Perceptual tuning through contact? Contact interacts with perceptual (not memory-based) face-processing ability to predict cross-race recognition
Correll, Joshua, Ma, Debbie and Davis, Josh P. ORCID: 0000-0003-0017-7159 (2020) Perceptual tuning through contact? Contact interacts with perceptual (not memory-based) face-processing ability to predict cross-race recognition. Journal of Experimental Social Psychology, 92:104058. ISSN 0022-1031 (doi:https://doi.org/10.1016/j.jesp.2020.104058)
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Abstract
Perceivers generally exhibit better face processing with same-race rather than cross-race faces. To what extent is this deficit attenuated by a perceiver's ability to process faces, and to what extent does that face-processing ability need to be “tuned” by experience with cross-race faces? The current study examined the cross-race recognition deficit (CRD) as a function of participants' ability with faces (measured by one task that emphasizes memory-based ability and one task that measures perceptual ability) and cross-race contact. Our primary analyses involve 583 White participants, 45 of whom can be classified as “super-recognizers.” Results suggest that (a) participants with better memory-based face-processing ability generally show a reduction in the CRD, and (b) participants with better perceptual ability only show a reduction in the CRD if they also have cross-race contact. The latter effect suggests that perceptual face processing must be tuned through experience.
Item Type: | Article |
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Uncontrolled Keywords: | Face recognition, super-recognisers, cross-race effect, contact, face matching |
Subjects: | B Philosophy. Psychology. Religion > BF Psychology |
Faculty / School / Research Centre / Research Group: | Faculty of Education, Health & Human Sciences Faculty of Education, Health & Human Sciences > School of Human Sciences (HUM) Faculty of Education, Health & Human Sciences > Institute for Lifecourse Development Faculty of Education, Health & Human Sciences > Institute for Lifecourse Development > Centre for Thinking and Learning |
Last Modified: | 23 Apr 2022 01:38 |
URI: | http://gala.gre.ac.uk/id/eprint/29833 |
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