Face Inversion and Contrast-Reversal Effects across Development: In Contrast to the Expertise Theory

Autor/inn/en	Itier, Roxane J.; Taylor, Margot J.
Titel	Face Inversion and Contrast-Reversal Effects across Development: In Contrast to the Expertise Theory
Quelle	In: Developmental Science, 7 (2004) 2, S.246-260 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-755X
DOI	10.1111/j.1467-7687.2004.00342.x
Schlagwörter	Reaction Time; Short Term Memory; Cognitive Processes; Human Body; Task Analysis; Adults; Children; Recognition (Psychology); Developmental Stages; Scores + Suchen Sie Ihr Suchwort? Reaktionsvermögen; Kurzzeitgedächtnis; Cognitive process; Kognitiver Prozess; Menschlicher Körper; Aufgabenanalyse; Child; Kind; Kinder; Recognition; Wiedererkennen
Abstract	To determine the role of configural changes on the development of face encoding and memory, we investigated face recognition in an n-back repetition task with upright, inverted and contrast-reversed unfamiliar faces in adults and children (8-16 years). Repetitions occurred immediately (0-lag) or after one intervening face (1-lag). Face recognition continued to develop beyond 14-16 years, as shown with hit rates, d' scores and reaction times that all improved with age. Inversion and contrast-reversal effects were found in all subjects but were not more pronounced with increasing age, suggesting no increased reliance on configural processing and thus arguing against the expertise theory of Diamond and Carey (1986). Recognition improved with age in upright but also in inverted and contrast-reversed faces, suggesting a quantitative rather than a qualitative developmental change in face processing. For all age groups, performances decreased and reaction times increased from 0- to 1-lag conditions similarly, suggesting a similar memory component involved in adults' and children's processing. These data suggest gradual quantitative improvements in face processing with age, mainly due to increasing working memory processing capacity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10