{"id":2319,"date":"2015-03-11T15:27:23","date_gmt":"2015-03-11T07:27:23","guid":{"rendered":"http:\/\/www.appliedpsyj.org\/journal\/?p=2319"},"modified":"2015-03-11T17:12:32","modified_gmt":"2015-03-11T09:12:32","slug":"face-recognition-and-its-developmental-differences-a-multi-level-review","status":"publish","type":"post","link":"https:\/\/www.appliedpsyj.org.tw\/journal\/?p=2319","title":{"rendered":"Face Recognition and Its Developmental Differences: A Multi-Level Review"},"content":{"rendered":"

Ji-sien Yang<\/strong>
\nDepartment of Psychology\u00a0University of Zurich
\nDepartment of Psychology\u00a0National Chung Cheng University
\nGary Chong-Wen Shyi<\/strong>
\nDepartment of Psychology and Center for Research in Cognitive Science\u00a0National Chung Cheng University<\/p>\n

This article extensively reviews the literature on mechanisms of face recognition and its developmental trajectories. In Part I, we begin with the inversion effect, an index widely considered as the hallmark of face recognition mechanism. We then discuss several other important effects of face perception, including three-quarter view, Thachterized faces, other-race effect, and the effect of negative images, along with their respective implications on face representations. Next, we review relevant brain imaging studies on normal population and prosopagnosic patients inflicted either by brain damage (acquired), genetic defects (developmental), or by early visual deprivation. Also, recent neurophysiological studies have also refueled the unresolved debate on whether faces are processed by specialized and dedicated neural mechanisms. At the end of Part I, we review four types of training studies: training on Greebles, inverted faces, other-race faces, and on various age groups, with particular emphasis on the limitations inherent in these training studies and the implications they yielded. Then in Part II, we shift focus to the developmental trajectories and age-related differences of face recognition performance. We review studies showing visual preferences for faces among newborns, followed by developmental differences shown in young children. The processes underlying face recognition are addressed by (a) holistic vs. component analysis, and (b) first- vs. second-order relational properties, and relevant studies that shed light along these two themes are covered. We conclude our multi-level review by listing five important questions that, in our view, await future efforts and further investigation.<\/p>\n

Keywords: face, face recognition, developmental differences, developmental differences in face recognition<\/p>\n","protected":false},"excerpt":{"rendered":"

Ji-sien Yang Department of Psychology\u00a0University of Zur …<\/span> Read More →<\/span><\/a><\/span><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[135],"tags":[],"class_list":["post-2319","post","type-post","status-publish","format-standard","hentry","category-135"],"aioseo_notices":[],"aioseo_head":"\n\t\t\n\t\n\t\n\t\n\t\n\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t