Race Categorization Modulates Holistic Face Encoding

Autor/inn/en	Michel, Caroline; Corneille, Olivier; Rossion, Bruno
Titel	Race Categorization Modulates Holistic Face Encoding
Quelle	In: Cognitive Science, 31 (2007) 5, S.911-924 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0364-0213
Schlagwörter	Race; Stimuli; Foreign Countries; Whites; Racial Attitudes; Holistic Approach; Holistic Evaluation; Racial Identification; Questionnaires; Student Surveys; Cognitive Psychology; Psychometrics; Knowledge Representation; Belgium + Suchen Sie Ihr Suchwort? Rasse; Abstammung; Anreizsystem; Ausland; White; Weißer; Rassenfrage; Holistischer Ansatz; Holistische Methode; Fragebogen; Schülerbefragung; Kognitive Psychologie; Psychometry; Psychometrie; Wissensrepräsentation; Belgien
Abstract	Recent studies have shown that same-race (SR) faces are processed more holistically than other-race (OR) faces, a difference that may underlie the greater difficulty at recognizing OR than SR faces (the "other-race effect"). This article provides original evidence suggesting that the holistic processing of faces may be sensitive to the observers' racial categorization of the face. In Experiment 1, Caucasian participants performed a face-composite task with Caucasian faces, Asian faces, and racially ambiguous morphed face stimuli. Identical morphed face stimuli were processed more holistically when categorized as SR than as OR faces. Experiment 2 further suggests that this finding was not underlain by strategic or training effects. Overall, these results support the view that one's categorization of a face as belonging to the same or another race plays a critical role in the holistic processing of this face. (Contains 5 figures and 1 note.) [Funding for this article was provided by the National Fund of Scientific Research, Belgium.] (Author).
Anmerkungen	Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10