Please use this identifier to cite or link to this item:
Title: Facial Emotions Improve Face Discrimination Learning
Authors: Lorenzino, Martina
Caudek, Corrado
Keywords: Face discriminationTask-irrelevant perceptual learningEmotionsContrast discrimination
Issue Date: 2014
Publisher: EUT Edizioni Università di Trieste
Source: Martina Lorenzino, Corrado Caudek, "Facial Emotions Improve Face Discrimination Learning" in: Paolo Bernardis, Carlo Fantoni, Walter Gerbino (eds.) "TSPC2014. Proceedings of the Trieste Symposium on Perception and Cognition, November 27-28", Trieste, EUT Edizioni Università di Trieste, 2014, pp. 72-75.
How visual experience modulates the ability to discriminate
faces from one another is still poorly understood. The aim of
this study is to investigate whether emotions may favor face
discrimination learning. To this purpose, we measured face
discrimination thresholds before and after a training phase,
where participants are exposed to (task-irrelevant) subtle
variations in face images from trial to trial. A task-irrelevant
perceptual learning paradigm was used because it closely
mimics the learning processes that daily occur, without a
conscious intention to learn and without a focused attention
on specific facial features. During the four sessions of
training, participants performed a contrast-discrimination task
on face images. The task-irrelevant features were face images
variations along the morphing continuum of facial identity
(Identity group) or face images variations along the morphing
continuum of emotional expressions (Emotion group). A
group of participants (Control group) did not perform the
contrast training, but their face discrimination thresholds were
measured with the same temporal gap between them as the
other two groups. Results indicate a face discrimination
improvement only for the Emotion group. Participants in the
Emotion Group showed a discrimination improvement when
tested with variations along the dimension of identity and
with variations along the dimension of expression, even if
identity variations were not used during training. The present
results suggest a role of emotions in face discrimination
learning and show that faces, differently from the other
classes of stimuli, may manifest a higher degree of learning
Type: Book Chapter
eISBN: 978-88-8303-610-1
Appears in Collections:TSPC2014: Proceedings of the Trieste Symposium on Perception and Cognition, November 27th-28th 2014

Files in This Item:
File Description SizeFormat
T14.pdf586.82 kBAdobe PDFThumbnail
Show full item record

CORE Recommender

Page view(s) 50

checked on Aug 9, 2022

Download(s) 50

checked on Aug 9, 2022

Google ScholarTM


This item is licensed under a Creative Commons License Creative Commons