Guess who? Facial identity discrimination training improves face memory in typically developing children

Area of Science:

• Cognitive Psychology
• Developmental Psychology
• Neuroscience

Background:

• Individual differences in adult face recognition are known, but developmental origins are unclear.
• Understanding developmental trajectories informs theories of cognitive development and potential interventions.
• Face recognition impairments may benefit from targeted remediation during critical neuroplasticity windows.

Purpose of the Study:

• To investigate the developmental emergence and domain specificity of face recognition differences in children.
• To introduce and evaluate the efficacy of a novel, game-based face training program for children.
• To identify potential periods of neuroplasticity for improving face recognition skills.

Main Methods:

• Eighty-one children (ages 4-11) were randomized into an experimental (face training) or control (standard game) group.
• The experimental group played a modified 'Guess Who?' game focusing on facial feature discrimination over 10 sessions.
• Performance was assessed using face and object matching/memory tests, with a 1-month follow-up.

Main Results:

• Children in the face training group showed significant improvements in face memory compared to controls.
• No improvements were observed in face matching, object matching, or object memory.
• Gains in face memory were maintained at 1-month follow-up and were larger for children with initially poorer face recognition skills.

Conclusions:

• The developed face training program effectively enhances face memory in children aged 4-11.
• Face recognition plasticity appears consistent from early childhood to preadolescence.
• Findings suggest early segregation of face and object processing systems during development.