Color constancy and color term knowledge are positively related in early childhood

The ability to keep perception constant despite environmental changes of illumination, viewing angle or distance is a key feature of perception. Here, we investigate how ‘perceptual constancy’ relates to language learning by investigating the relationship between color constancy and color term knowledge in three to four-year-olds. We used a novel method to test color constancy where children are required to match colored stimuli under different illuminations. We found a positive relationship between color constancy and color term knowledge: children who knew more color words also had better color constancy. The relationship remained even when accounting for the effect of age and ability to discriminate colors. The findings have implications for understanding the development of perceptual constancy, language learning and the link between perceptual processing and cognitive development