Children's Color Research Articles

Impact of early visual experience on later usage of color cues.

Human visual recognition is remarkably robust to chromatic changes. In this work, we provide a potential account of the roots of this resilience based on observations with 10 congenitally blind children who gained sight late in life. Several months or years following their sight-restoring surgeries, the removal of color cues markedly reduced their recognition performance, whereas age-matched normally sighted children showed no such decrement. This finding may be explained by the greater-than-neonatal maturity of the late-sighted children's color system at sight onset, inducing overly strong reliance on chromatic cues. Simulations with deep neural networks corroborate this hypothesis. These findings highlight the adaptive significance of typical developmental trajectories and provide guidelines for enhancing machine vision systems.

Empowering Coloring Program at Preschool Pelita, Tumbang Randang Village, Timpah Sub-District

In Desa Tumbang Randang, a significant number of children struggled to distinguish and correctly color pictures or sketches. Recognizing coloring as a crucial skill for kindergarten children, a Community Engagement (PkM) initiative was launched. This program aimed to enhance children's coloring abilities, focusing on image texture sensitivity, finger adaptation, sensory awareness, and vocabulary expansion through the introduction of colors and image types. The research assessed children's development before and after participating in guided coloring activities. Initial observations noted that some children were rarely involved in such activities. The project's dream was to enable children to competently apply color combinations. During the design phase, mentors physically guided the children's hands, teaching them to color within boundaries. The define phase involved observing each child's color combination skills and their ability to express these on paper. This initiative, running from August 7 to 11, 2023, also aimed to benefit parents, locals, and village officials. It was conducted by IAKN Palangka Raya students through a cross-program educational approach. The results indicated improvements in the children's abilities to color pictures, compare and combine colors, and articulate color names using colored pencils. Additionally, the children exhibited increased independence and self-confidence, as evidenced by their artwork displayed on walls, celebrating their creative achievements.

Using head-mounted eye trackers to explore children's color preferences and perceptions of toys with different color gradients.

This study investigated how color gradients affect the attraction and visual comfort of children aged 4 to 7 years. We analyzed 108 eye-tracking datasets, including the color attraction index (COI), visual comfort index (PUI), and saccade rate (SR). The findings revealed that children are more attracted to colors as saturation decreases and brightness increases within a specific range. Beyond this range, reduced saturation diminishes color appeal. Moderate brightness and contrast enhance visual comfort during play, while extremely low contrast hinders concentration. Warm colors (red, orange, and yellow) slightly dominate preferences; however, the roles of hue, saturation, and brightness in children's color preferences remain inconclusive. These insights have practical implications for age-appropriate toy design and marketing. Future research should explore age-specific color preferences for more targeted design strategies.

The Application and Attraction of Color in Children's Food Packaging Design in China

The Application and Attraction of Color in Children's Food Packaging Design in China

The Effect of Mobile Neurofeedback Training in Children with Attention Deficit Hyperactivity Disorder: A Randomized Controlled Trial.

: To examine the effect of mobile neurofeedback training on the clinical symptoms, attention abilities, and execution functions of children with attention deficit hyperactivity disorder (ADHD). : The participants were 74 children with ADHD aged 8-15 years who visited the Department of Child and Adolescent Psychiatry at Seoul National University Children's Hospital. The participants were randomly assigned to the mobile neurofeedback (n = 35) or control (sham; n = 39) group. Neurofeedback training was administered using a mobile app (equipped with a headset with a 2-channel electroencephalogram [EEG] sensor) for 30 min/day, 3 days/week, for 3 months. Children with ADHD were individually administered various neuropsychological tests, including the continuous performance test, Children's Color Trails Test-1 and 2, and Stroop Color and Word Tests. The effects of mobile neurofeedback were evaluated at baseline and at 3 and 6 months after treatment initiation. : Following treatment, both mobile neurofeedback-only and sham-only groups showed significant improvements in attention and response inhibition. In the visual continuous performance test, omission errors decreased to the normal range in the mobile neurofeedback-only group after training, suggesting that mobile neurofeedback effectively reduced inattention in children with ADHD. In the advanced test of attention, auditory response times decreased in the mobile neurofeedback + medication group after training, but increased in the sham+medication group. Overall, there were no significant between-group differences in other performance outcomes. : Mobile neurofeedback may have potential as an additional therapeutic option alongside medication for children with ADHD.

Pengaruh Eksperimen Sains Hujan Warna Dari Bahan Alam Terhadap Kognitif Anak Usia 5-6 Tahun Di Taman Kanak-Kanak Dharma Wanita Kabupaten Lima Puluh Kota

This research is motivated by the fact that children's cognitive recognition of colors has not yet developed optimally. This media helps children recognize colors beyond what they see visually. The purpose of this study was to examine how effective the color rain experimental media was in introducing colors to children at the Dharma Wanita Kindergarten in 50 Kota District. The research form was Quasy Experiment using a quantitative approach. The population is Dharma Wanita Kindergarten children in 50 Kota districts. The sampling method is cluster sampling, namely 2 classes with a total of 30 children. Data collection is a test in the form of five questions and data analysis techniques include normality tests, homogeneity and finally hypothesis testing using SPSS 22 software. The conclusion of the research is that color rain science media has a significant effect compared to using magazine media with a value of 0.047 > 0.05 (2-tailet). Achievement effect size of 1.46 which is included in the high category. So the use of color rain science experiment media for children's color recognition is very effective.

Cognitive flexibility in autism: Evidence from young autistic children.

We examined the cognitive flexibility performance of young autistic children and a group of neurotypical peers. Thirty-six autistic children (72-83 months) and 200 age-matched typically-developing children were assessed on the Children's Color Trails Test (CCTT), a semantic and a phonemic verbal fluency task. The results showed that the autistic children performed worse than their neurotypical peers in the switching component of the CCTT. In the fluency tests, the autistic group generated overall fewer word items than their neurotypical peers, however, their poorer performance was driven by specific linguistic stimuli in the fluency tasks. The findings suggest that cognitive flexibility for the autistic children was affected in the nonverbal CCTT only, while poor performance in semantic and phonemic fluency seemed to be inherent to the language properties of the verbal fluency tasks.

Efektivitas Penggunaan Metode Eksperimen dalam Meningkatkan Kemampuan Mengenal Warna di Kelas B RA NW Rensing Bat

This study aims to improve the ability to recognize colors by using experimental methods. Children basically like to do new things and learn something interesting, namely by experimenting or experimenting, especially at the level of early childhood whose curiosity is very high. This research is a Classroom Action Research (CAR) using qualitative methods. The research data were obtained by using observation, interview and documentation techniques. The increase in the color recognition of students is marked by the increasing number of positive columns filled in for each indicator set. The research obtained is (1) the indicator of "Mentioning Colors" from 28 students, 19 (68%) positive columns filled in the pre-cycle, 22 (79%) columns in the first cycle and 25 (89%) columns in the second cycle, (2) The indicator "Delivering Experimental Results" from 28 students, 12 (42%) positive columns filled in the pre-cycle, 17 (61%) columns in the first cycle and 24 (85%) columns in the second cycle, (3) The indicator "groups colors" from 28 students 15 (64%) positive columns filled in the pre-cycle, 15 (71%) columns in the first cycle and 26 (93%) columns in the second cycle. Based on the results of the study, it can be concluded that the effectiveness of using the experimental method can improve the ability to recognize children's color in Class B RA NW Rensing Bat.

Investigation of the bio-stimulation of children's reading interest by chromatic pattern visual evoked potential

PurposeThe characteristics of children's reading interest, stimulated by the visual evoked potentials of colour graphics in children's picture books, were tested to explore their normal reference value. The characteristics of chromatic pattern visual evoked potential (CP-VEP) can be harnessed by our methodology and may be applied to the visual screening of children in clinical ophthalmology. MethodsThe PR-650 spectral colour metre can strictly control factors, such as brightness and colour retention, based on colour contrast. This is performed in order to reduce the brightness contrast method. In our paper, we set up three kinds of visual stimulation conditions and performed CP-VEP inspections of the eye, based on 64 cases (128 eyes) of normal children (32 males and 32 females). Using CP-VEP detection, the latency and amplitude of the P100 wave were recorded and the waveforms of each group, under different spectral modes were compared. Art therapy combined with children's colour physiology and psychology will be more skilfully practiced in clinical practice. ResultsThere was no significant difference in the amplitude and peak time of visual evoked potential (VEP) waveforms between the left and right eyes of the children using the three stimuli, indicating that the visual function and visual conduction pathway of children can vary. There was no significant difference in the latency and amplitude of the NPN complex wave. Note that the P1 wave of the right and left eyes of normal children is not statistically different (P > 0.05). We also found that there is insignificant difference in the visual impact of the colours for both male and female children in terms of reading interest, and red is a more stimulating colour for both sexes. ConclusionOur study can provide normal reference value and methodological reference for clinical visual acuity detection in children. Combined with the visual characteristics of children, this paper selects the visual impact created by the colour of picture books and combines it with medical treatment. Make the whole test cover the scope of ophthalmology clinical more comprehensive.

Identification of Impaired Executive Functioning after Pediatric Liver Transplantation Using Two Short and Easily Applicable Tests: Cognitive Functioning Module PedsQL and Children's Color Trail Test.

We aimed to assess executive functioning in children after liver transplantation compared with healthy controls and in relation to real-life school performance using the PedsQLTM Cognitive Functioning Scale (CogPedsQL) and the Childrens’ Color Trail Test (CCTT). One hundred and fifty five children (78f, median age 10.4 (1.2–18.3) years) underwent testing with CogPedsQL and/or CCTT 4.9 (0.1–17.0) years after transplantation. Results were compared to those of 296 healthy children (165f, median age 10.0 (2.0–18.0) years). Liver transplanted children displayed significantly reduced scores for cogPedsQL and CCTT1&2 compared to healthy controls. Overall, school performance was lower in patients compared to controls. In both patients and controls, results of CCTT2 and CogPedsQL correlated strongly with school performance. In contrast to controls, school performance in patients correlated with the level of maternal but not paternal primary education degree (r = −0.21, p = 0.03). None of the patient CCTT or CogPedsQL test results correlated with parental school education. Conclusion: CogPedsQL and CCTT 1&2 were easily applicable in children after OLT and revealed reduced executive functioning compared to controls. Results reflect real life school performance. The association of parental education with school performance is reduced in transplanted children, which possibly indicates the overriding impact of transplant-associated morbidity on cognitive outcomes.

THE EFFECT OF AVASIN THERAPY ON COGNITIVE, EXECUTIVE, AND ATTENTION FUNCTIONS IN ADHD CHILDREN: A CASE SERIES

Attention Deficit Hyperactivity Disorder (ADHD) is a neurobehavioral disorder that most commonly occurs in children. The number of ADHD events is getting more increase. Its handling takes a long time so that the use of Complementary Alternative Medicine (CAM) is increasingly in demand. CAM is used by 60-65% of parents with ADHD children to improve symptoms and reduce side effect of conventional medication. Avasin therapy is one the complementary treatments that we used to treat ADHD children.We conducted avasin therapy to 3 children with ADHD. Before and after avasin therapy, the three children were examined by Children's Color Trail Test to access cognitive nd function, BRIEF 2 to access executive function, as well asTOVA and QEEG Brain Mapping to assess attention function.The changes in values on Children's Color Trail Test, nd BRIEF 2 , TOVA, and QEEG Brain Mapping were obtained after a series of avasin therapy.

On the Application of Color in Children's Space

Because people's living standard is increasing, the demand for indoor living environment is getting more and more attention. Color is an important proportion in the design. Color can not only set off the environment atmosphere, but also have a great impact on human psychology and physiology.

Research on Application of Color in Children’s Wear Display

As a sharp tool for modern clothing marketing and sales, the role of display in the transmission of commodity. In the display elements of children’s wear, the selection of lighting, the beautification of accessories, and the rendering of POP all play an important role in the reflection of the brand image of children’s wear. The more important one is the color selection and matching of children’s wear. Through the analysis of the color elements of children’s wear, this paper analyzes how the color display elements of children’s wear can attract the consumer group children, and convey the unique image and brand concept of children’s wear brand.

Spatial Color Analysis of Kindergarten Interior Design Based on Children's Psychological Activities in Digital Environment

In the digital environment, the kindergarten interior design should also be adjusted, and more attention should be paid to the spatial color matching. The progress of science and technology makes the comfort of children's living environment also increase. Designers should be aware of the importance of spatial color to children's physical and mental growth when designing the kindergarten interior. Therefore, this paper first analyzes the present situation of kindergarten interior color design in China under the digital environment from the perspective of children's color psychology, then puts forward the basic ideas of kindergarten interior color design according to space color psychology, and finally discusses the design methods of kindergarten interior color according to children's psychological activities, hoping to provide good living, entertainment and learning space for children's healthy development.

Cognitive and Behavioral Outcomes of School-aged Children Born Extremely Preterm: a Korean Single-center Study with Long-term Follow-up

BackgroundSchool-aged children born very preterm have been suggested to have worse cognitive and behavioral outcomes than children born full-term. Executive function (EF) is a higher level of cognitive function related to academic achievement. The present study aimed to evaluate the cognitive (including EF) and behavioral outcomes of Korean children born extremely preterm (EP) and to analyze any biological or socioeconomic risk factors for poor cognitive outcomes in this population.MethodsA total of 71 infants weighing < 1,000 g at birth or born before 30 weeks of gestation (EP group) who were admitted to the neonatal intensive care unit from 2008 to 2009 were included in this study and compared with 40 term-birth controls. The Korean Wechsler Intelligence Scale for Children-Fourth Edition, Advanced Test of Attention (ATA), Stroop test, Children's Color Trails Test (CCTT), and Wisconsin Card Sorting Test (WCST) were used. Additionally, the Korean Child Behavior Checklist (K-CBCL) and Korean ADHD Rating Scale (K-ARS) were completed. Perinatal and demographic data were collected and analyzed.ResultsThe mean full-scale intelligence quotient (FSIQ) score in the EP group was significantly lower than that of the term control group (89.1 ± 18.3 vs. 107.1 ± 12.7; P < 0.001). In the EP group, 26 (37%) children had an FSIQ score below 85, compared to only one child (3%) in the control group. Furthermore, the EP group showed significantly worse EF test results (ATA, Stroop test, CCTT, WCST). Except for the higher social immaturity subscore in the EP group, the K-CBCL and K-ARS scores were not different between the two groups. EP children who received laser treatment for retinopathy of prematurity (ROP) had an 8.8-fold increased risk of a low FSIQ score, and a 1-point increase in the discharge weight Z-score decreased the risk of a low FSIQ score by approximately half in this EP cohort.ConclusionThis is the first Korean study to investigate the cognitive and behavioral outcomes of school-aged children born EP. In the study cohort, EP children exhibited significantly lower FSIQ scores and EF than their full-term peers, and 37% of them had cognitive problems. Nonetheless, except for social immaturity, the behavioral problems were not different in EP children. Severe ROP and low discharge weight Z-score were identified as independent risk factors for low FSIQ score after adjusting for birth weight.

Behavioral impairment and cognition in Thai adolescents affected by HIV.

Cognitive and behavioral impairment are common in children living with perinatally acquired HIV (pHIV) and children exposed to HIV in utero but uninfected (HEU). We sought to determine the prevalence of adverse behavioral symptomatology using a Thai-translated and validated version of the SNAP-IV questionnaire and assess cognitive function utilizing the Children's Color Trails Test, Delis-Kaplan Executive Function System, and the Wechsler Intelligence Scales, in our cohort of Thai adolescents (10-20 years old) with well-controlled pHIV compared to HEU and HIV-unexposed, uninfected youth. We then evaluated the interaction between HIV status, behavioral impairment, and executive function outcomes independent of demographic variables. After controlling for demographic factors of age and household income, adolescents with pHIV had higher inattentive symptomatology and poorer neuropsychological test scores compared to uninfected controls. Significant interactions were found between inattention and executive function across multiple neurocognitive tests. Behavioral impairment and poor executive functioning are present in adolescents with well-controlled pHIV compared to HIV-uninfected matched peers. The SNAP-IV questionnaire may be a useful tool to identify those with attentional impairment who may benefit from further cognitive testing in resource-limited settings.

Upaya Meningkatkan Kemampuan Mengenal Konsep Warna Melalui Kegiatan Meronce Pada Anak Kelompok B TK Dharma Wanita 2 Mojotengah Kedu Temanggung Semester I Tahun Pelajaran 2017/2018

One of the basic competencies in kindergarten is that children can recognize simple concepts with indicators that children are able to recognize color concepts. Color recognition for children can stimulate the senses of sight, brain, aesthetics, and emotions. Meronce activities are aimed at training children's eye and hand coordination. The rationale for this problem arises is the low ability to recognize the concept of color in Group B TK Dharma Wanita 2 Mojotengah. The purpose of this study was to determine the process of meronce activities to improve the ability to recognize children's color concepts and to determine the magnitude of the increase in the ability to recognize color concepts after resonating activities in Group B children TK Dharma Wanita 2 Mojotengah Kedu Temanggung Semester I Academic Year 2017/2018. The subjects of this study were 15 students of Group B TK Dharma Wanita 2 Mojotengah. The research was carried out from September to October 2017. The data collection methods used were observation, documentation, and interviews. Based on the results of research and discussion, it can be concluded that meronce activities can improve the ability to recognize color concepts in Group B children TK Dharma Wanita Mojotengah 2. This can be seen from the results of increasing the ability to recognize color concepts in Group B children TK Dharma Wanita Mojotengah 2 in The pre-cycle condition was 20% then increased to 46.7% in Cycle I and finally increased in Cycle II by 93.3%, it was proven that the child was able to designate colors, mention or differentiate colors and classify colors.

El lápiz color piel y el sufrimiento racial en la socialización de los infantes de la negritud

En diferentes escenarios ha sido constante la idea que Colombia, no es solo es un país multiétnico, plurilinguístico sino también poliracial. Los dos primeros calificativos están más presentes en la vida nacional, mientras que la imagen de varias razas, representa en el mejor de los casos un pánico social difícil de nombrar, fácil de polemizar al negar o admitir su existencia. Particularmente, donde la revelación de los colores de la piel, provoca mayor sensibilidad es en la escuela, por ello este avance, se suma a la corriente de estudios que se ocupan de las consecuencias de la raza en la vida de los infantes escolarizados. Para delimitar el alcance de este artículo se precisa que éste, corresponde a los resultados preliminares de una tesis doctoral en curso cuyo tema central es la identidad racial de niños y niñas negros, para situar este debate, se pregunta ¿Con que colores pinta la niñez de la negritud, su color de piel y fenotipo? En términos metodológicos, se escogió el método cualitativo que a través de talleres sobre el dibujo del cuerpo posibilitara la participación protagónica de los infantes, para a partir de esas fuentes, provocar nuevas interrogaciones al sujeto niño negro, cuyos conocimientos en los estudios de la infancia, siguen brillando por su ausencia. Las respuestas iniciales señalan que estos dibujantes, no se pintan mayoritariamente con colores distintos al color piel o rosado, tan común en las cajas de colores infantiles, situación que corrobora hallazgos de hace décadas en torno a una conciencia racial, que muestra confusiones por parte de los renacientes de la negritud.

Effects of a Cognitive-Functional Intervention Method on Improving Executive Function and Self-Directed Learning in School-Aged Children with Attention Deficit Hyperactivity Disorder: A Single-Subject Design Study.

Background School-aged children with attention deficit hyperactivity disorder (ADHD) face many difficulties with self-directed learning because of their poor executive function. This leads to secondary problems such as learning disabilities and depression, so the role of intervention to improve executive function in school-aged children with ADHD is important. Objective The present study is aimed to investigate how cognitive-functional (Cog-Fun) intervention affected executive function of school-aged children with ADHD and the sustainability of these effects. To investigate the effects of changes in the executive function of school-aged children with ADHD through Cog-Fun intervention in self-directed learning. Method A single-subject A-B-A research design was employed in this study. Three children aged 9-10 years who were diagnosed with ADHD were selected. A total of 17 experimental sessions were conducted. The Cog-Fun intervention program was implemented during the intervention phase. To measure dependent variables, Behavior Rating Inventory of Executive Function (BRIEF) and Homework Problems Checklist (HPC) were used. Significant changes in executive function assessed by the Children's Color Trails Test (CCTT) and Stroop test were analyzed through two-standard deviation band analysis. Additionally, video clips of task performance were analyzed to examine qualitative performance changes in self-directed learning. Result All three participants presented statistically significant changes with a number of near-misses of CCTT and color words score of Stroop test during the intervention. T-scores of the Global Executive Composite (GEC) decreased after the intervention, indicating improvement in executive function. The follow-up period revealed retention of the improved executive function. Additionally, self-directed learning improved in all participants after the implementation Cog-Fun intervention. Conclusion The study supports the effectiveness of Cog-Fun intervention in improving executive function in school-aged children with ADHD and confirmed that the improvement of executive function ultimately leads to the improvement of self-directed learning performance.

Color vision testing in children

AbstractColor vision is an important part of visual processing and as such, it often needs to be evaluated in the pediatric population. The information on a child's color vision status can often be a very important additional clue in establishing the correct clinical diagnosis. The basic principles of color vision are discussed in this review, as well as congenital and acquired color vision deficiencies. The emphasis is on the evaluation of color vision, especially clinically applicable color vision tests suitable for testing children above the age of 3 years.