Zhu, Min Jie
School of Education Sciences, HuiZhou University
Chen, Hsiang-Chun
Department of Early Childhood Education, National Tsing Hua University
Wang, Chao-Chih
Research Center for Education and Mind Sciences, National Tsing Hua University
Abstract
Face recognition and object recognition are important cognitive functions in children’s daily life. The present study attempts to explore the developmental discrepancy and relationship between face and object processing. There are 22 children (11 boys and 11 girls) with an average age of 3.3 years (SD = 0.46), and participated in these two experiments. In Experiment 1, the children were asked to judge whether two face images presented are the same or not. In Experiment 2, the children completed object recognition task as Experiment 1. The results show that the performances (d’) of face recognition and object recognition are not significant (t（21）= 0.15，p = .88). There is a significant positive correlation between face recognition and object recognition (r = .693，p <.01). These findings suggest that face processing and object may share with the general mechanisms, and there is a covariance between the two abilities. This study may be used as a reference for digital learning about children’s recognition ability.
Keywords :cognition in preschooler, object recognition, face recognition, digital learning materials