sensorimotor areas in the brain are activated when people read words related to concrete concepts (Zwaan, 2009;Mahon & Caramazza, 2009;Vigliocco & Meteyard, 2008). For example, thinking about the color of a banana activates brain areas in the visual cortex (Simmons, Ramjee, Beauchamp, McRae, Martin, & Barsalou, 2007). Thinking about the color of a banana leads to remarkably similar pattern...

show abstract

Analysis of experiments to determine individual colour preference

Westland

2020

Color Research & Application

View full text Add to dashboard Cite

Finding an efficient way to understand individual colour preference is important to researchers and designers. This article compares three research strategies to test individual colour preference including two research experimental environments (online and laboratory) and two research methods (multiple choice for N-alternative-forced-choice and multiple choice for rank-order). Three psychophysical experiments have been carried out. Participants were presented with six colour patches (red, orange, yellow, green, blue, and purple) arranged in a random order on a computer display. In the first two experiments (Online experiment and Laboratory experiment I), participants were asked to indicate which colour square they prefer most; in the third experiment (Laboratory experiment II), participants were asked to rank their colour preferences of the six colour patches. The similarity between the results obtained from two experimental environments provides some validation for the online protocol and suggests that online experiments could be used more often. Pairwise comparisons for individual colour preference between genders

show abstract

Children's colour choices for completing drawings of affectively characterised topics

Cited by 99 publications

References 19 publications

Effects of different emotion terms on the size and colour of children's drawings

Effects of different emotion terms on the size and colour of children's drawings

Abstract Concepts in Grounded Cognition

Analysis of experiments to determine individual colour preference

Contact Info

Product

Resources

About