Answer key | Test bank Chapter 5 The Perception of Color 6e - Updated Test Bank | Sensation & Perception 6e Wolfe by Jeremy Wolfe. DOCX document preview.
Test Bank
by Evan M. Palmer
to accompany
Sensation & Perception, Sixth Edition
Wolfe • Kluender • Levi • Bartoshuk • Herz • Klatzky • Merfeld
Chapter 5: The Perception of Color
Multiple Choice
1. Which of the following lists the steps in color perception in the correct order?
a. Detection, appearance, discrimination
b. Appearance, detection, discrimination
c. Detection, discrimination, appearance
d. Appearance, discrimination, detection
e. Discrimination, detection, appearance
Textbook Reference: 5.1 Basic Principles of Color Perception
Learning Objective: 5.1.1 Describe the three steps to color perception: detection, discrimination, and appearance.
Bloom’s Level: 2. Understanding
2. Which photoreceptors do not contribute to color vision?
a. S-cones
b. M-cones
c. L-cones
d. Rods
e. All of these photoreceptors contribute to color vision.
Textbook Reference: 5.2 Step 1: Color Detection
Learning Objective: 5.2.1 Name the three types of cones that contribute to color vision.
Bloom’s Level: 1. Remembering
3. Which photoreceptors are most active when looking at a beautiful sunset?
a. S-cones
b. M-cones
c. L-cones
d. Rods
e. S-cones and rods
Textbook Reference: 5.2 Step 1: Color Detection
Learning Objective: 5.2.2 Describe the spectral sensitivities of the three types of cones.
Bloom’s Level: 3. Applying
4. Which photoreceptors are most active when looking at a blue sky?
a. S-cones
b. M-cones
c. L-cones
d. M- and L-cones
e. Rods
Textbook Reference: 5.2 Step 1: Color Detection
Learning Objective: 5.2.2 Describe the spectral sensitivities of the three types of cones.
Bloom’s Level: 3. Applying
5. Which photoreceptors are most active when looking at a green forest?
a. S-cones
b. M-cones
c. L-cones
d. Rods
e. All cones would be equally active.
Textbook Reference: 5.2 Step 1: Color Detection
Learning Objective: 5.2.2 Describe the spectral sensitivities of the three types of cones.
Bloom’s Level: 3. Applying
6. Which color pair is farthest apart in wavelength?
a. Green and red
b. Blue and red
c. Blue and yellow
d. Green and purple
e. Blue and purple
Textbook Reference: 5.2 Step 1: Color Detection
Learning Objective: 5.2.2 Describe the spectral sensitivities of the three types of cones..
Bloom’s Level: 2. Understanding
7. What type of lighting conditions occurs during the daytime in full sunlight?
a. Photopic
b. Mesopic
c. Biopic
d. Monopic
e. Scotopic
Textbook Reference: 5.2 Step 1: Color Detection
Learning Objective: 5.2.2 Describe the spectral sensitivities of the three types of cones.
Bloom’s Level: 2. Understanding
8. Refer to the image.
What kind of lighting condition is depicted in the image?
a. Photopic
b. Mesopic
c. Biopic
d. Monopic
e. Scotopic
Textbook Reference: 5.3 Step 2: Color Discrimination
Learning Objective: 5.3.1 Explain the principle of univariance and the related concept of metamers.
Bloom’s Level: 2. Understanding
9. Refer to the image.
The moonlit world depicted in the image appears to be drained of color because
a. we can only use two types of rod photoreceptors under these conditions.
b. in photopic conditions, only our rods are active.
c. in scotopic conditions, only our rods are active.
d. in photopic conditions, only our cones are active.
e. in scotopic conditions, only our S-cones are active.
Textbook Reference: 5.3 Step 2: Color Discrimination
Learning Objective: 5.3.1 Explain the principle of univariance and the related concept of metamers.
Bloom’s Level: 2. Understanding
10. The principle of univariance refers to the fact that
a. we have three types of cones in our visual system.
b. an infinite set of different wavelength–intensity combinations can elicit the same response from a single type of photoreceptor.
c. an infinite set of different wavelength–intensity combinations can elicit the same response from three different types of photoreceptors that are compared to each other.
d. many shades of colors appear the same under certain lighting conditions.
e. an infinite set of cones can record the same response from a single wavelength.
Textbook Reference: 5.3 Step 2: Color Discrimination
Learning Objective: 5.3.1 Explain the principle of univariance and the related concept of metamers.
Bloom’s Level: 2. Understanding
11. According to the principle of univariance, which genetic difference in color vision would cause someone to be truly color-blind?
a. Deuteranope
b. Protanope
c. Tritanope
d. Color-anomalous
e. Cone monochromat
Textbook Reference: 5.3 Step 2: Color Discrimination
Learning Objective: 5.3.1 Explain the principle of univariance and the related concept of metamers.
Bloom’s Level: 3. Applying
12. _______ are different mixtures of wavelengths that look identical.
a. Subtractive light mixtures
b. Additive light mixtures
c. Hues
d. Metamers
e. Illuminants
Textbook Reference: 5.3 Step 2: Color Discrimination
Learning Objective: 5.3.1 Explain the principle of univariance and the related concept of metamers.
Bloom’s Level: 1. Remembering
13. According to the _______ theory, the color of any light is defined in our visual system by the relationships among three numbers of a set.
a. univariance
b. saturation
c. trichromacy
d. opponent color
e. subtractive color mixing
Textbook Reference: 5.3 Step 2: Color Discrimination
Learning Objective: 5.3.2 Describe the Young-Helmholtz trichromatic theory of color vision.
Bloom’s Level: 2. Understanding
14. Refer to the figure.
Which scientist developed the color-matching technique depicted in the figure?
a. Helmholtz
b. Young
c. Maxwell
d. Smith
e. Newton
Textbook Reference: 5.3 Step 2: Color Discrimination
Learning Objective: 5.3.2 Describe the Young-Helmholtz trichromatic theory of color vision.
Bloom’s Level: 1. Remembering
15. How many lights (of the correct type) are required to match any color that humans can see?
a. One
b. Two
c. Three
d. Four
e. Five
Textbook Reference: 5.3 Step 2: Color Discrimination
Learning Objective: 5.3.2 Describe the Young-Helmholtz trichromatic theory of color vision.
Bloom’s Level: 2. Understanding
16. RGB televisions and computer monitors have red, green, and blue pixels. Why don’t they have yellow pixels?
a. Red + blue is a metamer for yellow.
b. Green + blue is a metamer for yellow.
c. Red + green is a metamer for yellow.
d. Red + green + blue is a metamer for yellow.
e. Red + green + blue pixels stimulate the rods, which perceive yellow.
Textbook Reference: 5.3 Step 2: Color Discrimination
Learning Objective: 5.3.3 Define additive and subtractive color mixing and describe their differences.
Bloom’s Level: 3. Applying
17. Mixing paints to create new colors is an example of _______ color mixing, while shining lights to create new colors is an example of _______ color mixing.
a. additive; subtractive
b. subtractive; additive
c. additive; component
d. multiple; opponent
e. opponent; multiple
Textbook Reference: 5.3 Step 2: Color Discrimination
Learning Objective: 5.3.3 Define additive and subtractive color mixing and describe their differences.
Bloom’s Level: 2. Understanding
18. When adding colors, blue and yellow create white through _______ color mixing and create green through _______ color mixing.
a. additive; subtractive
b. subtractive; additive
c. additive; component
d. multiple; opponent
e. opponent; multiple
Textbook Reference: 5.3 Step 2: Color Discrimination
Learning Objective: 5.3.3 Define additive and subtractive color mixing and describe their differences.
Bloom’s Level: 3. Applying
19. What kind of cells in the lateral geniculate nucleus (LGN) compute chromatic differences, such as (L–M) and (M–L)?
a. Amacrine cells
b. Bipolar cells
c. Cone-opponent cells
d. Rod-opponent cells
e. Stereo cells
Textbook Reference: 5.3 Step 2: Color Discrimination
Learning Objective: 5.3.4 Outline the four different ways that cone outputs are pitted against each other in cone opponent cells.
Bloom’s Level: 1. Remembering
20. How many dimensions does color space consist of?
a. One
b. Two
c. Three
d. Four
e. Five
Textbook Reference: 5.4 Step 3: Color Appearance
Learning Objective: 5.4.1 Describe the various ways that the three-dimensional color space is represented and indexed.
Bloom’s Level: 2. Understanding
21. Which of the following values (ranging from 0 to 255) in RGB color space would represent the color white?
a. R:255, G:0, B:0
b. R:0, G:255, B:0
c. R:0, G:0, B:000
d. R:255, G:255, B:255
e. R:0, G:0, B:0
Textbook Reference: 5.4 Step 3: Color Appearance
Learning Objective: 5.4.1 Describe the various ways that the three-dimensional color space is represented and indexed.
Bloom’s Level: 3. Applying
22. In HSB (hue, saturation, brightness) color space, how does red differ from pink?
a. Red has more hue than pink.
b. Red has more saturation than pink.
c. Red has more brightness than pink.
d. Pink has more hue than red.
e. Pink has more saturation than red.
Textbook Reference: 5.4 Step 3: Color Appearance
Learning Objective: 5.4.1 Describe the various ways that the three-dimensional color space is represented and indexed.
Bloom’s Level: 3. Applying
23. According to the opponent color theory, the perception of color is based on the output of _______ cones, each of them an opponency between _______ colors.
a. two; two
b. three; two
c. three; three
d. four; two
e. four; three
Textbook Reference: 5.4 Step 3: Color Appearance
Learning Objective: 5.4.2 Describe opponent color theory and how it has been studied with color cancellation experiments.
Bloom’s Level: 2. Understanding
24. Which of the following correctly lists the color-opponent pairs coded by the visual system?
a. Blue versus red; yellow versus green; black versus white
b. Blue versus white; yellow versus green; black versus red
c. Blue versus green; red versus yellow; black versus white
d. Blue versus yellow; red versus green; black versus white
e. Blue versus yellow; red versus green; gray versus white
Textbook Reference: 5.4 Step 3: Color Appearance
Learning Objective: 5.4.2 Describe opponent color theory and how it has been studied with color cancellation experiments.
Bloom’s Level: 2. Understanding
25. Which color is “illegal” for our visual systems?
a. Bluish green
b. Reddish yellow
c. Yellowish green
d. Reddish blue
e. Greenish red
Textbook Reference: 5.4 Step 3: Color Appearance
Learning Objective: 5.4.2 Describe opponent color theory and how it has been studied with color cancellation experiments.
Bloom’s Level: 2. Understanding
26. Which of the following is not a unique hue?
a. Red
b. Blue
c. Green
d. Yellow
e. Magenta
Textbook Reference: 5.4 Step 3: Color Appearance
Learning Objective: 5.4.2 Describe opponent color theory and how it has been studied with color cancellation experiments.
Bloom’s Level: 2. Understanding
27. A unique blue is a blue that has no _______ or green tint.
a. yellow
b. red
c. purple
d. orange
e. cyan
Textbook Reference: 5.4 Step 3: Color Appearance
Learning Objective: 5.4.2 Describe opponent color theory and how it has been studied with color cancellation experiments.
Bloom’s Level: 2. Understanding
28. In the hue cancellation experiments described in the textbook, if the starting color were too reddish, you would add
a. yellow.
b. blue.
c. green.
d. purple.
e. orange.
Textbook Reference: 5.4 Step 3: Color Appearance
Learning Objective: 5.4.2 Describe opponent color theory and how it has been studied with color cancellation experiments.
Bloom’s Level: 3. Applying
29. Suppose you are the lighting director for a theater production. The current spotlight on the stage is too blue and you want to make it whiter. What colored spotlight would you shine on the same area to cancel out the blue?
a. Yellow
b. Blue
c. Green
d. Purple
e. Orange
Textbook Reference: 5.4 Step 3: Color Appearance
Learning Objective: 5.4.2 Describe opponent color theory and how it has been studied with color cancellation experiments.
Bloom’s Level: 3. Applying
30. _______ is the inability to perceive colors due to damage to the central nervous system.
a. Achromatopsia
b. Deuteranopia
c. Agnosia
d. Anomia
e. Akinisthesia
Textbook Reference: 5.4 Step 3: Color Appearance
Learning Objective: 5.4.3 Explain the phenomenon of achromatopsia.
Bloom’s Level: 1. Remembering
31. Which of the following is not a basic color term?
a. Red
b. Green
c. Blue
d. Light blue
e. Brown
Textbook Reference: 5.5 Individual Differences in Color Perception
Learning Objective: 5.5.1 Summarize the ways in which language does or does not influence our perception of color.
Bloom’s Level: 2. Understanding
32. Suppose a new, previously isolated culture is discovered and their language only has four color words. Which color is least likely to be one of the color terms in that language?
a. Black
b. Tan
c. Red
d. Yellow
e. White
Textbook Reference: 5.5 Individual Differences in Color Perception
Learning Objective: 5.5.1 Summarize the ways in which language does or does not influence our perception of color.
Bloom’s Level: 3. Applying
33. _______ is the idea that basic perceptual experiences may be determined in part by the cultural environment.
a. Cultural determination
b. Culturalism
c. Cultural perceptualism
d. Cultural relativism
e. Chromatic adaptation
Textbook Reference: 5.5 Individual Differences in Color Perception
Learning Objective: 5.5.1 Summarize the ways in which language does or does not influence our perception of color.
Bloom’s Level: 2. Understanding
34. A(n) _______ is an individual who suffers from color blindness that is due to the absence of M-cones.
a. deuteranope
b. protanope
c. tritanope
d. isotope
e. color-anomalous individual
Textbook Reference: 5.5 Individual Differences in Color Perception
Learning Objective: 5.5.2 Describe the various forms of anomalous color vision.
Bloom’s Level: 1. Remembering
35. A(n) _______ is an individual who suffers from color blindness that is due to the absence of L-cones.
a. deuteranope
b. protanope
c. tritanope
d. isotope
e. color-anomalous individual
Textbook Reference: 5.5 Individual Differences in Color Perception
Learning Objective: 5.5.2 Describe the various forms of anomalous color vision.
Bloom’s Level: 1. Remembering
36. A(n) _______ is an individual who suffers from color blindness that is due to the absence of S-cones.
a. deuteranope
b. protanope
c. tritanope
d. isotope
e. color-anomalous individual
Textbook Reference: 5.5 Individual Differences in Color Perception
Learning Objective: 5.5.2 Describe the various forms of anomalous color vision.
Bloom’s Level: 1. Remembering
37. Which genetic difference in color vision would cause someone to see the most color metamers when doing a color-matching experiment?
a. Deuteranopia
b. Protanopia
c. Tritanopia
d. Color-anomaly
e. Rod monochromatism
Textbook Reference: 5.5 Individual Differences in Color Perception
Learning Objective: 5.5.2 Describe the various forms of anomalous color vision.
Bloom’s Level: 3. Applying
38. If a video game labels friendly characters as green and enemy characters as red, who might have a hard time seeing the difference between friendly and enemy characters?
a. A deuteranope
b. A protonope
c. A tritanope
d. Both deuteranopes and protonopes
e. Both deuteranopes and tritanopes
Textbook Reference: 5.5 Individual Differences in Color Perception
Learning Objective: 5.5.2 Describe the various forms of anomalous color vision.
Bloom’s Level: 3. Applying
39. _______ describes an individual with no cones of any type.
a. A cone monochromat
b. Cone-anomalous
c. A protanope
d. A rod monochromat
e. A deuteranope
Textbook Reference: 5.5 Individual Differences in Color Perception
Learning Objective: 5.5.2 Describe the various forms of anomalous color vision.
Bloom’s Level: 1. Remembering
40. What is the term for an inability to name objects or colors despite being able to see and recognize them?
a. Agnosia
b. Prosopagnosia
c. Achromatopsia
d. Anomia
e. Akinetopsia
Textbook Reference: 5.5 Individual Differences in Color Perception
Learning Objective: 5.5.2 Describe the various forms of anomalous color vision.
Bloom’s Level: 1. Remembering
41. Which term describes the experience of seeing colors when hearing music or perceiving a letter as having a color, even if it is printed in black ink?
a. Achromatopsia
b. Synesthesia
c. Deuteranopia
d. Protanopia
e. Tritanopia
Textbook Reference: 5.5 Individual Differences in Color Perception
Learning Objective: 5.5.3 Explain the concept of synesthesia.
Bloom’s Level: 1. Remembering
42. _______ is a color perception effect in which the color of one region induces the opponent color in a neighboring region.
a. Afterimage
b. Achromatopsia
c. Color contrast
d. Color assimilation
e. Color constancy
Textbook Reference: 5.6 From the Color of Lights to a World of Color
Learning Objective: 5.6.1 Explain how the perception of color can be influenced by context.
Bloom’s Level: 2. Understanding
43. Suppose you have a red surface and want it to seem as red as possible. What sort of background should you put behind it, according to the color contrast effect?
a. Red
b. Green
c. Blue
d. Yellow
e. Orange
Textbook Reference: 5.6 From the Color of Lights to a World of Color
Learning Objective: 5.6.1 Explain how the perception of color can be influenced by context.
Bloom’s Level: 3. Applying
44. _______ is a color perception effect in which two colors bleed into each other, each taking on some of the chromatic quality of the other.
a. Afterimage
b. Achromatopsia
c. Color contrast
d. Color assimilation
e. Color constancy
Textbook Reference: 5.6 From the Color of Lights to a World of Color
Learning Objective: 5.6.1 Explain how the perception of color can be influenced by context.
Bloom’s Level: 2. Understanding
45. Which of the following is a related color?
a. Orange
b. Purple
c. Blue
d. Green
e. Brown
Textbook Reference: 5.6 From the Color of Lights to a World of Color
Learning Objective: 5.6.1 Explain how the perception of color can be influenced by context.
Bloom’s Level: 1. Remembering
46. A(n) _______ is a visual image seen after the stimulus has been removed.
a. adapting stimulus
b. afterimage
c. neutral point
d. metamer
e. hallucination
Textbook Reference: 5.6 From the Color of Lights to a World of Color
Learning Objective: 5.6.2 Predict which color a negative afterimage will be depending on the color of the adapting stimulus.
Bloom’s Level: 1. Remembering
47. Suppose you are shown a red circle for a moment, and then shown two color choices and asked which of these colors you saw before. Which color pairing would present the most difficult choice?
a. Red versus yellow
b. Red versus green
c. Red versus maroon
d. Red versus blue
e. Red versus orange
Textbook Reference: 5.6 From the Color of Lights to a World of Color
Learning Objective: 5.6.2 Predict which color a negative afterimage will be depending on the color of the adapting stimulus.
Bloom’s Level: 3. Applying
48. In the case of a negative afterimage, a yellow stimulus would produce a _______ afterimage.
a. blue
b. green
c. red
d. brown
e. black
Textbook Reference: 5.6 From the Color of Lights to a World of Color
Learning Objective: 5.6.2 Predict which color a negative afterimage will be depending on the color of the adapting stimulus.
Bloom’s Level: 2. Understanding
49. Refer to the figure.
If you stare at the right-hand image of the figure for 20 seconds, and then look at the left-hand image, which colors do the top three circles appear to be, from left to right (i.e., 11, 12, and 1 o’clock positions)?
a. Blue, green, yellow
b. Red, blue, orange
c. Red, green, yellow
d. Yellow, green, red
e. Purple, green, orange
Textbook Reference: 5.6 From the Color of Lights to a World of Color
Learning Objective: 5.6.2 Predict which color a negative afterimage will be depending on the color of the adapting stimulus.
Bloom’s Level: 3. Applying
50. The tendency of a surface to appear the same color under a fairly wide range of illuminations is known as
a. color invariance.
b. color constancy.
c. color anomaly.
d. reflectance.
e. illuminance.
Textbook Reference: 5.6 From the Color of Lights to a World of Color
Learning Objective: 5.6.3 Describe the concept of color constancy and how it is achieved by the visual system.
Bloom’s Level: 2. Understanding
51. What is the function relating the wavelength of light to the percentage of that wavelength that is reflected from the surface?
a. Spectral power distribution
b. Spectral illuminant
c. Spectral reflectance function
d. Color absorption function
e. Wavelength absorption function
Textbook Reference: 5.6 From the Color of Lights to a World of Color
Learning Objective: 5.6.3 Describe the concept of color constancy and how it is achieved by the visual system.
Bloom’s Level: 1. Remembering
52. What is the term for the light that shines onto a surface?
a. Light
b. Reflectant
c. Source
d. Spectrant
e. Illuminant
Textbook Reference: 5.6 From the Color of Lights to a World of Color
Learning Objective: 5.6.3 Describe the concept of color constancy and how it is achieved by the visual system.
Bloom’s Level: 1. Remembering
53. Which of the following is an argument from the textbook about the usefulness of color vision?
a. It helps animals during migration.
b. It helps animals identify predators and avoid them.
c. It aids in night vision.
d. It improves peripheral vision.
e. It helps animals find food and mates.
Textbook Reference: 5.7 What Is Color Vision Good For?
Learning Objective: 5.7.1 Describe some of the ways that color vision is useful for humans and animals.
Bloom’s Level: 1. Remembering
54. Some animals achieve color vision not with different photopigments, but rather with
a. multi-colored lenses.
b. drops of colored oil over their photoreceptors.
c. specially evolved aqueous humor that filters ultraviolet light.
d. extra-sensory perception.
e. pigmented corneas that filter different wavelengths of light.
Textbook Reference: 5.7 What Is Color Vision Good For?
Learning Objective: 5.7.1 Describe some of the ways that color vision is useful for humans and animals.
Bloom’s Level: 2. Understanding
55. When white wine is tinted to have a rosé color, what flavors do people report that are different than what they report with normal white wine?
a. More red fruit and less white fruit flavor
b. More white fruit and less red fruit flavor
c. More citrus flavor
d. More bitter green flavor
e. Less sweetness
Textbook Reference: 5.7 What Is Color Vision Good For?
Learning Objective: 5.7.2 Describe some of the ways that color can influence perceived flavor.
Bloom’s Level: 2. Understanding
Short Answer
56. Name the three steps in color perception as discussed in the textbook, and briefly describe each one.
Textbook Reference: 5.1 Basic Principles of Color Perception
Learning Objective: 5.1.1 Describe the three steps to color perception: detection, discrimination, and appearance.
Bloom’s Level: 2. Understanding
57. What is the difference between additive and subtractive color mixing?
Textbook Reference: 5.3 Step 2: Color Discrimination
Learning Objective: 5.3.3 Define additive and subtractive color mixing and describe their differences.
Bloom’s Level: 3. Applying
58. What is a unique hue?
Textbook Reference: 5.4 Step 3: Color Appearance
Learning Objective: 5.4.2 Describe opponent color theory and how it has been studied with color cancellation experiments.
Bloom’s Level: 2. Understanding
59. What is an afterimage and what does it reveal about how color perception works?
Textbook Reference: 5.6 From the Color of Lights to a World of Color
Learning Objective: 5.6.2 Predict which color a negative afterimage will be depending on the color of the adapting stimulus.
Bloom’s Level: 4. Analyzing
Essay
60. What is the principle of univariance and what are the implications of the principle for color perception?
Textbook Reference: 5.3 Step 2: Color Discrimination
Learning Objective: 5.3.1 Explain the principle of univariance and the related concept of metamers.
Bloom’s Level: 4. Analyzing
61. What are the similarities and differences between the trichromatic and opponent color theories of color perception?
Textbook Reference: 5.4 Step 3: Color Appearance
Learning Objective: 5.4.2 Describe opponent color theory and how it has been studied with color cancellation experiments.
Bloom’s Level: 5. Evaluating
62. What is color constancy, and how does the visual system achieve it?
Textbook Reference: 5.6 From the Color of Lights to a World of Color
Learning Objective: 5.6.3 Describe the concept of color constancy and how it is achieved by the visual system.
Bloom’s Level: 4. Analyzing
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Updated Test Bank | Sensation & Perception 6e Wolfe
By Jeremy Wolfe