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Novel Faces (novel + face)

Distribution by Scientific Domains

Psychology	50%

Selected Abstracts

Reanimating Faces in Images and Video

COMPUTER GRAPHICS FORUM, Issue 3 2003
V. Blanz
This paper presents a method for photo-realistic animation that can be applied to any face shown in a single imageor a video. The technique does not require example data of the person's mouth movements, and the image to beanimated is not restricted in pose or illumination. Video reanimation allows for head rotations and speech in theoriginal sequence, but neither of these motions is required. In order to animate novel faces, the system transfers mouth movements and expressions across individuals, basedon a common representation of different faces and facial expressions in a vector space of 3D shapes and textures. This space is computed from 3D scans of neutral faces, and scans of facial expressions. The 3D model's versatility with respect to pose and illumination is conveyed to photo-realistic image and videoprocessing by a framework of analysis and synthesis algorithms: The system automatically estimates 3D shape andall relevant rendering parameters, such as pose, from single images. In video, head pose and mouth movements aretracked automatically. Reanimated with new mouth movements, the 3D face is rendered into the original images. Categories and Subject Descriptors (according to ACM CCS): I.3.7 [Computer Graphics]: Animation [source]

Origins of a stereotype: categorization of facial attractiveness by 6-month-old infants

DEVELOPMENTAL SCIENCE, Issue 2 2004
Jennifer L. Ramsey
Like adults, young infants prefer attractive to unattractive faces (e.g. Langlois, Roggman, Casey, Ritter, Rieser-Danner & Jenkins, 1987; Slater, von der Schulenburg, Brown, Badenoch, Butterworth, Parsons & Samuels, 1998). Older children and adults stereotype based on facial attractiveness (Eagly, Ashmore, Makhijani & Longo, 1991; Langlois, Kalakanis, Rubenstein, Larson, Hallam & Smooth, 2000). How do preferences for attractive faces develop into stereotypes? Several theories of stereotyping posit that categorization of groups is necessary before positive and negative traits can become linked to the groups (e.g. Tajfel, Billig, Bundy & Flament, 1971; Zebrowitz-McArthur, 1982). We investigated whether or not 6-month-old infants can categorize faces as attractive or unattractive. In Experiment 1, we familiarized infants to unattractive female faces; in Experiment 2, we familiarized infants to attractive female faces and tested both groups of infants on novel faces from the familiar or novel attractiveness category. Results showed that 6-month-olds categorized attractive and unattractive female faces into two different groups of faces. Experiments 3 and 4 confirmed that infants could discriminate among the faces used in Experiments 1 and 2, and therefore categorized the faces based on their similarities in attractiveness rather than because they could not differentiate among the faces. These findings suggest that categorization of facial attractiveness may underlie the development of the ,beauty is good' stereotype. [source]

Measuring attentional bias to peripheral facial deformities

THE LARYNGOSCOPE, Issue 3 2009
Lisa Ishii MD
Abstract Objectives: Introduce a novel method for objectively evaluating attentional bias to peripheral facial deformities using an established metric of attention. Methods: The SMI eye-tracker system (SensoMotoric Inc., Boston, MA) was used to record the eye movement patterns, called scanpaths, of eight naïve observers gazing at pictures of faces with or without peripheral surgical deformities. The scanpaths of observers gazing on those novel faces were compared, and the fixation durations for different facial regions were compared between faces. Results: There were statistically significant differences in the mean fixation times between the faces considered normal and those considered abnormal (those with an obvious defect). When multivariate analysis of variance was performed with dependent variables total fixation time, fixation time in central triangle, and fixation time in the defect region and the independent variable face, all four tests were highly statistically significant. When univariate analysis of variance was performed to test the hypothesis that defect fixation times varied by face, the results were highly statistically significant (F = 8.79, P = .0003). Conclusions: Observers gazing on faces typically focus their attention on discriminating features, such as eyes, nose, and mouth. The well-established method of eye movement recordings was applied in a novel way to provide quantitative data showing changes in observer gaze patterns to focus on deformities. These gaze patterns are a direct reflection of observer attention. This is the first objective method to quantify the amount of distraction caused by peripheral facial deformities and may provide insight into the perception of facial deformity. Laryngoscope, 119:459,465, 2009 [source]

A One-to-One Bias and Fast Mapping Support Preschoolers' Learning About Faces and Voices

COGNITIVE SCIENCE - A MULTIDISCIPLINARY JOURNAL, Issue 5 2010
Mariko Moher
Abstract A multimodal person representation contains information about what a person looks like and what a person sounds like. However, little is known about how children form these face-voice mappings. Here, we explored the possibility that two cognitive tools that guide word learning, a one-to-one mapping bias and fast mapping, also guide children's learning about faces and voices. We taught 4- and 5-year-olds mappings between three individual faces and voices, then presented them with new faces and voices. In Experiment 1, we found that children rapidly learned face-voice mappings from just a few exposures, and furthermore spontaneously mapped novel faces to novel voices using a one-to-one mapping bias (that each face can produce only one voice). In Experiment 2, we found that children's face-voice representations are abstract, generalizing to novel tokens of a person. In Experiment 3, we found that children retained in memory the face-voice mappings that they had generated via inference (i.e., they showed evidence of fast mapping), and used these newly formed representations to generate further mappings between new faces and voices. These findings suggest that preschoolers' rapid learning about faces and voices may be aided by biases that are similar to those that support word learning. [source]