Are people better at recognizing faces that are different or similar to their own?
Write a 4-page section of a request for proposal (RPF) in which you address the topics of visual perception and face identification.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Required Resources
The following resources are required to complete the assessment.
Capella Resources
Click the links provided to view the following resources:
- Assessment 4 Proposal Template.
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Suggested Resources
The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.
Library Resources
The following e-books or articles from the Capella University Library are linked directly in this course:
- Esins, J., Schultz, J., Wallraven, C., & Bülthoff, I. (2014). Do congenital prosopagnosia and the other-race effect affect the same face recognition mechanisms? Frontiers in Human Neuroscience, 8, 759, 1–14.
- Pezdek, K., O’Brien, M., & Wasson, C. (2012). Cross-race (but not same-race) face identification is impaired by presenting faces in a group rather than individually. Law and Human Behavior, 36(6), 488–495. doi:10.1037/h0093933
- Wan, L., Crookes, K., Reynolds, K. J., Irons, J. L., & McKone, E. (2015). A cultural setting where the other-race effect on face recognition has no social–motivational component and derives entirely from lifetime perceptual experience. Cognition, 144, 91–115. doi:10.1016/j.cognition.2015.07.011
Course Library Guide
A Capella University library guide has been created specifically for your use in this course. You are encouraged to refer to the resources in the PSYC-FP4310 – Biological Psychology Library Guide to help direct your research.
Internet Resources
Access the following resources by clicking the links provided. Please note that URLs change frequently. Permissions for the following links have been either granted or deemed appropriate for educational use at the time of course publication.
- Segre, L. (n.d.). Human eye anatomy: Parts of the eye. Retrieved from http://www.allaboutvision.com/resources/anatomy.htm
- Kolb, H. (2014). Photoreceptors. Retrieved from http://webvision.med.utah.edu/book/part-ii-anatomy-and-physiology-of-the-retina/photoreceptors/
Bookstore Resources
The resources listed below are relevant to the topics and assessments in this course and are not required. Unless noted otherwise, these materials are available for purchase from the Capella University Bookstore. When searching the bookstore, be sure to look for the Course ID with the specific –FP (FlexPath) course designation.
- Garrett, B. (2015). Brain & behavior: An introduction to biological psychology (4th ed.). Thousand Oaks, CA: Sage.
- Chapter 9, “Hearing and Language,” explores the auditory mechanism and how it works.
- Chapter 10, “Vision and Visual Perception,” focuses on eye structure and the major theories of color and form vision.
Assessment Instructions
In Assessments 1–3, you completed three parts of a request for proposal (RFP) from a nearby school district that is seeking individuals or groups to design a training and professional development inservice day about the brain and mind from a biopsychological perspective for their educators. For this assessment, use the Assessment 4 Proposal Template (linked in the Resources) to create Part 4 of the RTF by connecting visual perception and face recognition to how understanding these two theories could help educators to be aware of ingrained biases.
Complete the following two sections:
X. Face Recognition
- Describe studies and theories that explain face recognition. Are people better at recognizing faces that are different or similar to their own? What does the research say about this?
- Analyze the neurological mechanisms that are involved, and explain why.
XI. Application of These Theories
- Connect face recognition theory to how this explains an educator’s own biases.
- Provide strategies or ways for educators to check their perceptions and face recognition biases when relating to students and parents, as well as when recalling information about students and a situation.
Use the Capella library to research the material and support your proposal.
Additional Requirements
- Written Communication: Written communication should be free of errors that detract from the overall message.
- APA Formatting: Resources and citations should be formatted according to current APA style and formatting.
- Font and Font Size: Times New Roman, 12-point font, double spaced.
- Length: Write a minimum of 4 pages of content, and include a references page.
Face Identification Scoring Guide
| CRITERIA | NON-PERFORMANCE | BASIC | PROFICIENT | DISTINGUISHED |
|---|---|---|---|---|
| Describe studies and theories that explain face recognition. | Does not identify studies and theories that explain face recognition. | Identifies studies and theories that explain face recognition. | Describes studies and theories that explain face recognition. | Analyzes studies and theories that explain face recognition. |
| Analyze the neurological mechanisms that are involved. | Does not describe the neurological mechanisms that are involved. | Describes the neurological mechanisms that are involved. | Analyzes the neurological mechanisms that are involved. | Analyzes the neurological mechanisms that are involved; includes examples to clarify or support the analysis. |
| Connect face recognition theory to individual biases. | Does not describe face recognition theory or individual biases. | Describes face recognition theory and individual biases. | Connects face recognition theory to individual biases. | Connects face recognition theory to individual biases; includes examples to illustrate the connection posited. |
| Provide strategies or ways to check for individual perceptions and face recognition biases. | Does not provide strategies or ways to check for individual perceptions and face recognition biases. | Provides strategies or ways to check for individual perceptions and face recognition biases but does not clearly articulate the strategies. | Provides strategies or ways to check for individual perceptions and face recognition biases. | Provides strategies or ways to check for individual perceptions and face recognition biases; includes examples to clarify or support the suggested strategies. |
| Write in a manner that is concise, logically organized, and utilizes correct punctuation, spelling, grammar, and mechanics. | Does not write coherently to support a central idea with correct grammar, usage, and mechanics as expected of a psychology professional. | Writes to support an idea, but writing is inconsistent and contains major errors of grammar, usage and mechanics. | Writes in a manner that is concise, logically organized, and utilizes correct punctuation, spelling, grammar, and mechanics. | Writes coherently to support a central idea with correct grammar, usage, and mechanics as expected of a psychology professional. |
| Use APA format and style. | Does not use APA format and style. | Uses APA format and style but inconsistently and with errors. | Uses APA format and style. | Uses correct APA format and style consistently and with few errors. |
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