Pat Estes

Rod influence on hue discrimination was assessed by the Farnsworth–Munsell 100-hue test. Rod influence was taken as the difference in error scores obtained after complete dark adaptation and during the cone plateau at three mesopic (23, 9, 3 td) and one standard (158 td) light level. On the FM 100, rods produced a differential discrimination loss along a tritan axis as compared with a red–green axis without any bias toward a rod confusion axis.

Abstract: A signal-detection procedure was used to measure the influence of rods on S-cone-mediated (“tritan”) chromatic discrimination in normal trichromatic human observers. Rod influence on discriminability of both increments and decrements in S-cone excitation was assessed by comparing cone-plateau (minimizes rod influence) and dark adapted (maximizes rod influence) conditions. For 1 stimuli, rods impaired tritan discrimination, especially for S-cone decrements. For 8 stimuli, rods had no systematic effects.

Abstract Rods produce a variety of different effects on hue perception at dim light levels that stimulate both rod and cone photoreceptors. Current understanding of these effects is primarily based on research comparing color appearance of spectral lights across adaptation conditions that either maximize (dark-adapted) or minimize (cone plateau) the contribution of rod signals to vision (Buck, 2004). In this study, we ask whether the types of rod influence previously reported for lights generalize to colored surfaces during free ...

In 2010, a small, liberal arts college overhauled its course-based general education (gened) curriculum to an experienced-based curriculum. Initial focus groups identified student concerns in areas related to degree requirements, internal process, and course quality. A survey was developed to further investigate these issues and explore the issues of course difficulty, academic challenge, and academic entitlement within courses satisfying gened and preparatory major requirements.

Researchers and educators alike have expressed concern over the growing trend of entitled and demanding attitudes among millennial college students. In recent years, researchers have identified these types of entitled student attitudes and expectations as academic entitlement and have suggested that it exists as a dispositional individual difference. The purpose of this study was to investigate the relations between academic entitlement and two theoretically important constructs, achievement goal orientation and academic self-efficacy, as well as demographic variables, including race, gender, and generational status. Two hundred fifty-five undergraduates were administered the Academic Entitlement Questionnaire (Kopp, Zinn, Finney, & Jurich, 2011), Achievement Goal Orientation Questionnaire – Revised (Elliot & Murayama, 2008), and the Academic Self-Efficacy Scale (Chemers, Hu, & Garcia, 2001) via an online survey. Moderate correlations were reported between academic entitlement and performance-avoidance goal orientation (r = .35) and academic entitlement and academic self-efficacy (r = -.26). A weaker correlation was found between academic entitlement and performance-approach goal orientation (r = .18). The mediational model tested suggests that academic self-efficacy and avoidance motivation significantly predict academic entitlement largely independent of each other. Implications for higher education institutions as well as individual faculty members are discussed.