scholarly journals Stark Individual Differences: Face Recognition Ability Influences the Relationship Between Confidence and Accuracy in a Recognition Test of Game of Thrones Actors

2019 ◽  
Author(s):  
Jesse Howard Grabman ◽  
Chad Dodson
Keyword(s):  
Face Recognition ◽  
Individual Differences ◽  
Recognition Test ◽  
Standard Test ◽  
Recognition Ability ◽  
Retention Intervals ◽  
The Relationship ◽  
Accuracy Relationship ◽  
Confidence Ratings ◽  
Game Of Thrones

Growing evidence suggests face identifications made with high confidence are typically accurate (Wixted & Wells, 2017). However, few studies capture the complexities of real-world face recognition (e.g., non-experimental setting, varied contexts). Moreover, individual differences in face recognition ability may moderate the confidence-accuracy relationship (Grabman et al., 2019). In this study, we reanalyzed data from 32 participants who watched six seasons of the television show Game of Thrones for entertainment as the series aired (Devue et al., 2019). Participants provided confidence ratings on a 168-item old-new recognition test of actors and completed a standard test of face recognition ability. Highest confidence ratings were remarkably accurate -- even considering retention-intervals of >3 years and large changes in appearance. However, confidence was generally a better indicator of accuracy for stronger, as compared to weaker, face recognizers.

Field Dependency and Picture Recognition Ability

1967 ◽  
Vol 25 (3) ◽  
pp. 713-716 ◽  
Author(s):  
Donald R. Campbell ◽  
Frederick N. Dyer ◽  
Frederic J. Boersma
Keyword(s):  
Individual Differences ◽  
Recognition Test ◽  
Search Strategies ◽  
Picture Recognition ◽  
Embedded Figures Test ◽  
Field Dependency ◽  
Conflicting Evidence ◽  
Recognition Ability ◽  
Embedded Figures ◽  
The Relationship

The study attempted to resolve conflicting evidence regarding the relationship between analytic ability, as measured by tests of field dependency, and structuring ability, as measured by performance on picture recognition tasks. The data failed to support the view that field dependency and ability to recognize fragmented pictures are significantly related and that age affects performance on picture recognition tasks. The results were discussed in terms of individual differences in search strategies on the Picture Recognition Test. A suggestion was made that the Children's Embedded Figures Test and the Conceptual Style Test are measuring different abilities.

scholarly journals The Use of Orthographic Knowledge in Beginning Reading

1986 ◽  
Vol 18 (3) ◽  
pp. 229-241 ◽  
Author(s):  
Lauren Leslie ◽  
Brenda Thimke
Keyword(s):  
Word Recognition ◽  
Recognition Test ◽  
Second Graders ◽  
Beginning Reading ◽  
Orthographic Knowledge ◽  
Search Tasks ◽  
Recognition Ability ◽  
Word Search ◽  
The Relationship

The purpose of the present study was to determine the relationship between word recognition ability, knowledge of orthographic structures, and use of orthographic knowledge in word recognition. Fifty-six first and second graders were administered a word recognition test, two tests of orthographic knowledge, and two search tasks. The results indicated that when searching for multiple word targets children with word recognition levels of less than 2–2 searched similarly through all fields, whereas children with word recognition levels of 2–2+ searched faster through pseudowords and nonwords than through words. When searching for members of a category, children with word recognition levels below 2–1 searched faster through nonwords and pseudowords than through words providing no evidence for the use of orthography in word search. Children with word recognition levels above 2–1 searched faster through nonwords than through pseudowords and words, demonstrating a generalized effect of orthographic structure.

scholarly journals Adaptive Coding and Face Recognition

2017 ◽  
Vol 26 (3) ◽  
pp. 218-224 ◽  
Author(s):  
Gillian Rhodes
Keyword(s):  
Face Recognition ◽  
Individual Differences ◽  
Visual System ◽  
Expression Recognition ◽  
Adaptive Coding ◽  
Face Identity ◽  
Visual Patterns ◽  
Recognition Ability ◽  
Face Adaptation ◽  
Lines Of Evidence

Face adaptation generates striking face aftereffects, but is this adaptation useful? The answer appears to be yes, with several lines of evidence suggesting that it contributes to our face-recognition ability. Adaptation to face identity is reduced in a variety of clinical populations with impaired face recognition. In addition, individual differences in face adaptation are linked to face-recognition ability in typical adults. People who adapt more readily to new faces are better at recognizing faces. This link between adaptation and recognition holds for both identity and expression recognition. Adaptation updates face norms, which represent the typical or average properties of the faces we experience. By using these norms to code how faces differ from average, the visual system can make explicit the distinctive information that we need to recognize faces. Thus, adaptive norm-based coding may help us to discriminate and recognize faces despite their similarity as visual patterns.

Pantomime Recognition in Aphasics

1975 ◽  
Vol 18 (1) ◽  
pp. 115-132 ◽  
Author(s):  
Robert J. Duffy ◽  
Joseph R. Duffy ◽  
Karen Leiter Pearson
Keyword(s):  
Recognition Test ◽  
Right Hemisphere ◽  
Verbal Abilities ◽  
Symbolic Communication ◽  
Communicative Ability ◽  
Verbal Instructions ◽  
Recognition Ability ◽  
The Subject ◽  
The Relationship ◽  
Naming Test

A pantomime recognition test was developed to study the extent of impairment of pantomime recognition and the relationship between pantomime recognition and verbal deficits in aphasics. This test requires no verbal instructions to the subject and only a simple pointing response. A description and rationale for the test are presented. This new test and three tests of verbal abilities (Verbal Recognition Test, Naming Test, and the Porch Index of Communicative Ability) were administered to four groups of subjects: aphasics, right-hemisphere damaged, subcortically damaged, and normals. Results indicate (1) greater impairment of pantomime recognition ability in aphasics than the other groups of subjects and (2) high correlations between impairment of pantomime recognition and impairment of verbal abilities in aphasics. Our findings are consistent with previous clinical reports and experimental data showing that aphasics commonly demonstrate impairment in gesture and pantomime. We conclude that aphasia is best understood as a general impairment of symbolic communication that includes nonverbal as well as verbal deficits.

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