The Role of Higher Level Adaptive Coding Mechanisms in the Development of Face Recognition

Autor/inn/en	Pimperton, Hannah; Pellicano, Elizabeth; Jeffery, Linda; Rhodes, Gillian
Titel	The Role of Higher Level Adaptive Coding Mechanisms in the Development of Face Recognition
Quelle	In: Journal of Experimental Child Psychology, 104 (2009) 2, S.229-238 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0965
DOI	10.1016/j.jecp.2009.05.009
Schlagwörter	Nonverbal Communication; Human Body; Cognitive Processes; Adults; Children; Recognition (Psychology); Task Analysis; Child Development + Suchen Sie Ihr Suchwort? Non-verbal communication; Nonverbale Kommunikation; Menschlicher Körper; Cognitive process; Kognitiver Prozess; Child; Kind; Kinder; Recognition; Wiedererkennen; Aufgabenanalyse; Kindesentwicklung
Abstract	DevDevelopmental improvements in face identity recognition ability are widely documented, but the source of children's immaturity in face recognition remains unclear. Differences in the way in which children and adults visually represent faces might underlie immaturities in face recognition. Recent evidence of a face identity aftereffect (FIAE), in which adaptation (exposure) to a particular identity causes a previously neutral face to take on the computationally opposite identity, suggests that adults code faces in an opponent fashion relative to an average face. One previous study showed comparable FIAEs in 8-year-olds and adults but did not demonstrate that adaptation was selective for high-level representations in both groups. Using a developmentally appropriate FIAE task, we investigated whether children show adult-like adaptation for facial identity when adapting and test images differ in size. Both age groups showed an equivalent FIAE, suggesting that qualitative changes in the use of higher level adaptive coding mechanisms do not drive the developmental improvements in face recognition ability, at least from 8 years of age. (Contains 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10