This paper investigates the influence of both gender and culture on colour preference. Inspection of previous studies of colour preference reveals that many of these studies have poor control over the colours that are shown – the chromatic co-ordinates of colours are either not noted or the illuminant that colours are shown under is not controlled. This means that conclusions about colour preference are made using subjective terms for hue with little knowledge about the precise colours that were shown. However, recently, a new quantitative approach to investigating colour preference has been proposed, where there is no need to summarise colour preference using subjective terms for hue (Ling et al., 2007; Hurlbert & Ling, 2007). This approach aims to quantitatively summarise hue preference in terms of weights on the two channels or ‘cardinal axes’ underlying colour vision. Here I further extend Hurlbert and Ling’s (2007) approach to investigating colour preference, by replicating their study but with Arabic and English participants, and to answer several questions: First, are there cultural differences in the shape of the overall preference curve for English and Arabic participants? Second, are there gender differences in the shape of the overall preference curve for English and Arabic participants?. Thirty eight British and 71 Saudi Arabian (Arabic) participants were compared. Results revealed that Arabic and English preference curves were found to differ, yet there was greater similarity for Arabic and English males than Arabic and English females. There was also a sex difference that was present for both Arabic and English participants. The male curve is fairly similar for both samples: peak-preference is in the blue-green region, and a preference minimum is in the red-pink/purple region. For Arabic females the preference peak appears to be in the red-pink region, whilst for English females it is shifted towards purple/blue-green.

In physical environments and cultural landscapes, we most often deal not with separate colors, but with color combinations. When choosing a color, we usually try to “fit” it into a preexisting color context, making the new color combination harmonious. Yet are the “laws” of color harmony fundamental to our shared cognitive architecture, or are they cultural products that vary from country to country? To answer these questions we conducted an experiment with 599 participants aged 18 to 76 from eight different countries, including Algeria (MA = 26.2 years; SD = 8.8; 49 men, 26 women), Belarus (MA = 19.8 years; SD = 9.1; 19 men, 63 women), Italy (MA = 29.0 years; SD = 12.8; 23 men, 67 women), Mexico (MA = 20.0 years; SD = 7.0; 34 men, 23 women), Nigeria (MA = 34.7 years; SD = 10.5; 29 men, 32 women), Russia (MA = 24.6 years; SD = 6.3; 17 men, 72 women), Saudi Arabia (MA = 24.5 years; SD = 8.6; 28 men, 38 women), and Chile (MA = 34.3 years; SD = 15.1; 35 men, 43 women). To create experimental stimuli, we used 10 color combinations composed by the Russian avant-garde artist Mikhail Matyushin and his disciples for the Reference Book of Color (1932) based on shades that were typical in architectural design—yellow ochre, light umber, light ochre, and burnt umber. We removed the “intermediary” linking color from each of the selected color triads and asked participants to adjust the color of this band according to their liking. Mapping 2995 color choices into CIELAB and CIELCh color space to identify their chromatic characteristics (hue, lightness, and chroma), we demonstrate graphically that color triads in different cultures have a different “geometry” in CIELAB color space and on the color circle. We conclude that the revealed patterns of these relationships reflect cross-cultural “shifts” in human perception of color harmony. The analysis presented in this paper will facilitate opportunities for architects, designers, and other color professionals to create culturally specific harmonic color combinations in urban environments.

Despite a plethora of behavioral research exploring the phenomenon of color categorical perception (CP) known as "better discrimination between pair of colors stimuli from different categories and pair of colors stimuli from the same category even when the stimulus differences between the pairs of stimuli are equal", most of the evidence for the CP of color was derived from Roman or top-to-down script readers and very rarely from right-to-left script readers in primary category. To date, no studies of color CP have been conducted on right-to-left script readers in secondary category boundary to support this theory. Three experiments have been conducted: Experiments 1 and 2 established the Arabic blue–purple secondary category boundary, and Experiment 3 tested the CP of color in the blue–purple category boundary. Sixty participants (30 men and 30 women) took part in this study. All spoke Arabic as their first language, and all were undergraduate or postgraduate students at King Saud University. Their ages ranged from 18–35 years with a mean age of 21.9 years (SD =5.2). The result indicated that for Experiments 1 and 2, it appeared that the Arabic blue–purple category boundary was approximately 10PB and it is in the same location as for English. For Experiment 3, reaction times in the between-categories condition were significantly faster than those in the within-category condition; this suggested that CP of color was shown in the Arabic's blue–purple secondary category boundary.

Humans have systematic and reliable color preferences. The dominant account of color preference is that individuals like some colors more than others due to the valence of objects that they associate with colors (Ecological Valence Theory). In support of this theory, Palmer and Schloss show that the average valence of objects associated with a color, when weighted (the WAVE), explains up to 80% of the variation in color preference for adults from the United States (US). Here we investigate whether Ecological Valence Theory can account for the color preferences of female and male adults from Saudi Arabia to test how well the theory generalizes across cultures and how well it accounts for sex differences in color preference. We also extend the investigation of EVT by investigating whether abstract concept associations as well as object associations can account for preference. Saudi adults’ color preferences, color object and concept associations, and association valence ratings were collected, and the WAVE was computed and correlated with preference ratings. The WAVE accounted for no more than half of the variance in Saudi color preferences, although there was some degree of sex specificity in the relationship of the WAVE and color preference. Adding abstract concept associations did not account for more variance than object associations alone, but the number of abstract concept associations did account for a significant amount of the variance in color preference for females, but not males. The findings converge with other cross-cultural studies in suggesting that the success of EVT in accounting for color preference varies across cultures and indicates that additional factors other than color associations are likely also at play.

The present study aimed to investigate the effectiveness of a training program on the development of critical thinking among Saudis students enrolled in undergraduate studies. It which included a system of critical thinking skills, namely: deductive reasoning, drawing inferences, recognizing assumptions, argument evaluation and logical interpretation. Forty undergraduate Saudi students participated in this study. All were withdrawn from the population of the Psychology department at King Saud University. Their ages ranged between 18 and 23 years with an average age of 21.70 and a standard deviation of 0.88. All were randomly assigned to two equally numbered experimental and control groups. A training program was constructed to develop the critical thinking skills among the students. Those in the experimental group were trained on this program during 8 sessions, 2 sessions per a weak with 2-3 hours in each session. A critical thinking scale prepared by the National Center for Youth Studies (2014) was used to ensure program effectiveness. Results revealed the effectiveness of the training program on the development of critical thinking skills of the study sample in the general ability of critical thinking as well as in the capacity of its constituents.