Color is a ubiquitous perceptual stimulus, yet relatively little empirical and even less theoretical work exists on color and psychological functioning. The research that has been conducted has tended to lack the scientific precision and rigor evident in other areas of inquiry in psychology. In response, we have set out to develop a general model of color and psychological functioning—color-in-context theory—which we present herein. We also overview several lines of empirical work that have emerged from this theoretical framework, starting with research on red in achievement contexts, moving on to research on red in affiliation contexts, and concluding with research on other colors in other contexts. In addition, we articulate the need to carefully attend to the fact that color comprises three attributes—hue, lightness, and chroma—in creating color manipulations in experimental work. We close by highlighting the conceptual, empirical, and practical implications of viewing color as a functional, as well as aesthetic, stimulus, and by sounding the call for more research in this important yet overlooked area.

Color-in-Context Theory

Learning disabilities constitute a diverse group of disorders in which children who generally possess at least average intelligence have problems processing information or generating output. Their etiologies are multifactorial and reflect genetic influences and dysfunction of brain systems. Reading disability, or dyslexia, is the most common learning disability. It is a receptive language-based learning disability that is characterized by difficulties with decoding, fluent word recognition, rapid automatic naming, and/or reading-comprehension skills. These difficulties typically result from a deficit in the phonologic component of language that makes it difficult to use the alphabetic code to decode the written word. Early recognition and referral to qualified professionals for evidence-based evaluations and treatments are necessary to achieve the best possible outcome. Because dyslexia is a language-based disorder, treatment should be directed at this etiology. Remedial programs should include specific instruction in decoding, fluency training, vocabulary, and comprehension. Most programs include daily intensive individualized instruction that explicitly teaches phonemic awareness and the application of phonics. Vision problems can interfere with the process of reading, but children with dyslexia or related learning disabilities have the same visual function and ocular health as children without such conditions. Currently, there is inadequate scientific evidence to support the view that subtle eye or visual problems cause or increase the severity of learning disabilities. Because they are difficult for the public to understand and for educators to treat, learning disabilities have spawned a wide variety of scientifically unsupported vision-based diagnostic and treatment procedures. Scientific evidence does not support the claims that visual training, muscle exercises, ocular pursuit-and-tracking exercises, behavioral/perceptual vision therapy, "training" glasses, prisms, and colored lenses and filters are effective direct or indirect treatments for learning disabilities. There is no valid evidence that children who participate in vision therapy are more responsive to educational instruction than children who do not participate.

/pdf/learning-disabilities-dyslexia-and-vision-1x334m6kqo.pdf

Learning Disabilities, Dyslexia, and Vision

Background: Certain patterns can induce perceptual illusions/distortions and visual discomfort in most people, headaches in patients with migraine, and seizures in patients with photosensitive epilepsy. Visual stimuli are common triggers for migraine attacks, possibly because of a hyperexcitability of the visual cortex shown in patients with migraine. Precision ophthalmic tints (POTs) are claimed to reduce perceptual distortions and visual discomfort and to prevent migraine headaches in some patients. We report an fMRI visual cortical activation study designed to investigate neurological mechanisms for the beneficial effects of POTs in migraine.Methods: Eleven migraineurs and 11 age- and sex-matched non-headache controls participated in the study using non-stressful and stressful striped patterns viewed through gray, POT, and control coloured lenses.Results: For all lenses, controls and migraineurs did not differ in their response to the non-stressful patterns. When the migraineurs wore gray lenses or con...

/pdf/fmri-evidence-that-precision-ophthalmic-tints-reduce-2mpml7p6ox.pdf

fMRI evidence that precision ophthalmic tints reduce cortical hyperactivation in migraine

Accommodation response and visual discomfort

Learning disabilities, including reading disabilities, are commonly diagnosed in children. Their etiologies are multifactorial, reflecting genetic influences and dysfunction of brain systems. Learning disabilities are complex problems that require complex solutions. Early recognition and referral to qualified educational professionals for evidence-based evaluations and treatments seem necessary to achieve the best possible outcome. Most experts believe that dyslexia is a language-based disorder. Vision problems can interfere with the process of learning; however, vision problems are not the cause of primary dyslexia or learning disabilities. Scientific evidence does not support the efficacy of eye exercises, behavioral vision therapy, or special tinted filters or lenses for improving the long-term educational performance in these complex pediatric neurocognitive conditions. Diagnostic and treatment approaches that lack scientific evidence of efficacy, including eye exercises, behavioral vision therapy, or special tinted filters or lenses, are not endorsed and should not be recommended.

/pdf/joint-statement-learning-disabilities-dyslexia-and-vision-41mpeg16n6.pdf

Joint Statement—Learning Disabilities, Dyslexia, and Vision

By using techniques for precision ophthalmic tinting, individuals who report perceptual distortion of text can often find a colour of illumination that eliminates the distortions and increases reading speed. Most individuals choose green or blue hues, but there is considerable variability. We investigated how specific the colour has to be to obtain optimal reading speed. Individuals who habitually wear coloured filters for reading were asked to read text illuminated by coloured light (without using their filters). Reading speed was measured repeatedly with light of different colours. The colour (chromaticity) at which reading was fastest was consistent from one test session to the next. It was different from one individual to another, but highly specific for each individual: departures of colour from optimum by about 6 JNDs eliminated most of the speed advantage conferred by the optimal colour. It was difficult to attribute the consistency and specificity simply to familiarity with the tint or immediate memory for the colour of illumination. A consecutive sample of 1000 tint prescriptions was analysed numerically. For most prescriptions the variation in chromaticity with different types of lighting was not such as to remove all the potential benefit of the tint, as judged from a model of the effect of chromaticity on reading speed. The exceptions were the few tints that were weakly saturated or purple in colour. Across participants, reading speed was not consistently related to the scotopic energy, to the energy captured by any cone class, or to opponent colour processes. The reading was generally slowest with white light, and not with the colour complementary to the optimum. Explanations in terms of magnocellular deficits and cortical hyperexcitability are briefly discussed.

Increasing reading speed by using colours: issues concerning reliability and specificity, and their theoretical and practical implications.

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Increasing reading speed by using colours: issues concerning reliability and specificity, and their theoretical and practical implications.