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Journal Article

Children's face recognition in different contexts: the role of encoding strategies

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Schwarzer,  G
Schwarzer Group, Friedrich Miescher Laboratory, Max Planck Society;

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Citation

Schwarzer, G., & Roebers, C. (2002). Children's face recognition in different contexts: the role of encoding strategies. Perceptual and Motor Skills, 94(1), 281-295. doi:10.2466/pms.2002.94.1.281.


Cite as: https://hdl.handle.net/21.11116/0000-000A-DB34-5
Abstract
In this study, the relationship between face recognition and different facial encoding strategies was investigated. Children (6-8 years, N= 134) participated in both a face recognition task and an encoding task. During the recognition task, they saw 7 target faces in an eyewitness context (video) or in a neutral context (static black and white slides) which they later had to recognize from a set of 21 faces. On the encoding task, the same children had to categorize new faces (schematic and photorealistic) into two categories. The construction of the categories allowed participants to encode the faces either analytically (by focusing on a single attribute) or holistically (in terms of overall similarity). The results showed that face recognition was better in the social than in the neutral context. In the neutral context, only holistic encoding was connected to better face recognition. In the social context, children seemed to use not only information about the faces but also information about the persons.