We used a dual–masking paradigm to study how contrast discrimination can be influenced by the presence of adjacent stimuli. The task of the observer was to detect a target superimposed on a pedestal in the presence of flankers. The flankers (i) reduce the target threshold at zero pedestal contrast, (ii) shift the target threshold versus pedestal contrast (TvC) function horizontally to the left on a log–log plot at high pedestal contrasts, and (iii) reduce the size of pedestal facilitation at low pedestal contrasts. The horizontal shift at high pedestal contrasts suggests that the flanker effect is a multiplicative factor that cannot be explained by previous models of contrast discrimination. We extend the divisive inhibition model of contrast discrimination by implementing the flanker effect as a lateral multiplicative sensitivity modulation. This extended model provides a good account of the data.

Inspiration is an important aspect of the artistic experience, both for the artist and for the viewer of the work. Inspiration involves not only higher cortical circuitry but its integration with the deep brain structures such as limbic system and medial frontal structures, which are understood to mediate the experience of emotions, motivational rewards and the appreciation of the aesthetic values of the impinging stimuli. In this sense, inspiration can turn almost any occupation in life into an avocation, a source of satisfaction in achieving life goals. Conversely, when inspiration is lacking the motivation to learn, adapt and prosper is impeded. Thus, inspiration may be viewed as a vital aspect of human experience in linking art and science. There is a certain stigma associated with careers in science, as a result of the inevitable concentration on narrow specializations that are inaccessible to general understanding. If the sciences can be associated with relevant areas of artistic endeavor, they may be viewed as more accessible and more favorable as a topic of study. The enhancement of learning remains a challenge particularly in the school setting. While direct explanation seems the best approach to teaching any specific subject on the curriculum, it is well-known that the ability to absorb facts and concepts is greatly enhanced by placing them in a broader context of relevance to the issues of everyday life and the larger goals of improvement of the quality of life and human advancement to a more evolved status of society as a whole. The consequent need for research in the relationship between learning and experience in the arts is urgent because arts education and scientific literacy remain at an inadequate level and educational interventions are suboptimal.

A set of structured demonstrations of the vividness of peripheral color vision is provided by arrays of multicolored disks scaled with eccentricity. These demonstrations are designed to correct the widespread misconception that peripheral color vision is weak or nonexistent.