(See related pages)
After studying the chapter, the student should be able to . . .
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Explain what is meant by the statement "color is a psychological phenomenon, entirely subjective in nature." State why it is important to see colors. |
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Distinguish between the three qualities associated with color: hue, brightness, and saturation. Explain wavelength, spectral colors, nonspectral colors, and complementary colors. |
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Distinguish between light containing narrow ranges of wavelengths (spectral light) and light containing mixtures of wavelengths. Explain color addition and subtraction. |
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Describe how the appearance of the color of objects derives from the interaction between their reflection and absorption and the wavelength of the illumination. Explain what is meant by color constancy and discuss how it is achieved (color induction via adaptation and spatial contrast). |
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Discuss the univariance principle, and distinguish among monochromatic, dichromatic, and trichromatic vision. Discuss the implications of each for color vision. Relate trichromacy to the Young-Helmholtz theory of color vision. |
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Distinguish among the three different cone pigment types, and discuss the location and the specific function of each. |
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Discuss the evolutionary development of the cone photopigments. |
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Discuss the evidence for the opponent-process theory of color vision proposed by Hering in the 19th century, and contrast it with the Young-Helmholtz theory. |
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Explain the physiological basis of the opponent-process theory as realized in the LGN, and discuss the possible advantages of such a biological process for color vision. |
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Specify the brain regions thought to be involved in color vision. |
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Discuss the various forms of color vision deficiency and the underlying causes of each. Include congenital and acquired deficiencies such as from brain damage and selective rearing. |
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Describe synesthesia, including synesthetic colors, and discuss the research aimed at establishing its perceptual reality. |