Key points are not available for this paper at this time.
The normal adult requires a longer time to name colors than to read the names of the colors presented as words.This fact has been known for more than 50 years, during which time a number of studies have been made of the problem and a number of theories advanced in explanation, but the problem is still unsolved.It was, therefore, in the hope of gaining further knowledge of the phenomena which would lead to the ultimate explanation, that the present study was undertaken.' EXPERIMENTAL PROCEDUREThe observations for the present study were made in the public schools of New London, Connecticut.The experimenters were students of psychology in Connecticut College.Each experimenter was provided with the Woodworth-Wells color naming test.2A word reading test was prepared, which was a typewritten sheet containing Ioo words, the names of the colors on the color naming test.The two tests were made as nearly identical as possible, except that one contained the colored squares and the other the names of the colors.The two tests were arranged in reverse order so that the sequence of responses in them would not be identical.Time was taken with a stop-watch.The experimenters were divided into two groups.Group I presented to their Ss the color-naming test and then the word-reading test.Group II reversed this order.This was done to equalize in the averages any effects of practice and fatigue.A record was kept for every 8 of the name, sex, age, school grade, time for each test, errors, and any unusual observations.Later, class marks were obtained for two grades and intelligence test scores for seven.The Ss used from the Ist to the 6th grade constituted the entire student body of one public school, thus including all grades of intelligence and an approximately equal number of boys and girls.The 7th, 8th, and 9th grades were in different schools.Caution was taken to assure the presence of a random sample of each grade.In all except the 9th grade, pupils had been divided into at least two and sometimes three sections, called A, B, and C.This division had been made in an effort to *
Ernest M. Ligon (Fri,) studied this question.