The Relationship between Figure-Ground Discrimination and Color Blindness in Learning Disabled Children

Abstract

The relationship of figure-ground discrimination to color blindness in learning disabled children was studied. The authors hypothesized that, because of the nature of many standardized tests of color blindness, figure-ground problems might interfere with such testing. Ninety-four learning disabled children were given the AO H-R-R Pseudoisochromatic Plates and the figure-ground subtest of the Frostig Developmental Test of Visual Perception. Results indicated that figure-ground problems did, in fact, confound color blindness testing.