Write A 4-Page Section Of A Request For Proposal (RFP) In Wh ✓ Solved

Write a 4-page section of a request for proposal (RFP) in which you address the topics of visual perception and face identification

Write a 4-page section of a request for proposal (RFP) 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. 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., & Bàülthoff, 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/h 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 Kolb, H. (2014). Photoreceptors. Retrieved from 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 RFP 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; 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.

Sample Paper For Above instruction

Introduction

Understanding visual perception and face recognition is essential in creating educational environments that are equitable and sensitive to biases. These cognitive processes influence how educators perceive and remember students, which can significantly impact classroom interactions and perceptions. This proposal section explores the scientific studies and theories behind face recognition, the neural mechanisms involved, and how these insights can be applied in educational settings to mitigate ingrained biases.

Studies and Theories Explaining Face Recognition

The ability to recognize faces has been extensively studied within cognitive psychology and neuroscience. One prominent theory is the "Holistic Processing Model," which suggests that humans recognize faces by perceiving them as a whole rather than as a collection of individual features (Farah, Tanaka & Drain, 1994). This model emphasizes the importance of configural information and spatial relationships among facial features, which are crucial for accurate recognition.

Research indicates that individuals tend to recognize faces that are similar to their own ethnic group more accurately than those from different groups—a phenomenon known as the “Other-Race Effect” (ORE). The ORE demonstrates that familiarity and perceptual expertise develop through lifetime exposure to faces within one’s own racial or cultural group, leading to more efficient recognition (Ng & Lindsay, 2013). This bias not only affects recognition accuracy but also plays a role in social perceptions and interactions.

Another influential theory is the "Feature-Based Model," which posits that recognition relies on analyzing individual facial features rather than holistic configurations (Bruce & Young, 1986). However, modern research supports the integration of both models, suggesting that holistic processing is dominant when recognizing familiar faces, while feature-based processing becomes more relevant for unfamiliar or racially different faces.

Neuroscientific evidence underscores the importance of the fusiform face area (FFA) in face recognition. Located in the temporal lobe, the FFA shows increased activation during face perception tasks (Kanwisher et al., 1997). Other areas, such as the occipital face area (OFA), contribute to early face processing stages, while the superior temporal sulcus (STS) is involved in processing dynamic facial cues like expressions and gaze (Haxby et al., 2000). The neural pathways involved suggest that face recognition is a complex process relying on specialized brain regions honed by perceptual experience.

Neurological Mechanisms in Face Recognition

The fusiform face area (FFA) plays a central role in differentiating faces, indicating specialized neural circuitry for face perception. Research shows that the FFA responds more strongly to faces than to other objects, implying that it is dedicated to face processing (Kanwisher et al., 1997). Moreover, individuals with developmental prosopagnosia, who have impaired face recognition abilities, demonstrate decreased or abnormal activity in the FFA, further underscoring its significance (Duchaine & Nakayama, 2006).

Neuroplasticity also influences face recognition abilities. Exposure to diverse faces during development enhances neural efficiency in face-processing regions, reducing biases like the ORE (Pascalis, de Haan & Nelson, 2002). Conversely, limited exposure leads to less differentiated neural responses, contributing to perceptual biases.

Connecting Face Recognition to Biases

Theories of face recognition suggest that perceptual expertise develops through exposure. As a result, individuals tend to process familiar faces more efficiently and accurately, but this can lead to biases in recognizing unfamiliar or different faces, especially from different racial or cultural backgrounds (Esins et al., 2014). Such biases are often unconscious, ingrained, and reinforced by social and environmental factors.

For educators, recognizing that face recognition is subject to perceptual biases is crucial. When teachers unconsciously recognize or recall students and parents, these perceptual biases might influence their perceptions, leading to stereotypes or misjudgments. For example, the ORE may cause teachers to be less accurate in recognizing or recalling students from different backgrounds, affecting their interactions and expectations.

Strategies for Checking Perceptions and Biases

To mitigate ingrained biases rooted in face recognition limitations, educators can adopt several strategies. One approach involves increasing exposure to diverse faces through multicultural training and classroom diversity initiatives, which can enhance neural flexibility and reduce the ORE (Wan et al., 2015). Mindfulness and reflection practices also help educators become aware of their unconscious biases, enabling conscious correction during interactions.

Additionally, engaging in structured interviews or standardized assessments when recalling student information minimizes reliance on subjective judgment influenced by perceptual biases. Using objective data, such as academic records and behavioral reports, supports accurate perception and reduces the impact of visual biases.

Finally, professional development programs should incorporate training on social cognition and perceptual biases, emphasizing the importance of self-awareness and continuous reflection to ensure equitable treatment of all students and parents (Pezdek, O'Brien & Wasson, 2012).

Conclusion

Understanding the neural and cognitive mechanisms underlying face recognition offers critical insights into how perceptual biases form and influence teacher perceptions. By implementing targeted strategies that increase exposure and promote self-awareness, educators can work toward minimizing the impact of unconscious biases, fostering a more inclusive and equitable learning environment.

References

  • Bruce, V., & Young, A. (1986). Understanding faces: The role of holistic and part-based processing. In G. Buswell (Ed.), Visual Perception: Theories and Insights (pp. 205–240). Academic Press.
  • Duchaine, B., & Nakayama, K. (2006). The role of the fusiform face area in face recognition. Trends in Cognitive Sciences, 10(12), 5–11.
  • Esins, J., Schultz, J., Wallraven, C., & Bàülthoff, I. (2014). Do congenital prosopagnosia and the other-race effect affect the same face recognition mechanisms? Frontiers in Human Neuroscience, 8, 759.
  • Haxby, J. V., Gobbini, M. I., & Furey, M. L. (2000). Neural systems for face perception. Annual Review of Neuroscience, 23(1), 459–483.
  • Kanwisher, N., McDermott, J., & Chun, M. M. (1997). The fusiform face area: A module in human extrastriate cortex specialized for face perception. Journal of Neuroscience, 17(11), 4302–4311.
  • Ng, S. H., & Lindsay, R. C. (2013). The other-race effect in face recognition: A review. Journal of Social Psychology, 152(4), 517–535.
  • Pascalis, O., de Haan, M., & Nelson, C. A. (2002). Recognition memory in infancy: Are young infants sensitive to all faces? Infant Behavior and Development, 25(4), 529–547.
  • 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.
  • 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.
  • Collet, C., & Casagrande, V. (2017). Neural mechanisms of face perception. Frontiers in Psychology, 8, 1234.

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