Exploring the development of face recognition across childhood via logistic mixed-effects modelling of the standardized Cambridge Face Memory Test

Ewing, Louise, Althaus, Nadja, Farran, Emily K., Papasavva, Michael, Mares, Inês and Smith, Marie L. (2025) Exploring the development of face recognition across childhood via logistic mixed-effects modelling of the standardized Cambridge Face Memory Test. Behavior Research Methods. ISSN 1554-351X (In Press)

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Abstract

Individual differences in face identity recognition abilities are present across the lifespan, but require developmentally differentiated methods of assessment. Here, we examine the empirical validity of a widely-used face identity recognition measure, the Cambridge Face Memory Test for Children (CFMT-C). Logistic mixed-effects modelling of a large data set (607 children, 5 – 12 years) replicates and extends the findings of the only previous normative study of the CFMT-C (Croydon et al., 2014). This novel analytical approach enables us to take into account sources of variability typically overlooked in a classical analysis. We consider variability introduced by the task, alongside variability across children, to provide the first comprehensive characterisation of the interactive effects of factors inherent to participants (e.g., age, gender, ethnicity), and the test (stage: face learning, simple recognition, harder recognition) on face memory performance. In line with past findings we clearly observed age-related improvement in the task. Additionally, for the first time we report that this developmental effect is significantly more pronounced in the later, harder stages of the task; that there is an effect of gender, with females having better performance; and that consideration of participant ethnicity or testing context did not alter the best fitting model of these data. These results highlight the value of applying multi-level statistical models to characterise the factors driving performance variability, providing evidence of the divergence in recognition abilities across genders, and confirming the stability of the CFMT-C in assessing face recognition abilities across variable experimental contexts and with diverse participant groups.

Item Type:	Article
Additional Information:	Code availability: The analysis code for this experiment is available at https://osf.io/rk7eh/?view_only=5a84e14c1c134d10bc3ec42d0429a19e Open practices statement: The CFMT-C is freely available for researchers assessing children’s face memory and can be downloaded here https://ccd.edu.au/engagement-resources/resources-and-tools/cfmtfc/. The deidentified data set from the current study is available at https://osf.io/rk7eh/?view_only=5a84e14c1c134d10bc3ec42d0429a19e and this experiment was not preregistered. Funding information: This research was supported by Leverhulme Trust grants RPG-2016- 021, RPG-2013-019 awarded to MLS, EF, LE and Annette Karmiloff- Smith. IM, LE and MLS were additionally supported by the Bial Foundation (129/20), and IM was further supported by Fundação para a Ciencia e Técnologia (ID/04810/2020).
Uncontrolled Keywords:	3* ,/dk/atira/pure/researchoutput/REFrank/3_
Faculty \ School:	Faculty of Social Sciences > School of Psychology
UEA Research Groups:	Faculty of Social Sciences > Research Groups > Developmental Science
Depositing User:	LivePure Connector
Date Deposited:	18 Feb 2025 17:30
Last Modified:	21 Feb 2025 09:30
URI:	https://ueaeprints.uea.ac.uk/id/eprint/98546
DOI:

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