Signals from L and M cones need to be processed adequately, that is, in a cone-type-selective manner, to achieve trichromatic color vision (Dacey,
2000; Mollon,
1989). However, it is not clear by what mechanism the visual system accomplishes this task (review, Dacey & Packer,
2003). Lack of evidence for alternative models has been taken to support the notion that L–M chromatic signals are carried together with spatial information by the midget pathway via the parvocellular layers of the LGN to the visual cortex (Boycott & Wässle,
1999). Plasticity in the processing of visual signals has been proposed to separate spatial and chromatic information in the midget pathway (Boycott & Wässle,
1999; Martin, Lee, White, Solomon, & Rüttiger,
2001; Nathans,
1999). Experience plays a role in the development of visual processing, such as orientation selectivity (Blakemore & Cooper,
1970). It is quite feasible that learning processes, which could affect connectivity in the retina (Calkins, Schein, Tsukamoto, & Sterling,
1994; Martin et al.,
2001) and at later stages of the visual system, may also be important in the development of color vision (Brenner, Schelvis, & Nuboer,
1985). Our results with slightly increased image blur indicate that learning of color selectivity would be facilitated in infants, where spatial vision is not yet fully developed (Teller,
1997). Furthermore, the possibility that specificity for L versus M cones is acquired by learning would be consistent with the otherwise puzzling finding that experimental evidence supports at least some degree of cone-type specificity in the parvocellular pathway (Lee et al.,
1998; Martin et al.,
2001; Reid & Shapley,
1992,
2002), while a corresponding anatomical or molecular difference in the properties of L and M cones has not been identified (Boycott & Wässle,
1999; Calkins & Sterling,
1999; Dacey & Packer,
2003; Hendry & Calkins,
1998).