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The joint development of hemispheric lateralization for words and faces
Eva M Dundas1, David C Plaut, Marlene Behrmann
1Department of Psychology, Carnegie Mellon University, Pittsburgh, PA 15213-3890, USA. edundas@andrew.cmu.edu
Journal of Experimental Psychology. General
|August 8, 2012
Summary
Brain regions for recognizing faces and words develop differently in children. Word recognition lateralization appears to influence later face recognition specialization, suggesting interconnected development.
Area of Science:
- Neuroscience
- Developmental Psychology
- Cognitive Science
Background:
- Adults exhibit distinct hemispheric specialization for face (right) and word (left) recognition.
- The developmental trajectory of this specialized brain organization remains largely undetermined.
Purpose of the Study:
- To investigate the emergence of hemispheric specialization for face and word recognition in children, young adolescents, and adults.
- To explore the relationship between reading competence and the development of face lateralization.
Main Methods:
- A visual discrimination task presenting faces and words in either visual hemifield.
- Participants included children, young adolescents, and adults.
- Reading competence was assessed using a standardized test.
Main Results:
- Adults showed typical visual field superiority for faces (left) and words (right).
- Young adolescents and children demonstrated right visual field superiority for words but no significant field superiority for faces.
- Face lateralization emergence correlated with reading competence, independent of age and cognitive scores.
Conclusions:
- Hemispheric organization for face and word recognition is not independent.
- Earlier developing word lateralization may influence the emergence of face lateralization.
- A developmental model of competing visual representations may explain these findings.
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