The effects of Baker-Miller pink on biological, physical and cognitive behaviour.

Studies and reports examining the influence of the colour Baker-Miller pink on behaviour have yielded conflicting results. In this study, 54 subjects were exposed to two experimental conditions with different visual stimuli — white and Baker-Miller pink. Group One was exposed to the white condition followed by the pink condition. Group Two was exposed initially to the pink condition followed by the white condition. Blood pressure, pulse rate, grip strength, and performance on the Digit-Symbol subtest of the WAIS-R were monitored under both experimental conditions. Significant differences were found only on the Digit-Symbol measure, and this was attributed to possible practice effects. The Effects of Baker-Miller Pink on Physiological and Perceptual Motor Behaviour Can the hue of a visual stimulus influence behaviour? In recent years the effect of the colour Baker-Miller Pink on human behaviour has been a topic of discussion in the popular and professional literature (Schauss, 1979; Pellegrini, Schauss, and Birk, 1980; Snyder, 1981; and Pellegrini, Schauss, Kerr, and Ah You, 1981). Although several studies affirm its influence on behaviour (Pellegrini et al, 1980; Pellegrini and Schauss, 1980; Schauss, 1979), others do not (Pellegrini et al, 1981; Schwartz, Harrop, Loves, Marchand and Read, 1983). Baker-Miller pink, named for two U.S. Naval Officers who first tested the effects of the colour in a Naval Correctional facility, is produced by mixing one pint of outdoor semi-gloss red trim paint and one gallon of pure white indoor latex paint (Schauss, 1981). The effect of exposure to Baker-Miller pink is purported to reduce aggressive and violent behaviour (Schauss, 1. & 2. Department of Special Education, University of Texas, Austin, Texas 78712. 1981; Snyder, 1981), reduce strength (Pellegrini et al, 1980; Pellegrini and Schauss, 1980), and lower blood pressure and pulse rate (Schauss, 1981). These reported effects were achieved by exposing individuals to a variety of visual stimuli that were painted Baker-Miller pink (Schauss, 1980). The length of exposure to the colour is reported to be relevant with optimal effects being achieved within fifteen minutes of initial exposure (Schauss, 1980; Wilson, 1985). Currently, a study carrel painted Baker-Miller pink is being marketed for use by educators. The distributor suggests it is an effective tool for relaxing and calming aggressive or anxious students and improving attention span and distractibility (Wilson, 1985). While the described effects of Baker-Miller pink are impressive, the scientific research to support them is limited. Many of the studies published to date appear to suffer from inadequate research design, confounding variables, lack of specificity in describing the methods and procedures utilized, and/or questionable data recording practices. Furthermore, conflicting results have been reported (Pellegrini et al, 1981; Schwartz et al, 1983). The objective of this study was to compare the effects of two visual stimuli, one Baker-Miller pink and the other white, on four variables: blood pressure, pulse rate, grip strength, and performance on the Digit Symbol subtest of the Wechsler Adult Intelligence Scales-Revised (WAIS-R) (Wechsler, 1981). The first three dependent variables have been used in prior research to study the effects of Baker-Miller pink. The fourth, coding ability under time limits is used in the WAIS-R and is reported to be influenced by anxiety, attention, and distractibility (Wechsler, 1981). Coding ability was used in this study to substantiate Wilson's (1985) claims that BakerMiller pink relaxes and calms students, helps reduce tension and anxiety,