CAJ | 학술논문

关于面孔识别的认知发展机制，目前存在面孔加工的特殊性发展理论和一般认知因素发展理论，两种观点的争议在于儿童和成人对面孔的识别方式是否存在差异。要解决这一争议，未来的面孔识别研究应注意如下五个方面：针对不同年龄被试设计难度适中的识别任务；将被试的反应时作为一个重要的因变量来对待；将被试对刺激面孔的熟悉程度作为一个重要的控制变量；刺激的呈现要做到生态化。
관우면공식별적인지발전궤제，목전존재면공가공적특수성발전이론화일반인지인소발전이론，량충관점적쟁의재우인동화성인대면공적식별방식시부존재차이。요해결저일쟁의，미래적면공식별연구응주의여하오개방면：침대불동년령피시설계난도괄중적식별임무；장피시적반응시작위일개중요적인변량래대대；장피시대자격면공적숙실정도작위일개중요적공제변량；자격적정현요주도생태화。
Face recognition is a remarkable human achievement crucial to social development. While almost all researchers agree that in ordinary adults, faces are special, there is a major ongoing debate concerning why this is the case. One of the views holds special processing reflects a face recognition module that has developed an innate representation of the basic face structure. Another view maintains that specialty is simply a generic expertise effect. Developmental researches on face recognition should help researchers to understand the specialty of faces. Infant studies have demonstrated remarkable face recognition abilities devolop very early in life. Newborns can recognize their mother, discriminate individual identity of novel faces with hair or without hair, and reccgnize identity of novel faces across viewpoint changes. Despite this early proficiency, all laboratory studies on children have shown a dramatic development which goes throughout childhood into adolescence. With regard to the mechanisms underlying improvement in face recognition, there has been a long-standing debate. The ？ rst theory of this improvement we will refer to as the face-specic perceptual development theory. Although acknowledging infants＇ early proficiency, this theory argues that face perception itself continues to develop into late childhood, and this is due to the fact that children and adults use different face processing modes. The first version of face-specic perceptual development theory assumes that adults rely more on configural or holistic information, whereas children rely more on isolated features; a second version of face-specic perceptual development theory proposes that children rely more on superficial external characteristics whereas adults rely more on internal features that are less likely to change with lighting, the donning of a hat, or a trip to the hairdresser; the third version posits that development could occur in ＇facespace＇, namely, a multi-dimensional space, in which dimensions code physical properties differentiating faces, each individual is a point, and the centre is the average face. Theoretically, it has been proposed children might use fewer dimensions than adults, or the same dimensions but differently weighted, or might code discriminations along each dimension less finely, or that the occupation of children＇s face-space by fewer familiar exemplars might functionally affect face perception. Still another theory argues that children can process faces like adults at an early age, and overall improvement beyond that age is due entirely to the development of general cognitive factors. Based on a review of these two different theories, five suggestions on future researches were p~. First, with regard to the experimental paradigm, tasks of appropriate difficulty should be designed according to different age groups; second, as to dependent variables, research should not only analyze correct rate, but also attach importance to the response time; third, future research should treat the degree of familiarity with the face stimuli as an important control variable; fourth, the presention of face stimuli should be natural; finally, future research should pay close attention to face recognition of children younger than 6 years old.