Describe studies and theories that explain face recognition.
Face Identification
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Required Resources
The following resources are required to complete the assessment.
Capella Resources
Click the links provided to view the following resources:
- Assessment 4 Proposal Template.
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Suggested Resources
The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.
Library Resources
The following e-books or articles from the Capella University Library are linked directly in this course:
- Esins, J., Schultz, J., Wallraven, C., & Bülthoff, I. (2014). Do congenital prosopagnosia and the other-race effect affect the same face recognition mechanisms? Frontiers in Human Neuroscience, 8, 759, 1–14.
- Pezdek, K., O’Brien, M., & Wasson, C. (2012). Cross-race (but not same-race) face identification is impaired by presenting faces in a group rather than individually. Law and Human Behavior, 36(6), 488–495. doi:10.1037/h0093933
- Wan, L., Crookes, K., Reynolds, K. J., Irons, J. L., & McKone, E. (2015). A cultural setting where the other-race effect on face recognition has no social–motivational component and derives entirely from lifetime perceptual experience. Cognition, 144, 91–115. doi:10.1016/j.cognition.2015.07.011
Course Library Guide
A Capella University library guide has been created specifically for your use in this course. You are encouraged to refer to the resources in the PSYC-FP4310 – Biological Psychology Library Guide to help direct your research.
Internet Resources
Access the following resources by clicking the links provided. Please note that URLs change frequently. Permissions for the following links have been either granted or deemed appropriate for educational use at the time of course publication.
- Segre, L. (n.d.). Human eye anatomy: Parts of the eye. Retrieved from http://www.allaboutvision.com/resources/anatomy.htm
- Kolb, H. (2014). Photoreceptors. Retrieved from http://webvision.med.utah.edu/book/part-ii-anatomy-and-physiology-of-the-retina/photoreceptors/
Bookstore Resources
The resources listed below are relevant to the topics and assessments in this course and are not required. Unless noted otherwise, these materials are available for purchase from the Capella University Bookstore. When searching the bookstore, be sure to look for the Course ID with the specific –FP (FlexPath) course designation.
- Garrett, B. (2015). Brain & behavior: An introduction to biological psychology (4th ed.). Thousand Oaks, CA: Sage.
- Chapter 9, “Hearing and Language,” explores the auditory mechanism and how it works.
- Chapter 10, “Vision and Visual Perception,” focuses on eye structure and the major theories of color and form vision.
Assessment Instructions
In Assessments 1–3, you completed three parts of a request for proposal (RFP) from a nearby school district that is seeking individuals or groups to design a training and professional development inservice day about the brain and mind from a biopsychological perspective for their educators. For this assessment, use the Assessment 4 Proposal Template (linked in the Resources) to create Part 4 of the RTF by connecting visual perception and face recognition to how understanding these two theories could help educators to be aware of ingrained biases.
Complete the following two sections:
X. Face Recognition
- Describe studies and theories that explain face recognition. Are people better at recognizing faces that are different or similar to their own? What does the research say about this?
- Analyze the neurological mechanisms that are involved, and explain why.
XI. Application of These Theories
- Connect face recognition theory to how this explains an educator’s own biases.
- Provide strategies or ways for educators to check their perceptions and face recognition biases when relating to students and parents, as well as when recalling information about students and a situation.