Correlations between color attributes and children's color preferences

Abstract

This study examined the role of color attributes (lightness and saturation) on children's color preferences for interior room colors. It also investigated children's most preferred colors among each of the five major hue families in the Munsell color system using scale-models. Previous color preference studies have typically been done with small color chips or papers, which are very different from seeing a color applied on wall surfaces. A simulation method allowed for investigating the value of color in real contexts and controlling confounding variables. Forty-five color samples were displayed on scale-models to 63 children ages 7-11 years old. This study identified children's most preferred colors among each of the five major hue families in Munsell color system. It also demonstrated that saturation was positively correlated with children's preferences in the red, green, blue, and purple hue families. In the yellow hue family, interestingly, lightness has a positive correlation with preferences. Children's gender differences were found in that girls prefer red and purple more than boys. These findings lead to color application guidelines for designers to understand better color and eventually to create improved environments for children and their families. V

The impact of color preference on adolescent children's choice of furniture

“…In the past, research on children's color preferences sometimes neglected to use achromatic colors under different blackness levels. For example, in their color samples, one lacked gray and black to compare with white, 57 another lacked white to compare with black and gray 41 …”

Harmonizing culture and consumer psychology: optimizing color schemes for children’s product design inspired by traditional ornaments

“…The gender analysis presented the differences between girls’ and boys’ rated colors positively or negatively, where solely pink and purple came to be negative but blue or red were positive for boys, and contrariwise for girls, whilst, there was no gender difference in the evaluation of other color shades (yellow, orange, white, blue, green, and black) among children [ 24 ]. In view of this concept, Jiang, Cheung [ 17 ], Jonauskaite, Dael [ 23 ], and Gyu “Phillip” Park [ 25 ] stated that gender differences in color preferences can be explained by color dimensions and the difference between the choice of these dimensions children make referring to their gender role. Firstly, referring to the views of this study, the total color preferences didn’t vary depending on the value (brightness) in any age range.…”

“…Firstly, referring to the views of this study, the total color preferences didn’t vary depending on the value (brightness) in any age range. In addition, as evidence, brightness or lightness with saturation leads to more positive emotions, which explains the direct relationship with an individual’s emotions [ 20 , 25 ]. Secondly, girls preferred more saturated colors, but boys had a better preference for all levels (low, high, and achromatic colors) of the saturation scale, hence, explaining the theory of gender differences in psychological responses [ 17 , 23 ].…”

The Effects of Wall Color on Students’ Attention Levels: An International School’s Perspective

“…Furthermore, note that the majority of the studies in this field are based on the results of primary school levels or adults and rather not at the secondary levels. In fact, studies carried out with elementary students asserted that 7-11-year-olds are in a critical stage of learning and processing information (Park, 2014, in Duyan & Unver, 2016. But once thought thoroughly, as long as the students are in a classroom to learn, each and every one of them is at their essential stage of self-development no matter how old they are.…”