Demonstrating the acquired familiarity of faces by using a gender-decision task.
We report an experiment in which participants made gender judgments (male or female) to faces. There were three groups of faces: unfamiliar, familiar (celebrities), and a set which had been learned earlier by the participants during the experimental session. The principal purpose of this study was to establish an indirect measure of assessing whether faces have become familiar through learning that does not require overt recognition. Bruce and Young's (1986 British Journal of Psychology 77 305-327) model of face recognition suggests face-processing tasks are independent of one another and so familiarity should have no impact on the time taken to perform gender decisions. However, recent studies have suggested that some face processes are not completely independent. A gender judgment is a simple task which would be useful in face-learning experiments. We examined whether exposure to previously novel faces facilitates a later gender decision to those faces. During a learning stage, participants viewed a set of unfamiliar faces. At test, participants were able to assign gender faster to previously familiar (famous) faces and learned faces than they were to unfamiliar faces. Therefore familiarity can influence the speed at which gender is analysed. We explain our findings with reference to the Burton et al (1990 British Journal of Psychology 81 361-380) interactive activation and competition (IAC) model of face recognition and discuss how the gender judgment might be employed as a means of tracking the acquisition of familiarity in face-learning studies.
Clutterbuck
Ruth
R
School of Psychology, University of Birmingham, Edgbaston, Birmingham B15 2TT, UK. rxc001@bham.ac.uk
Johnston
Robert A
RA
D000293:Adolescent; D000328:Adult; D005145:Face; D005260:Female; D005783:Gender Identity; D006801:Humans; D007600:Judgment; D007858:Learning; D008297:Male; D008960:Models, Psychological; D011581:Psychological Tests; D011930:Reaction Time; D021641:Recognition, Psychology