Facial identity and facial speech processing: Familiar faces and voices in the McGurk effect

An experiment was conducted to investigate the claims made by Bruce and Young (1986) for the independence of facial identity and facial speech processing. A well-reported phenomenon in audiovisual speech perception—theMcGurk effect (McGurk & MacDonald, 1976), in which synchronous but conflicting auditory and visual phonetic information is presented to subjects—was utilized as a dynamic facial speech processing task. An element of facial identity processing was introduced into this task by manipulating the faces used for the creation of the McGurk-effect stimuli such that (1) they were familiar to some subjects and unfamiliar to others, and (2) the faces and voices used were either congruent (from the same person) or incongruent (from different people). A comparison was made between the different subject groups in their susceptibility to the McGurk illusion, and the results show that when the faces and voices are incongruent, subjects who are familiar with the faces are less susceptible to McGurk effects than those who are unfamiliar with the faces. The results suggest that facial identity and facial speech processing are not entirely independent, and these findings are discussed in relation to Bruce and Young’s (1986) functional model of face recognition.     

Dimensions of children's classroom social behavior: A factor analytic investigation

Dimensions of children's classroom social behavior were investigated using the Social Behavior Assessment (SBA), a 136-item teacher rating scale (Stephens, T. M.Social Behavior Assessment. Columbus, Ohio: Cedars Press, 1979). Six relatively independent factors were identified as dimensions of children's classroom social behavior: Academic Responsibility, Social Responsibility, Cooperation, Compliance, Adaptive Behavior, and Participation. These six factors accounted for over two-thirds of the variance in teacher ratings and do not correspond with Stephens' (1979) original categorization. Consistent with past research, teachers appeared to consider those academic-related social skills associated with classroom order and control particularly salient. Directions for future research and recommendations concerning multifactored assessment of children's social skills are discussed.     

The basis of the 3/4 view advantage in face recognition

Three-quarter views of faces promote better recognition memory for previously unfamiliar faces than do full-face views. This paper reports experiments which examine the possible basis of the effect, and, in particular, examine whether the effect reflects some ‘canonical’ role for the 3/4 view of a face. Experiment 1 showed no advantage of 3/4 views over full-face views when the task was to decide whether or not each of a series of faces was that of a highly familiar colleague. In Experiment 2 a sequential matching task was used, where subjects had to respond positively if both members of a pair of faces were of the same person. When the faces used were highly familiar to the subjects, there was no evidence of an advantage for a 3/4 view in the matching task. Three-quarter views and full-face views led to equivalent performance, though profiles produced decrements in performance. When the same faces were shown to subjects who were unfamiliar with the faces, 3/4 views did lead to increased speeds in same trials, compared with full-face, though profiles again proved difficult. Thus a 3/4 view advantage appeared only where the faces were unfamiliar, and the task had to be performed at the level of visual matching. It appears that the 3/4 view advantage may be obtained only when the task involves explicit matching between test views and remembered target photographs, rather than reflecting any more fundamental properties of the representations used to recognize highly familiar faces.     

Visual and semantic effects in a serial word classification task

Subjects were asked to decide as quickly as possible whether each of a series of items was one of the four target words, ‘dog’, ‘rat’, ‘boar’ and ‘mole’. The relationship of distractors to the targets was varied. Distractors which were of high visual similarity to the targets took longer to reject than those which were of lower visual similarity, and distractors which were semantically related to the targets took longer to reject than those which were unrelated. These effects were independent. There was no effect of familiarity, with non-animal distractors and pronounceable non-words rejected equally quickly. These results are qualitatively the same as those earlier found with faces (Bruce, 1979).     

Visual discrimination deficits of reading-disabled children: Sex artifact?

Several theorists have suggested that deficits in visual discrimination play an etiological role in the development of reading deficits in children who are diagnosed as learning-disabled. Supporting this theory, a number of studies have shown that disabled readers make more errors on visual discrimination tasks than do good readers. The present study, however, suggests that those findings may have been due to a sex-difference artifact. Thirty-six 8- and 9-year-old good readers and reading-disabled children of both sexes responded to 40 matching items under untimed conditions. Males made more errors than females, but overall, reading-disabled children made no more errors than good readers. These findings, along with a reanalysis of previous studies, suggest that because reading disabilities are more common in males, evidence construed as supporting a visual discrimination hypothesis may have been an artifact of a sex difference in studies in which sex was not controlled.     

Deaf signers and serial recall in the visual modality: Memory for signs,fingerspelling, and print

This study investigated serial recall by congenitally, profoundly deaf signers for visually specified linguistic information presented in their primary language, American Sign Language (ASL), and in printed or fingerspelled English. There were three main findings. First, differences in the serial-position curves across these conditions distinguished the changing-state stimuli from the static stimuli. These differences were a recency advantage and a primacy disadvantage for the ASL signs and fingerspelled English words, relative to the printed English words. Second, the deaf subjects, who were college students and graduates, used a sign-based code to recall ASL signs, but not to recall English words; this result suggests that well-educated deaf signers do not translate into their primary language when the information to be recalled is in English. Finally, mean recall of the deaf subjects for ordered lists of ASL signs and fingerspelled and printed English words was significantly less than that of hearing control subjects for the printed words; this difference may be explained by the particular efficacy of a speech-based code used by hearing individuals for retention of ordered linguistic information and by the relatively limited speech experience of congenitally, profoundly deaf individuals.     

Local and Relational Aspects of Face Distinctiveness

Distinctiveness contributes strongly to the recognition and rejection of faces in memory tasks. In four experiments we examine the role played by local and relational information in the distinctiveness of upright and inverted faces. In all experiments subjects saw one of three versions of a face: original faces, which had been rated as average in distinctiveness in a previous study (Hancock, Burton, & Bruce, 1996), a more distinctive version in which local features had been changed ( D-local ), and a more distinctive version in which relational features had been changed ( D-rel ). An increase in distinctiveness was found for D-local and D-rel faces in Experiment 1 (complete faces) and 3 and 4 (face internals only) when the faces had to be rated in upright presentation, but the distinctiveness of the D-rel faces was reduced much more than that of the D-local versions when the ratings were given to the faces presented upside-down (Experiments 1 and 3). Recognition performance showed a similar pattern: presented upright, both D-local and D-rel revealed higher performance compared to the originals, but in upside-down presentation the D-local versions showed a much stronger distinctiveness advantage. When only internal features of faces were used (Experiments 3 and 4), the D-rel faces lost their advantage over the Original versions in inverted presentation. The results suggest that at least two dimensions of facial information contribute to a face's apparent distinctiveness, but that these sources of information are differentially affected by turning the face upside-down. These findings are in accordance with a face processing model in which face inversion effects occur because a specific type of information processing is disrupted, rather than because of a general disruption of performance.     

Semantic priming of familiar faces

A series of experiments to explore the effect of priming by semantically related items in familiarity judgement tasks using faces and names that are analogous to lexical decision tasks is reported. In the first experiment, the semantic priming effect in face recognition reported by Bruce (1983) was explored in more detail by including neutral as well as associated and unrelated primes and by varying the prime-target SOA from 250 to 1,000 msec. Significant facilitation effects, with no inhibition, were found at all three SOAs. To explore the analogy between the processing of faces and verbal materials, a second experiment used names rather than faces. The difference between related and unrelated conditions at 250- and 1,000-msec SOA was similar to that found for faces in Experiment 1, but for names there was some evidence of inhibition. To investigate the locus of the priming effect with faces, in Experiment 3 the effect of degrading face targets was examined. An interaction between stimulus quality and semantic priming was observed, suggesting that the locus of the facilitation might lie at a relatively early stage in face processing. The results of these experiments illustrate further similarities between the processing of faces and verbal materials (cf. Bruce 1979, 1981).     

Social Function and Autism Spectrum Disorder in Children and Adults with Neurofibromatosis Type 1: a Systematic Review and Meta-Analysis

In light of the proliferation of recent research into social function in neurofibromatosis type 1 (NF1), a systematic review and meta-analysis is required to synthesise data and place findings within the context of a theoretical framework. This paper reviews findings from research into social function and autism spectrum disorder (ASD) in children and adults with NF1 and integrates these findings with the Socio-Cognitive Integration Abilities Model (SOCIAL). It also critically appraises links between social outcomes, internal and external factors moderating social functioning, cognitive domains implicated in social functioning, and underlying neural pathology in NF1. A systematic literature search conducted in MedLine (Ovid), PsycINFO (Ovid), Embase (Ovid), and PubMed electronic databases yielded 35 papers that met inclusion criteria for the systematic review. Out of these papers, 22 papers provided sufficient data for meta-analysis. Findings from this review and meta-analysis provide evidence that children and adults with NF1 exhibit significantly higher prevalence and severity of social dysfunction and ASD symptomatology. To date, very few studies have examined social cognition in NF1 but results indicate the presence of both perceptual and higher-level impairments in this population. The results of this review also provide support for age, gender, and comorbid ADHD as moderating factors for social outcomes in NF1. Suggestions for future research are offered to further our understanding of the social phenotype in NF1 and to facilitate the development of targeted interventions.