222 "Journal of Comparative Neurology and Psychology. 



On the following days, also, green was recognized just as cer- 

 tainly as was red; that is, when not fatigued, the child picked out, 

 from any combination of colors whatever, and without error, the 

 various shades of green. I noticed, however, that he showed even 

 greater pleasure in naming and in finding this color. 



His treatment of blue was very striking. He had learned, as I 

 said, the term "blue" along with the terms "green," "black," 

 and "white"; that is, within a few minutes. The same day and 

 the one following he designated the blues quite correctly and did 

 not confuse blue with green or violet (the name of which he did 

 not yet know) or with black. A bright sky-blue he called at first 

 green, but only at first, not later. 



The two chief desiderata, in the whole series of tests, were to 

 get the child to learn, (i) red, and (2) blue. In showing him blue 

 I incidejjtally mentioned the names "green," "black" and "white." 

 The result was, however, that these latter names remained fixed, 

 whereas "blue" not only lost its hold after two days, but also 

 during this time, showed itself to be insecurely fixed. Even when 

 not fatigued by the experiments, the child said, at times, when 

 blue was shown him, hesitatingly, "red," but more frequently 

 "not red," or, "but that is not red." On the following day he did 

 not at all use the term "blue"; during the w^hole experimentation 

 period of fourteen days he made use of it, therefore, only on the 

 day when he had first learned it and the next following day. 



It would be wrong to assume from this that the child was no 

 longer able to recognize blue, e. g., to differentiate it from the other 

 colors; on the contrary, he did so frequently with complete cer- 

 tainty. From color-sets containing several blues, variously 

 saturated and of different brightnesses, he picked out the green, 

 red, black and white pieces with assurance, and without once 

 confusing blue with them. Further than that, he could also select 

 the various bright and dark grays, without a single error, from 

 among the greens and blues. But, although he thus knew the 

 blue, he could not point to it when asked to do so; he designated, 

 instead, a red or some other color, mentioning, however, the 

 correct name; or he chose green first and said: "Now that is not 

 blue." But most frequently, wfien asked for blue, he became 

 embarrassed and tried to turn my attention to something else. 



I was curious to know how he would behave toward violet. 

 From the very beginning I had often put violet squares in with the 



