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Related Experiment Videos

Development of face recognition

M S Chung1, D M Thomson

  • 1Department of Psychology, Monash University, Clayton, Victoria, Australia.

British Journal of Psychology (London, England : 1953)
|February 1, 1995
PubMed
Summary
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Children

Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Neuroscience

Background:

  • Face recognition abilities develop throughout childhood and adolescence.
  • Existing theories struggle to fully explain developmental trajectories.
  • A notable dip in face recognition during early adolescence requires explanation.

Purpose of the Study:

  • To review research on the developmental pattern of unfamiliar face recognition.
  • To assess the tenability of existing neuropsychological and information processing theories.
  • To propose an alternative explanation for developmental changes in face recognition.

Main Methods:

  • Literature review of developmental studies on face recognition.
  • Analysis of neuropsychological and information processing theories.

Related Experiment Videos

  • Evaluation of empirical support for proposed explanations.

    • Main Results:

    • Face recognition generally improves from age five to adulthood.
    • Some studies indicate a decline in recognition during early adolescence.
    • Current theories lack sufficient empirical support to explain these patterns.

    Conclusions:

    • Existing neuropsychological and information processing models are insufficient.
    • Increasing efficiency of encoding is proposed as a more viable explanation.
    • Further research is needed to validate the encoding efficiency hypothesis.