The single fact that speech is acquired long after objects and some colours are distinguished, shows that results reached by this method have very little value as far as the problem of the first perception of colours is concerned.
That the fourth element pointed out above is a real source of confusion is shown by the fact that children recognise many words which they can not readily pronounce.

When this was realized, a second phase in the development of the problem arose.

A colour was named, and then the child was required to pick out that colour.

This gave results different from those reached by the first method, blue and red leading the list in correct answers by the first method, while by this second method yellow led, and blue came near the end of the list.
The further objection that colours might be distinguished before the word names are learned, or that colour words might be interchanged or confused by the child, gave rise to what we may call the third stage in the statement of the problem.

The method of "recognition" took the place of the method of "naming." This consisted in showing to a child a coloured disk, without naming it, and then asking him to pick out the same colour from a number of coloured disks.
This reduces the question to the second of the four I have named above.