A human observer is able to recognize the color of objects irrespective of the light used to illuminate them. This is called color constancy. A digital camera uses a sensor to measure the reflected light, meaning that the measured color at each pixel varies according to the color of the illuminant. Therefore, the resulting colors may not be the same as the colors that were perceived by the observer. Obtaining color constant descriptors from image pixels is not only important for digital photography, but also valuable for computer vision, color-based automatic object recognition, and color image processing in general. This book provides a comprehensive introduction to the field of color constancy, describing all the major color constancy algorithms, as well as presenting cutting edge research in the area of color image processing. Beginning with an in-depth look at the human visual system, Ebner goes on to: examine the theory of color image formation, color reproduction and different color spaces; discuss algorithms for color constancy under both uniform and non-uniform illuminants; describe methods for shadow removal and shadow attenuation in digital images; evaluate the various algorithms for object recognition and color constancy and compare this to data obtained from experimental psychology; set out the different algorithms as pseudo code in an appendix at the end of the book. Color Constancy is an ideal reference for practising engineers, computer scientists and researchers working in the area of digital color image processing. It may also be useful for biologists or scientists in general who are interested in computational theories of the visual brain and bio-inspired engineering systems.

First multi-year cumulation covers six years: 1965-70.

Until about two decades ago, the study of writing systems and their relationship to literacy acquisition was sparse and generally modeled after studies of English language learners. This situation is now changing. As the worldwide demand for literacy continues to grow, researchers from different countries with different language backgrounds have begun examining the connection between their writing systems and literacy acquisition. This text, which derives from a NATO sponsored conference on orthography and literacy, brings together the research of 70 scholars from across the world--the largest assemblage of such experts to date. Their findings are grouped into three parts, as follows: Part I, Literacy Acquisition in Different Writing Systems, describes the relationship between orthography and literacy in twenty-five orthographic systems. This section serves as a handy reference source for understanding the orthographies of languages as diverse as Arabic, Chinese, English, Icelandic, Kannada, and Kishwahili. Part II, Literacy Acquisition From a Cross-Linguistic Perspective, makes direct comparisons of literacy acquisition in English and other orthographic systems. The overall conclusion that emerges from these eight chapters is that the depth of an orthographic system does influence literacy acquisition primarily by slowing down the acquisition of reading skills. Even so, studies show that dyslexic readers can be found across all orthographic systems whether shallow or deep, which shows that dyslexia also has internal cognitive and biological components. Part III, Literacy Acquisition: Instructional Perspectives, explores literacy acquisition from developmental and instructional perspectives and ends with a look into the future of literacy research. This Handbook is appropriate for scholars, researchers, and graduate students in such diverse fields as cognitive psychology, psycholinguistics, literacy education, English as a second language, and communication disorders.