Laurence Sarah, Mondloch Catherine J
Department of Psychology, Brock University, St. Catharines, Ontario L2S 3A1, Canada.
Department of Psychology, Brock University, St. Catharines, Ontario L2S 3A1, Canada.
J Exp Child Psychol. 2016 Mar;143:123-38. doi: 10.1016/j.jecp.2015.09.030. Epub 2015 Oct 31.
Most previous research on the development of face recognition has focused on recognition of highly controlled images. One of the biggest challenges of face recognition is to identify an individual across images that capture natural variability in appearance. We created a child-friendly version of Jenkins, White, Van Montford, and Burton's sorting task (Cognition, 2011, Vol. 121, pp. 313-323) to investigate children's recognition of personally familiar and unfamiliar faces. Children between 4 and 12years of age were presented with a familiar/unfamiliar teacher's house and a pile of face photographs (nine pictures each of the teacher and another identity). Each child was asked to put all the pictures of the teacher inside the house while keeping the other identity out. Children over 6years of age showed adult-like familiar face recognition. Unfamiliar face recognition improved across the entire age range, with considerable variability in children's performance. These findings suggest that children's ability to tolerate within-person variability improves with age and support a face-space framework in which faces are represented as regions, the size of which increases with age.
以往大多数关于人脸识别发展的研究都集中在对高度受控图像的识别上。人脸识别最大的挑战之一是在捕捉外貌自然变化的图像中识别个体。我们创建了一个适合儿童的詹金斯、怀特、范·蒙特福德和伯顿分类任务版本（《认知》，2011年，第121卷，第313 - 323页），以研究儿童对个人熟悉和不熟悉面孔的识别。向4至12岁的儿童展示一个熟悉/不熟悉的教师的房子以及一堆面部照片（教师和另一个人的照片各九张）。要求每个孩子将所有教师的照片放在房子里，同时把另一个人的照片放在外面。6岁以上的儿童表现出类似成人的熟悉面孔识别能力。在整个年龄范围内，不熟悉面孔的识别能力都有所提高，儿童的表现存在相当大的差异。这些发现表明，儿童容忍个体内部差异的能力随着年龄的增长而提高，并支持一种面部空间框架，在该框架中，面孔被表示为区域，其大小随着年龄的增长而增加。
