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dc.contributor.advisorMacKenzie, Graham
dc.contributor.authorCarswell, Sheena
dc.date.accessioned2011-09-07T14:42:50Z
dc.date.available2011-09-07T14:42:50Z
dc.date.issued2010-11-24
dc.identifier.urihttp://hdl.handle.net/1842/5302
dc.description.abstractThe present study investigated two main areas of face recognition. The first aim was to provide supportive evidence for the distinctiveness/fluency account of memory dissociation. Specifically, it hoped to find that: 1) rating faces for distinctiveness elicited more remember responses, and 2) sorting faces into categories elicited more know responses. Results showed a trend consistent with these predictions but this was not significant (p=0.288), and the null hypothesis was accepted. The second aim was to find supportive evidence for the so-called ‘mid-profile’ advantage in face recognition. The mid-profile was investigated in both same-angle (i.e., same angle at study and test) and different-angle (i.e., frontal at test and mid-profile at study or vice versa) conditions. This effect was not found in the same-angle data although the results showed the expected trend (p=0.08). In the different-angle data, recognition performance was found to be significantly better when faces were studied at frontal and tested at mid-profile view than when studied at mid-profile and tested at frontal view (p<0.05). This last effect has been interpreted as showing a test-view advantage for the mid-profile perspective.en
dc.language.isoenen
dc.publisherThe University of Edinburghen
dc.subjectmid-profile view frontal viewen
dc.subjectdistinctiveness/fluency account of memoryen
dc.subjectremember/know paradigmen
dc.titleRecognition of unfamiliar faces across viewpointsen
dc.title.alternativeA benefit of the mid-profile view for recognitionen
dc.typeThesis or Dissertationen
dc.relation.referencesMäntylä, T., & Holm, L. (2006). Gaze control and recollective experience in face recognition. Visual Cognition, 13, 365-386.en
dc.type.qualificationlevelMastersen
dc.type.qualificationnameMSc Master of Scienceen
dcterms.accessRightsRestricted Accessen_US


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