Different facets of age perception in people with developmental prosopagnosia and “super-recognisers”

Attard-Johnson, Janice, Dark, Olivia, Murray, Ebony ORCID: 0000-0003-4928-5871 and Bate, Sarah (2024) Different facets of age perception in people with developmental prosopagnosia and “super-recognisers”. Cognitive Research: Principles and Implications, 9 (1). doi:10.1186/s41235-024-00603-4

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Abstract

The interplay between facial age and facial identity is evident from several scenarios experienced in daily life, such as when recognising a face several decades after the last exposure. However, the link between age and identity processing, and how age perception abilities might diverge in individuals with different face processing abilities, has scarcely been considered. Furthermore, the approach used to test age perception ability may also influence outcome, but the effect of different paradigms on performance is not yet known. Across three studies, we compare super-recognisers (SRs), people with developmental prosopagnosia (DPs), and a group of neurotypical controls, on three age perception paradigms. There were no differences on the numeric age estimation task (i.e. providing precise age estimates for a series of faces; Study 1), and numeric age estimation task with added noise-distortion to stimuli (Study 2). However, SRs were more accurate when instructed to classify ambient faces as either over- or under- the age of 18 compared to both DPs and controls (Study 3). Thus, there may be nuanced differences in age processing which can be tapped into using separate paradigms; however, given that the difference is only with SRs it remains unclear to what extent these are linked to facial identity processing.

Item Type:	Article
Article Type:	Article
Uncontrolled Keywords:	Age estimation; Cognitive estimation; Face processing; Facial identity recognition; Prosopagnosia; Super-recognisers.
Subjects:	B Philosophy. Psychology. Religion > BF Psychology Q Science > QM Human anatomy
Divisions:	Schools and Research Institutes > School of Education and Science
Depositing User:	Charlotte Crutchlow
Date Deposited:	19 Nov 2024 09:27
Last Modified:	20 Nov 2024 10:00
URI:	https://eprints.glos.ac.uk/id/eprint/14565

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