Perceptual learning of cartoon faces by young children

Abstract

Children’s perceptual learning of cartoon faces varying in facial features and orientations were investigated. After familiarization with the concept of “same-different,” 54 children aged 4 to 6 years were given a pretest series of faces in a delayed matching task. Children in the experimental groups were then given attention training on one or more feature sets (eyes, noses, mouths), after which all children were given a posttest series. Results showed that training and age of subjects strongly affected children’s matching responses in both pretest and posttest. Children given attention training on all features showed the greatest improvement in performance. Additionally, some transformations of forms were more difficult to match than others. Results were interpreted mainly to support cognitive-perceptual formulations of Bryant (1974) and Gibson (1969). © 1980, The psychonomic soceity, inc.. All rights reserved.