Learning Rates with Black and Colored Letters

Abstract

To test the effect of color in symbols, the learning rates of slow and average readers were compared in two types of trials: (1) matching a nonsense syllable name with black letters and (2) matching colored letters with the nonsense name first, then making the transfer to black letters. After all letters were learned to criterion, both the slow and average readers recalled more of the symbols learned under the color condition. It was found that both groups initially learned the color-coded material more readily, but had difficulty making the transfer to black letters. Those letters that differed largely on position dimensions showed the largest differences in the superiority of the color condition. It was concluded that color coding with fading might be expected to cause more rapid learning in reading with fewer orientation errors on letters that are commonly confused.