The “parts and wholes” of face recognition: A review of the literature

Abstract

It has been claimed that faces are recognized as a “whole” rather than by the recognition of individual parts. In a paper published in the Quarterly Journal of Experimental Psychology in 1993, Martha Farah and I attempted to operationalize the holistic claim using the part/whole task. In this task, participants studied a face and then their memory presented in isolation and in the whole face. Consistent with the holistic view, recognition of the part was superior when tested in the whole-face condition compared to when it was tested in isolation. The “whole face” or holistic advantage was not found for faces that were inverted, or scrambled, nor for non-face objects, suggesting that holistic encoding was specific to normal, intact faces. In this paper, we reflect on the part/whole paradigm and how it has contributed to our understanding of what it means to recognize a face as a “whole” stimulus. We describe the value of part/whole task for developing theories of holistic and non-holistic recognition of faces and objects. We discuss the research that has probed the neural substrates of holistic processing in healthy adults and people with prosopagnosia and autism. Finally, we examine how experience shapes holistic face recognition in children and recognition of own- and other-race faces in adults. The goal of this article is to summarize the research on the part/whole task and speculate on how it has informed our understanding of holistic face processing.

Keywords:

• Face recognition
• Holistic
• Other-race face recognition
• Autism

Notes

1 We refer to a holistic face representation as the unitary whole-face memory, and holistic processing as the cognitive operation that mediates whole-face recognition.

2 In addition to its parts and spatial configuration, other properties of a face include surface information about skin texture and pigmentation, and local information such as eye colour. Work by Leder and Bruce (1998) has examined local properties and has found that they are less vulnerable to inversion effects.

Additional information

Funding

This research was supported by grants from the Temporal Dynamics of Learning Center, National Science Foundation (NSF) grant [grant number SBE-0542013]; National Institute of Child Health and Human Development, National Institutes of Health (NIH) grant [grant number R01HD046526]; and the Natural Sciences and Engineering Research Council of Canada (NSERC).