Task-irrelevant emotion facilitates face discrimination learning

We understand poorly how the ability to discriminate faces from one another is shaped by visual expe- rience. The purpose of the present study is to determine whether face discrimination learning can be facilitated by facial emotions. To answer this question, we used a task-irrelevant perceptual learning par- adigm because it closely mimics the learning processes that, in daily life, occur without a conscious inten- tion to learn and without an attentional focus on specific facial features. We measured face discrimination thresholds before and after training. During the training phase (4 days), participants per- formed a contrast discrimination task on face images. They were not informed that we introduced (task- irrelevant) subtle variations in the face images from trial to trial. For the Identity group, the task-irrele- vant features were variations along a morphing continuum of facial identity. For the Emotion group, the task-irrelevant features were variations along an emotional expression morphing continuum. The Control group did not undergo contrast discrimination learning and only performed the pre-training and post- training tests, with the same temporal gap between them as the other two groups. Results indicate that face discrimination improved, but only for the Emotion group. Participants in the Emotion group, more- over, showed face discrimination improvements also for stimulus variations along the facial identity dimension, even if these (task-irrelevant) stimulus features had not been presented during training. The present results highlight the importance of emotions for face discrimination learning.