title: Learning new faces in typically developing children and children on the autistic spectrum.
abstract: As faces become familiar, recognition becomes easier but the style of processing also changes. Here, twenty-one typically developing (TD) children and twenty-one children with autism spectrum disorder (ASD) were familiarised with 6 identities over 3 days. Next, they completed a 4-alternative forced-choice matching test in which targets were the 6 familiarised faces and 6 unfamiliar faces. The TD group showed a significant advantage for familiarised faces when matching whole faces and both internal and external facial regions. The ASD group showed similar familiarisation effects for whole and external faces, but not for internal regions. The ASD group was also impaired at matching eyes and mouths of familiarised faces. Results suggest the process of acquiring familiarity with faces differs from ASD and TD children.
authors.affiliation: Macquarie Centre for Cognitive Science, Macquarie University, Sydney, NSW 2109, Australia. ellie.wilson@kcl.ac.uk
authors.forename: C Ellie
authors.initials: CE
authors.lastname: Wilson
authors.forename: Romina
authors.initials: R
authors.lastname: Palermo
authors.forename: Jon
authors.initials: J
authors.lastname: Brock
authors.forename: A Mike
authors.initials: AM
authors.lastname: Burton
mesh_terms: D000293:Adolescent; D002648:Child; D002657:Child Development; D002659:Child Development Disorders, Pervasive / Q000523:psychology*; D005145:Face; D005149:Facial Expression; D005260:Female; D006801:Humans; D008297:Male; D010364:Pattern Recognition, Visual / Q000502:physiology*; D021641:Recognition, Psychology / Q000502:physiology*; D013997:Time Factors