Introducing the female Cambridge face memory test - long form (F-CFMT plus )

被引:12
|
作者
Arrington, Myles [1 ]
Elbich, Daniel [1 ]
Dai, Junqiang [1 ]
Duchaine, Bradley [2 ]
Scherf, K. Suzanne [1 ]
机构
[1] Penn State Univ, Dept Psychol, 113 Moore Bldg, University Pk, PA 16802 USA
[2] Dartmouth Coll, Dept Brain & Psychol Sci, Hanover, NH USA
关键词
Face recognition; Recognition memory; Visual processing; Face processing; Face memory; Neuropsychological test; DIAGNOSING PROSOPAGNOSIA; RECOGNITION ABILITY; INDIVIDUALS; SEX;
D O I
10.3758/s13428-022-01805-8
中图分类号
B841 [心理学研究方法];
学科分类号
040201 ;
摘要
The Cambridge Face Memory Test (CFMT) is one of the most used assessments of face recognition abilities in the science of face processing. The original task, using White male faces, has been empirically evaluated for psychometric properties (Duchaine & Nakayama, 2006), while the longer and more difficult version (CFMT+; Russell et al., 2009) has not. Critically, no version exists using female faces. Here, we present the Female Cambridge Face Memory Test - Long Form (F-CFMT+) and evaluate the psychometric properties of this task in comparison to the Male Cambridge Face Memory Test - Long Form (M-CFMT+). We tested typically developing emerging adults (18 to 25 years old) in both Cambridge face recognition tasks, an old-new face recognition task, and a car recognition task. Results indicate that the F-CFMT+ is a valid, internally consistent measure of unfamiliar face recognition that can be used alone or in tandem with the M-CFMT+ to assess recognition abilities for young adult White faces. When used together, performance on the F-CFMT+ and M-CFMT+ can be directly compared, adding to the ability to understand face recognition abilities for different kinds of faces. The two tasks have high convergent validity and relatively good divergent validity with car recognition in the same task paradigm. The F-CFMT+ will be useful to researchers interested in evaluating a broad range of questions about face recognition abilities in both typically developing individuals and those with atypical social information processing abilities.
引用
收藏
页码:3071 / 3084
页数:14
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