Minimizing Skin Color Differences Does Not Eliminate the Own-Race Recognition Advantage in Infants

Autor/inn/en	Anzures, Gizelle; Pascalis, Olivier; Quinn, Paul C.; Slater, Alan M.; Lee, Kang
Titel	Minimizing Skin Color Differences Does Not Eliminate the Own-Race Recognition Advantage in Infants
Quelle	In: Infancy, 16 (2011) 6, S.640-654 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1525-0008
DOI	10.1111/j.1532-7078.2010.00066.x
Schlagwörter	Infants; Recognition (Psychology); Visual Perception; Racial Differences; Cues; Attribution Theory + Suchen Sie Ihr Suchwort? Infant; Toddler; Toddlers; Kleinkind; Recognition; Wiedererkennen; Visuelle Wahrnehmung; Rassenunterschied; Stichwort
Abstract	An abundance of experience with own-race faces and limited to no experience with other-race faces has been associated with better recognition memory for own-race faces in infants, children, and adults. This study investigated the developmental origins of this other-race effect (ORE) by examining the role of a salient perceptual property of faces--that of skin color. Six- and 9-month-olds' recognition memory for own- and other-race faces was examined using infant-controlled habituation and visual-paired comparison at test. Infants were shown own- or other-race faces in color or with skin color cues minimized in grayscale images. Results for the color stimuli replicated previous findings that infants show an ORE in face recognition memory. Results for the grayscale stimuli showed that even when a salient perceptual cue to race, such as skin color information, is minimized, 6- to 9-month-olds, nonetheless, show an ORE in their face recognition memory. Infants' use of shape-based and configural cues for face recognition is discussed. (Contains 1 figure and 1 table.) (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10