Publication Date

2026

Document Type

Dissertation/Thesis

First Advisor

Ogg, Julia A.

Degree Name

M.A. (Master of Arts)

Legacy Department

Department of Psychology

Abstract

Although facial recognition is a newer area of research, there is some evidence to suggest a deficit in facial recognition may be associated with poor social and academic outcomes (Dalrymple, Fletcher, et al., 2014; Diaz, 2008). There is also evidence to suggest potential behavioral overlap between poor facial recognition and ADHD (Diaz, 2008). Using a sample of 224 undergraduate students across multiple psychology classes, the current study expanded the literature in three ways. First, by finding the prevalence of individuals with facial recognition deficits among college students. Second by examining the association between facial recognition and social and academic outcomes among college students. Third, the current study also examined how facial recognition may moderate the relationship between ADHD and social or academic outcomes. Results indicated that facial recognition ability is associated with social outcomes but not academic outcomes. Facial recognition also had a moderating effect on the relation between ADHD symptoms and both interpersonal skills and academic skills. Implications from these results identify new potential approaches to interventions.

Extent

77 pages

Language

en

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

Download

Share

COinS