Face recognition

A logical story about the topic, going from general to specific. 1. Begin with the phenomenon of face recognition, with support from references. Don’t say why it’s important (we all know that), but focus on how it works. What affects people’s ability to remember and recognize faces? What facial features are most important? You may choose one or more approaches such as: infant and child development; evolutionary development (may include primate studies); or facial memory. 2. Cite research showing that orientation or position affects recognition. Then introduce the “inversion effect” (in our references, and you may find others): What is it? How does it affect face recognition? What does it tell us about how we analyze and remember faces? What other variables may increase or decrease its effect? (Note: The reason inversion effect is studied is to disrupt the normal experience so researchers can observe what cues people focus on to make recognition easier). 3. From these references, lead to the specific aim and hypothesis of this paper. Make the connections between each section logically clear, so that each successive paragraph follows from the one that preceded it, till they naturally point to these hypotheses. 4. Aim and hypotheses: The aim is to understand how the face-inversion effect impairs recognition of faces that were seen briefly. The hypothesis is that the mean number of faces recognized will be greater when presented in the upright position than in the inverted position. Method Explain what was done, in enough detail that someone could replicate what we did. 1. Participants How many people participated? Describe their demographics – Hunter College students, total number; frequency and percentage of males and females; age range, mean, and standard deviation. 2. Materials What materials did we use to carry out the research? Describe the PowerPoint files and the data collection form; refer to the Appendix for the latter (attach the data form, but not the PowerPoints). 3. Procedure What exactly did you do (as a group)? Describe the tasks, how the faces were presented, and what each participant had to do to respond. Explain in enough detail that someone could replicate our study exactly. Results When reporting mean include SD; when reporting frequency, include percentage. Make sure that you are using the proper APA notations for frequency, percentage, mean, and SD. Remember to restate the hypothesis and whether it was fully, partially, or not supported. 1. Table 1: Descriptive statistics for the two conditions. Report the means and standard deviations for the upright and inverted conditions. How many faces had to be recognized in the total task? How well did each group perform relative to this total under the two conditions? How many more faces were recognized in one condition vs. the other? Was the mean difference in the predicted direction? (Do not discuss significance until you get to the t-test.) 2. Table 2: t-test results. Report the result of the independent t-test in APA format. Did you use the equal variances or the separate variances analysis? Interpret the statistical significance (or lack of significance) of the mean difference and whether it supports your hypothesis. 3. Figure 1: Bar chart. Refer to the bar chart you created in SPSS showing the comparison of the two means; comment on how it illustrates the difference between the conditions that you found in your t-test. Discussion Relate the results of your experiment back to the story in your introduction. Now, go from the specific back to the general to explain the larger meaning of your research.