Investigation of color constancy in 4.5-month-old infants under a strict control of luminance contrast for individual participants

The Reality of a Head-Mounted Display (HMD) Environment Tested via Lightness Perception

Head-mounted displays (HMDs) are becoming more and more popular as a device for displaying a virtual reality space, but how real are they? The present study attempted to quantitatively evaluate the degree of reality achieved with HMDs by using a perceptual phenomenon as a measure. Lightness constancy is an ability that is present in human visual perception, in which the perceived reflectance (i.e., the lightness) of objects appears to stay constant across illuminant changes. Studies on color/lightness constancy in humans have shown that the degree of constancy is high, in general, when real objects are used as stimuli. We asked participants to make lightness matches between two virtual environments with different illuminant intensities, as presented in an HMD. The participants' matches showed a high degree of lightness constancy in the HMD; our results marked no less than 74.2% (84.8% at the maximum) in terms of the constancy index, whereas the average score on the computer screen was around 65%. The effect of head-tracking ability was confirmed by disabling that function, and the result showed a significant drop in the constancy index but that it was equally effective when the virtual environment was generated by replay motions. HMDs yield a realistic environment, with the extension of the visual scene being accompanied by head motions.

Developmental changes in colour constancy in a naturalistic object selection task

When the illumination falling on a surface change, so does the reflected light. Despite this, adult observers are good at perceiving surfaces as relatively unchanging-an ability termed colour constancy. Very few studies have investigated colour constancy in infants, and even fewer in children. Here we asked whether there is a difference in colour constancy between children and adults; what the developmental trajectory is between six and 11 years; and whether the pattern of constancy across illuminations and reflectances differs between adults and children. To this end, we developed a novel, child-friendly computer-based object selection task. In this, observers saw a dragon's favourite sweet under a neutral illumination and picked the matching sweet from an array of eight seen under a different illumination (blue, yellow, red, or green). This set contained a reflectance match (colour constant; perfect performance) and a tristimulus match (colour inconstant). We ran two experiments, with two-dimensional scenes in one and three-dimensional renderings in the other. Twenty-six adults and 33 children took part in the first experiment; 26 adults and 40 children took part in the second. Children performed better than adults on this task, and their performance decreased with age in both experiments. We found differences across illuminations and sweets, but a similar pattern across both age groups. This unexpected finding might reflect a real decrease in colour constancy from childhood to adulthood, explained by developmental changes in the perceptual and cognitive mechanisms underpinning colour constancy, or differences in task strategies between children and adults. HIGHLIGHTS: Six- to 11-year-old children demonstrated better performance than adults on a colour constancy object selection task. Performance decreased with age over childhood. These findings may indicate development of cognitive strategies used to overcome automatic colour constancy mechanisms.

The Development of Color Perception and Cognition

Color is a pervasive feature of our psychological experience, having a role in many aspects of human mind and behavior such as basic vision, scene perception, object recognition, aesthetics, and communication. Understanding how humans encode, perceive, talk about, and use color has been a major interdisciplinary effort. Here, we present the current state of knowledge on how color perception and cognition develop. We cover the development of various aspects of the psychological experience of color, ranging from low-level color vision to perceptual mechanisms such as color constancy to phenomena such as color naming and color preference. We also identify neurodiversity in the development of color perception and cognition and implications for clinical and educational contexts. We discuss the theoretical implications of the research for understanding mature color perception and cognition, for identifying the principles of perceptual and cognitive development, and for fostering a broader debate in the psychological sciences.

Infant color perception: Insight into perceptual development

A remarkable amount of perceptual development occurs in the first year after birth. In this article, we spotlight the case of color perception. We outline how within just 6 months, infants go from very limited detection of color as newborns to a more sophisticated perception of color that enables them to make sense of objects and the world around them. We summarize the evidence that by 6 months, infants can perceive the dimensions of color and categorize it, and have at least rudimentary mechanisms to keep color perceptually constant despite variation in illumination. In addition, infants’ sensitivity to color relates to statistical regularities of color in natural scenes. We illustrate the contribution of these findings to understanding the development of perceptual skills such as discrimination, categorization, and constancy. We also discuss the relevance of the findings for broader questions about perceptual development and identify directions for research.

Colour category constancy and the development of colour naming

In this study, we investigated the processes of coordination, adaptation, and calibration during the development of colour naming and colour constancy, and we tested whether colour term knowledge is related to colour constancy. We measured category membership and prototypes with 163 Munsell chips in preschool children (3- to 4-year-old) under neutral, green, and red illuminations, and compared their results to those of adults. We introduced an index of colour term maturity based on the similarity of children's colour term use to adults, and a colour category constancy index that quantifies the variation in colour categorisation that is specific to illumination changes. Results showed that illumination changes affected children's consistency of colour categorisation, but only to a small extent. However, colour term maturity and illumination-specific effects on consistency strongly varied in this age range. Correlations between colour term maturity and illumination-specific consistency indicated that colour constancy increases with colour term acquisition; but those results depended on the type of illumination changes (between neutral, green, and red). Together, our findings suggest that children progressively fine-tune and recalibrate the meaning of colour terms through processes of coordination and adaptation that are also involved in the calibration of colour constancy.

Specular highlights improve color constancy when other cues are weakened

Previous studies suggest that to achieve color constancy, the human visual system makes use of multiple cues, including a priori assumptions about the illumination ("daylight priors"). Specular highlights have been proposed to aid constancy, but the evidence for their usefulness is mixed. Here, we used a novel cue-combination approach to test whether the presence of specular highlights or the validity of a daylight prior improves illumination chromaticity estimates, inferred from achromatic settings, to determine whether and under which conditions either cue contributes to color constancy. Observers made achromatic settings within three-dimensional rendered scenes containing matte or glossy shapes, illuminated by either daylight or nondaylight illuminations. We assessed both the variability of these settings and their accuracy, in terms of the standard color constancy index (CCI). When a spectrally uniform background was present, neither CCIs nor variability improved with specular highlights or daylight illuminants (Experiment 1). When a Mondrian background was introduced, CCIs decreased overall but were higher for scenes containing glossy, as opposed to matte, shapes (Experiments 2 and 3). There was no overall reduction in variability of settings and no benefit for scenes illuminated by daylights. Taken together, these results suggest that the human visual system indeed uses specular highlights to improve color constancy but only when other cues, such as from the local surround, are weakened.

Mechanisms underlying simultaneous brightness contrast: Early and innate

In the phenomenon of simultaneous brightness contrast, two patches, one on a dark background and the other on a light one, appear to have different brightness despite being physically equi-luminant. Elucidating the phenomenon's underlying mechanisms is relevant for the larger question of how the visual system makes photometric judgments in images. Accounts over the past century have spanned low-, mid- and high-level visual processes, but a definitive resolution has not emerged. We present three studies that collectively demonstrate that the computations underlying this phenomenon are low-level, instantiated prior to binocular fusion, and available innately, without need for inferential learning via an individual's visual experience. In our first two studies, we find that strong brightness induction is obtained even when observers are unaware of any luminance differences in the neighborhoods of the probe patches. Results with dichoptic displays reveal that eye of origin, although not evident consciously, has a marked influence on the eventual brightness percept of the probe patches, thereby localizing brightness estimation to a site preceding binocular fusion. The third study uses conventional simultaneous brightness contrast displays, but an unusual group of participants: Congenitally blind children whom we were able to treat surgically. The results demonstrate an immediate susceptibility to the simultaneous brightness illusion after sight onset. Together, these data strongly constrain the search for mechanisms underlying a fundamental brightness phenomenon.

Can Infants Tell the Difference between Gold and Yellow?

There is a large literature focused on the color perception of matte surface. However, recent research showed that the component of surface specular reflection, such as glossiness, also affects categorical color perception. For instance, the color term "gold" was used to name high specular stimuli within a specific range of chromaticity, which overlaps with those of yellow and orange for low specular stimuli. In the present study, we investigated whether the component of surface specular reflectance affects the color perception of 5- to 8-month-old infants by using the preferential looking technique. In the first experiment, we conducted a simple test to determine whether infants perceive yellow and gold as the same color by comparing their preference for these colors over green. If the infants perceive yellow and gold as the same color, they would show similar preference scores over green. On the other hand, if infants show different preference scores over green, it indicates that infants do not perceive yellow and gold as the same color. Only the 7-8 month-old infants showed different preference scores for gold and yellow over green. This result indicates that the 7-8 month-old infants perceive gold and yellow as different colors. In Experiment 2, we eliminated the component of specular reflectance on the gold surface and presented it against green to infants. A similar preference score of yellow over green was obtained. This result suggests that the difference between the preference scores for gold and yellow over green in Experiment 1 was based on representations of glossiness.