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X Demographics
Mendeley readers
| Title |
What has driven the evolution of multiple cone classes in visual systems: object contrast enhancement or light flicker elimination?
|
|---|---|
| Published in |
BMC Biology, July 2013
|
| DOI | 10.1186/1741-7007-11-77 |
| Pubmed ID | |
| Authors |
Shai Sabbah, Craig W Hawryshyn |
| Abstract |
Two competing theories have been advanced to explain the evolution of multiple cone classes in vertebrate eyes. These two theories have important, but different, implications for our understanding of the design and tuning of vertebrate visual systems. The 'contrast theory' proposes that multiple cone classes evolved in shallow-water fish to maximize the visual contrast of objects against diverse backgrounds. The competing 'flicker theory' states that multiple cone classes evolved to eliminate the light flicker inherent in shallow-water environments through antagonistic neural interactions, thereby enhancing object detection. However, the selective pressures that have driven the evolution of multiple cone classes remain largely obscure. |
X Demographics
The data shown below were collected from the profiles of 3 X users who shared this research output. Click here to find out more about how the information was compiled.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United States | 1 | 33% |
| Unknown | 2 | 67% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Scientists | 2 | 67% |
| Science communicators (journalists, bloggers, editors) | 1 | 33% |
Mendeley readers
The data shown below were compiled from readership statistics for 33 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Unknown | 33 | 100% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Researcher | 8 | 24% |
| Student > Master | 5 | 15% |
| Student > Bachelor | 4 | 12% |
| Student > Ph. D. Student | 4 | 12% |
| Other | 2 | 6% |
| Other | 3 | 9% |
| Unknown | 7 | 21% |
| Readers by discipline | Count | As % |
|---|---|---|
| Agricultural and Biological Sciences | 17 | 52% |
| Biochemistry, Genetics and Molecular Biology | 2 | 6% |
| Medicine and Dentistry | 2 | 6% |
| Psychology | 2 | 6% |
| Neuroscience | 2 | 6% |
| Other | 2 | 6% |
| Unknown | 6 | 18% |