Face identification proficiency test designed using item response theory

• Published in: Behavior research methods Vol. 56; no. 3; pp. 1244 - 1259
• Main Authors: Jeckeln, Geraldine, Hu, Ying, Cavazos, Jacqueline G., Yates, Amy N., Hahn, Carina A., Tang, Larry, Phillips, P. Jonathon, O’Toole, Alice J.
• Format: Journal Article
• Language: English
• Published: New York Springer US 01.03.2024; Springer Nature B.V
• Subjects: Behavioral Science and Psychology; Cognitive Psychology; Face; Facial Recognition - physiology; Humans; Item response theory; Pattern recognition; Psychology; Students; Triad Identity Matching test; Face matching test; Item response theory; Perceptual face identification test
• ISSN: 1554-3528; 1554-351X; 1554-3528
• DOI: 10.3758/s13428-023-02092-7

Measures of face-identification proficiency are essential to ensure accurate and consistent performance by professional forensic face examiners and others who perform face-identification tasks in applied scenarios. Current proficiency tests rely on static sets of stimulus items and so cannot be administered validly to the same individual multiple times. To create a proficiency test, a large number of items of “known” difficulty must be assembled. Multiple tests of equal difficulty can be constructed then using subsets of items. We introduce the Triad Identity Matching (TIM) test and evaluate it using item response theory (IRT). Participants view face-image “triads” ( N = 225) (two images of one identity, one image of a different identity) and select the different identity. In Experiment  3 , university students ( N = 197) showed wide-ranging accuracy on the TIM test, and IRT modeling demonstrated that the TIM items span various difficulty levels. In Experiment  3 , we used IRT-based item metrics to partition the test into subsets of specific difficulties. Simulations showed that subsets of the TIM items yielded reliable estimates of subject ability. In Experiments  3 a and b, we found that the student-derived IRT model reliably evaluated the ability of non-student participants and that ability generalized across different test sessions. In Experiment  3 c, we show that TIM test performance correlates with other common face-recognition tests. In summary, the TIM test provides a starting point for developing a framework that is flexible and calibrated to measure proficiency across various ability levels (e.g., professionals or populations with face-processing deficits).