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Portable Intermodal Preferential Looking (IPL): Investigating Language Comprehension in Typically Developing Toddlers and Young Children with Autism
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Four year-olds use norm-based coding for face identity.

Linda Jeffery1, Ainsley Read, Gillian Rhodes

  • 1ARC Centre of Excellence in Cognition and its Disorders, School of Psychology, The University of Western Australia, Australia. linda.jeffery@uwa.edu.au

Cognition
|March 8, 2013
PubMed
Summary
This summary is machine-generated.

Four-year-old children use norm-based coding for face recognition, similar to adults. This suggests early life experiences are sufficient for developing this facial coding system, not school transition.

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Experience is Instrumental in Tuning a Link Between Language and Cognition: Evidence from 6- to 7- Month-Old Infants' Object Categorization

Published on: April 19, 2017

Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Neuroscience

Background:

  • Norm-based coding efficiently processes visual patterns with shared structures, distinguishing individuals by subtle variations.
  • Adults and school-aged children utilize norm-based coding for face identity, but its presence in preschoolers is unknown.
  • Face identification skills improve significantly between ages 4 and 7, coinciding with school entry.

Purpose of the Study:

  • To investigate whether preschool-aged children employ norm-based coding for face identity.
  • To determine if the transition to school is critical for developing norm-based coding systems.
  • To understand the emergence of norm-based face-space in early childhood.

Main Methods:

  • Utilized face identity aftereffects paradigm to assess norm-based coding.
  • Compared the responses of 4-year-old children to adult patterns of norm-based coding.
  • Analyzed aftereffect magnitudes based on adaptor proximity to the average face.

Main Results:

  • Four-year-old children exhibited larger face identity aftereffects for adaptors further from the average face, mirroring adult responses.
  • This pattern of aftereffects is consistent with the application of norm-based coding.
  • No significant difference was observed in norm-based coding between 4-year-olds and adults.

Conclusions:

  • Experience before age 4 is sufficient for developing a norm-based face-space.
  • The inability to use norm-based coding does not account for the poorer face identification skills observed in 4-year-olds.
  • Norm-based coding for face identity is established by age 4, prior to the typical school transition.