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

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., Neuropsychologia, 62, 60-67, 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

SUBMITTER: Ewing L 

PROVIDER: S-EPMC11893692 | biostudies-literature | 2025 Mar

REPOSITORIES: biostudies-literature