不同照明条件下中国青年女性彩色图片的喜爱肤色

本研究采用类例判断法,在不同光源下对22张图片肤色样本逐一地进行主观评价。使用的照明光源为D65、CWF和A三种标准光源,色温分别为6500K、4150K和2856K。垂直照明,45°观察．肤色样本的视角为2°。实验结果表明：观察者在A光源下比D65光源更容易地评价肤色样本的质量,即在D65光源下的满意样本,在A光源下其喜爱程度趋于提高,而对不满意样本的喜爱程度趋于降低或基本相同;在三种照明条件下,被评为最佳肤色的样本与真实肤色有些偏离,色调略为偏黄,亮度较高,饱和度则非常接近;在肤色的波长范围内,亮度较高而饱和度偏低的肤色样本往往是优选样本。     

先天性色觉异常的特性及检查方法

本文简单介绍了各种先天性色觉异常的特性及常用的色觉检查方法。不同类型的先天性色觉异常在颜色匹配、光谱感受性、色差辨别等方面均表现出不同的特点,色觉检查方法就是在这些特点的基础上,根据异常者的某一色觉缺陷设计的。常用的检查方法有假同色图测验,色相排列测验和色盲镜等。一般来说,不同的检查方法各有所长,并应用于临床的不同阶段     

Soft commitment: self-control achieved by response persistence.

With reinforcement contingent on a single peck on either of two available keys (concurrent continuous reinforcement schedules) 4 pigeons, at 80% of free-feeding weights, preferred a smaller-sooner reinforcer (2.5 s of mixed grain preceded by a 0.5-s delay) to a larger-later reinforcer (4.5 s of mixed grain preceded by a 3.5-s delay). However, when the smaller-sooner and larger-later reinforcers were contingent on a concurrent fixed-ratio 31 schedule (the first 30 pecks distributed in any way on the two keys), all pigeons obtained the larger-later reinforcer much more often than they did when only a single peck was required. This "self-control" was achieved by beginning to peck the key leading to the larger-later reinforcer and persisting on that key until reinforcement occurred. We call this persistence "soft commitment" to distinguish it from strict commitment, in which self-control is achieved by preventing changeovers. Soft commitment also effectively achieved self-control when a brief (1-s) signal was inserted between the 30th and 31st response of the ratio and with concurrent fixed-interval 30-s schedules (rather than ratio schedules) of reinforcement. In a second experiment with the same subjects, the fixed ratio was interrupted by darkening both keys and lighting a third (center) key on which pecking was required for various fractions of the fixed-ratio count. The interruption significantly reduced self-control. When interruption was complete (30 responses on the center key followed by a single choice response), pigeons chose the smaller-sooner reinforcer as frequently as they did when only a single choice response was required.     

中国人眼对非彩色系表色色差辨别的实验研究

报道了中国人眼对表色色差辨别的实验研究中非彩色系列实验研究结果,并与国外有关结果进行了比较。结果表明,非彩色的明度特性变化,对人眼色差辨别无显著影响,色差值仅随目视评价的感觉等级不同而异。此结果与国外有关报道的结果基本一致。实验结果为中国颜色体系的非彩色系颜色样品提出了色差宽容度：△Ｅ＜１．５。此色差宽容度已被全国颜色标准化技术委员会认定为ＧＳＢＡ２６００３—９４《中国颜色体系》国家标准中颜色样品色差宽容度的技术参数。     

Effectiveness of color in picture recognition memory

Investigations were conducted into the effectiveness of color in picture recognition memory. In the study phase, half of the pictures were presented in color and the other half in black and white. In the test phase, half were presented in the same color mode as the study pictures and the other half in the other mode. In immediate and 1-week-delayed tests, the recognition performance was highest when color pictures were used in both the study and test phases. The recall for the color mode of the study pictures, however, was not as good, even with the color pictures. This suggests that the effectiveness of color in picture recognition is not necessarily due to the memory for colors in the pictures themselves, but is probably due to the distinctiveness of features highlighted by the colors. We also found that in the recall performance for the color mode it was more difficult to detect the deletion of colors than to detect their addition.     

Effects Of Histories Of Differential Reinforcement Of Response Rate On Variable-interval Responding

Three pigeons were exposed first to multiple differential-reinforcement-of-high-rate and differential-reinforcement-of-low-rate schedules that were correlated with green and red keys, respectively, and then were shifted to a variable-interval schedule arranged on a white key. In subsequent test sessions, the variable-interval schedule continued to operate, but green and red keys replaced the white key in alternate sessions. In Part 1 of the experiment, the variable-interval schedule correlated with the white key was introduced immediately after the multiple-schedule condition, and the test condition began 15 days later. This sequence was repeated twice, with a reversal of the correlation of the key colors with the components of the multiple schedule at the start of each new cycle. Part 2 added a 6-month break between the multiple-schedule history and the white-key variable-interval schedule followed by test sessions. The procedure was then repeated with a reversal of the correlation between key colors and multiple-schedule components. In the test sessions of Part 1, all pigeons consistently responded faster in the presence of the key color most recently correlated with the differential-reinforcement-of-high-rate contingency than during the color most recently correlated with the differential-reinforcement-of-low-rate contingency. Similar but smaller effects were observed in Part 2. The effects of the reversals in these two parts of the experiment showed that only the most recent contingency exerted an influence on subsequent responding. The data suggest that this effect of the most recent history continues to operate on behavior under current contingencies even after a long lapse of time.     

Increasing the variability of response sequences in pigeons by adjusting the frequency of switching between two keys.

Three experiments compared the amounts of behavioral variability generated with two reinforcement rules. In Experiments 1 and 2 pigeons received food whenever they generated a sequence of eight pecks, distributed over two keys, provided that the sequence contained a certain number of change-overs between the keys. Although no variability was required-the birds could obtain all reinforcers by repeating the same sequence-the pigeons emitted a large number of different sequences. In Experiment 3 pigeons received food whenever they generated a sequence that had not occurred during the last 25 trials. After prolonged training, the birds showed more sequence variability than in the first two experiments. The analysis of the internal structure of the response sequences revealed that, in general, (a) the location of the first peck was highly stereotyped; (b) as the trial advanced, the probability of switching to the initially preferred key decreased whereas the probability of switching to the other key increased; and (c) a first-order Markov chain model with transition probabilities given by a logistic function accounted well for the internal structure of the birds' response sequences. These findings suggest that, to a large extent, the variability of response sequences is an indirect effect of adjustments in changeover frequency.     

Pigeons' preference for free choice: number of keys versus key area.

In concurrent-chains schedules, pigeons prefer terminal links that provide two keys correlated with reinforcers (free choice) over those that provide only one key (forced choice), terminal-link reinforcement rates being equal. With same-size keys, free choice provides a larger area available for pecking. Preferences were examined using terminal links that differed in key number only (one or two) or key size only (small and medium or medium and large), or that equated the area of the two free-choice keys with that of the forced-choice key. Medium (standard) keys were typically preferred to small keys, but indifference was typically obtained between medium and large keys. The size preference usually overrode free-choice preference with one medium key pitted against two small keys, but free-choice preference was reliably observed with one large key pitted against two medium keys. In other words, preferences were a joint function of key number and key area, implying that free-choice preference is not reducible to preference for larger key areas. Free-choice preference requires separate keys rather than larger areas; the relevant behavioral units are the discriminated operants correlated with each terminal-link key rather than classes defined by topographical features such as area or perimeter.     

Multicultural Education as Fostering Individual Autonomy

This article attempts a philosophical defense of an autonomy-based approach to multicultural education. I contend that multicultural education is necessary in order for students to be able to develop personal autonomy. This, in turn, can empower students to effectively formulate their own version of the good life. The development of autonomy need not, as many critics claim, promote atomistic individualism. Rather, contemporary liberal autonomy strives for a balance between the individual and the community. In defending multicultural education, my argument relies on Joseph Raz's notion of autonomy and Will Kymlicka's concept of a context of choice. I conclude that through multicultural education, students can expand their contexts of choice and consequently develop individual autonomy, an essential ingredient of the good life.     

Conjoint schedules of timeout deletion in pigeons.

This experiment attempted to bring behavior under joint control of two distinct contingencies, one that provided food and a second that extended the periods during which that food was available. Pigeons' responses on each of two keys were reinforced according to a single random-interval schedule of food presentation except during signaled timeout periods during which the schedule was temporarily disabled. By means of a conjoint schedule, responses on the initially less preferred key not only produced food but also canceled impending timeouts. When behavior came to predominate on this conjoint alternative, the consequences of responding on the two keys were reversed. Responding in 3 of 4 pigeons proved sensitive to the conjoint scheduled consequences, as evidenced by systematic shifts in response rates favoring the conjoint key. In 2 of these 3 pigeons, sensitivity to the conjoint contingency was evident under time-in:timeout ratios of 2:1 (time-in = 120 s, timeout = 60 s) and 1:5 (time-in = 30 s, timeout = 150 s), whereas for the other pigeon preference for the conjoint key was observed only under the latter sequence of conditions. There was only weak evidence of control by the conjoint scheduled consequences in the 4th subject, despite extended training and forced exposure to the conjoint alternative. The overall pattern of results is consistent with studies of timeout avoidance but also shares features in common with positively reinforced behavior.