兒童對色彩的認知通常藉由遊戲中或是親子的互動中習得，從區別色彩差異到色彩命名的記憶學習過程，其學習效果可能因環境、親子互動一般人智力發展等因素而有所不同。本研究目的在探討響童對色彩的認知、喜好及記憶力等議題，以拼圖遊戲之個案研究，觀察兩歲幼童與親子間玩拼圖遊戲之互動情形，觀察幼童之色彩認知與其拼圖時間與能力的相關性。

The way that most children learn to perceive and process color information are based on playing games or interacting with their parents. However, their learning effects pertinent to color difference and color naming can be affected by environment, children-parent interaction style, and individual intelligence development. The purpose of this study is to explore research issues regarding young children’s color cognition, preference, and memory. By using puzzle games, the researchers observed how two year-old young children interacted with their parents. The relationship between color cognition and puzzle completion time was also investigated. The results generated form this study revealed that color does have both positive and negative influences on young children’s puzzle solving strategies. In addition, the interaction between young children and their parents also plays a crucial role in their cognitive color learning process. It is hoped that the results generated from this study can be beneficial to research pertinent to young children’s color and spatial learning processes in the future.