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Elinor McKone

Publications and source records attributed to Elinor McKone.

2 recordsLinked to original sources

Can holistic processing be learned for inverted faces?

The origin of "special" processing for upright faces has been a matter of ongoing debate. If it is due to generic expertise, as opposed to having some innate component, holistic processing should be learnable for stimuli other than upright faces. Here we assess inverted faces. We trained subjects to discriminate identical twins using up to 1100 exposures to each twin in different poses and images. In the upright orientation, twin discrimination was supported by holistic processing. Removal of a single face feature had no effect on performance, and a composite effect (Young, A. W., Hellawell, D., & Hay, D.C. (1987). Configurational information in face perception. Perception 16 (6), 747-759) was obtained. In the inverted orientation, however, above chance identification ability relied on (a) image specific learning, or (b) tiny local feature differences not noticed in the upright faces. The failure to learn holistic processing for inverted faces indicates that, in contrast to the situation for objects (Tarr, M.J., & Pinker, S. (1989). Mental rotation and orientation-dependence in shape recognition. Cognitive Psychology 21 (2), 233-282), orientation specificity of face processing is highly stable against practice.

Adolescent↗

Dissociations between implicit and explicit memory in children: the role of strategic processing and the knowledge base.

A review of the literature shows that explicit memory develops substantially from three years of age to adulthood, while implicit memory remains stable across this age range. Previously, this developmental dissociation has been attributed to different memory systems, or to confounds with perceptual vs. conceptual processing. Prompted by an alternative developmental framework, the experiments reported here provide evidence against both interpretations. Instead, it will be argued that (a) the implicit-explicit developmental dissociation reflects differences in strategic processing (strategy use and metamemory) across childhood and (b) that implicit memory can show development if a child's knowledge base in the tested domain is developing with age.

Adolescent↗