A successive asymmetric colour-matching task was used to study the changes in colour appearance of simulated Munsell samples. Colour shifts were induced with two Planckian illuminants, standard illuminant A (u'=0.256, v'=0.524) and illuminant S (u'=0.174, v'=0.392). Measurements were conducted with a 20 degrees field and a 120 degrees field. Adaptation period varied from 1 to 30s with the smaller field and from 1 to 60s with the larger field. Colour shifts were specified in terms of a modified Brunswik ratio (BR). Higher values of BR were associated with longer adaptation periods but only when the larger background was used. Supplementary experiments showed that the changes in colour appearance were related to a slight shift in the perceived colour of the background. The timing of the colour shifts are modelled in terms of cone opponent responses. High values of BR correspond to almost complete von Kries adaptation in all three cone types.
Sequential asymmetrical colour matching of forty Munsell samples simulated under illuminant C and one of eight test illuminants was carried out. The subjects matched the appearance of each sample under illuminant C with its appearance under the test illuminant. Samples and background (N7) were presented for 1 s under the test illuminant and were isoluminant with each other. Subjects adjusted hue, chroma, and value under illuminant C. The experiments distinguished two groups of subjects; some observers needed to reduce the luminance of the sample to make a match while others did not. This 'dimming' occurred when the matches were close to cardinal axes, especially the tritanopic confusion line. A model of luminance and cone-opponent mechanisms contributing to brightness can account for the dimming effect. Details of analysis in cone-opponent space (L - M, L + M - S, L + M) are presented in the companion paper (Stanikunas et al, 2005 Perception 34 this issue).
The sustainable school is important in today’s education system to ensure the well-being of younger generations. This research work attempted to empirically test the different predictions of a sustainable school environment for secondary school students’ engagement in learning. The following objectives were formulated: to analyse the differences of sustainable school environment and engagement in learning based on gender and SES background; to analyse the relationship between sustainable school environment variables and engagement in learning; and to examine how sustainable school environment variables could predict students’ emotional and behavioural engagement. The research sample consisted of students from three districts of Lithuania with a disadvantaged SES context. We assessed the sustainable school environment variables and students’ emotional and behavioural engagement in learning with the What Is Happening in this Class? (WIHIC) questionnaire, a short form of the Learning Climate Questionnaire (LCQ), and the Student Engagement Scale. The results showed a statistically significant difference in behavioural engagement between boys and girls. There are no differences in sustainable school environment variables and engagement in relation to SES. Teachers’ autonomy supportive behaviour perceived by students has the strongest correlation with emotional and behavioural engagement in learning. Thus, in the Lithuanian schools surveyed, a sustainable school environment is developing.
A cone-opponent-based vector model is used to derive the activity in the red-green, yellow-blue, and achromatic channels during a sequential asymmetric colour-matching experiment. Forty Munsell samples, simulated under illuminant C, were matched with their appearance under eight test illuminants. The test samples and backgrounds were photometrically isoluminant with each other. According to the model, the orthogonality of the channels is revealed when test illuminants lie along either red-green or yellow blue cardinal axes. The red green and yellow-blue outputs of the channels are described in terms of the hue of the sample. The fact that the three-channel model explains the data in a colour-matching experiment indicates that an early form of colour processing is mediated at a site where the three channels converge, probably the input layer of V1.
A successive, asymmetric color-matching paradigm was used to investigate the link between cone contrast and the stability of perceived colors. We measured the perceived color shifts of 10 Munsell samples, induced by test illuminant A, simulated in u'v' color space. The capacity of the visual system to resist these shifts, otherwise known as color constancy, is measured in terms of the Brunswik ratio, BR. Cone contrasts are calculated with respect to either the physical or perceived background. Subjective cone contrasts show a better fit to the von Kries law than those based on the physical background. Complete cone adaptation occurs when color constancy is high. However we show conditions where cone adaptation seems complete but color constancy is poor.
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