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Introduction

Face recognition is a complex cognitive process that plays a crucial role in social interactions and daily functioning. Prosopagnosia, also known as face blindness, is a neurological condition characterized by a specific impairment in the ability to recognize faces. Individuals with prosopagnosia often experience significant difficulties in recognizing familiar faces, which can lead to social isolation and impaired interpersonal relationships.

Cognitive training has emerged as a potential intervention for improving face recognition in individuals with prosopagnosia. By targeting specific cognitive processes involved in face recognition, such as attention, perception, and memory, cognitive training programs aim to enhance face processing abilities and alleviate the symptoms of prosopagnosia. However, the effectiveness of cognitive training on face recognition in prosopagnosia remains a topic of ongoing research and debate.

This thesis aims to investigate the effects of cognitive training on face recognition in individuals with prosopagnosia. By exploring the potential benefits of cognitive training interventions, this study seeks to contribute to our understanding of the underlying mechanisms of face recognition impairment in prosopagnosia and to inform the development of effective interventions for individuals with this condition.

Table of Contents

Chapter 1: Introduction
1.1 Introduction
1.2 Background of study
1.3 Problem Statement
1.4 Objective of study
1.5 Limitation of study
1.6 Scope of study
1.7 Significance of study
1.8 Structure of the Thesis
1.9 Definition of terms

Chapter 2: Literature Review
2.1 Overview of prosopagnosia
2.2 Cognitive processes involved in face recognition
2.3 Cognitive training interventions for prosopagnosia
2.4 Previous research on cognitive training and face recognition
2.5 Theoretical frameworks for cognitive training in prosopagnosia
2.6 Methodological considerations in cognitive training studies
2.7 Neural mechanisms underlying face recognition impairments
2.8 Individual differences in cognitive training outcomes
2.9 Challenges and future directions in cognitive training research
2.10 Summary of literature review

Chapter 3: Research Methodology
3.1 Research design
3.2 Participants
3.3 Measures
3.4 Procedure
3.5 Data analysis
3.6 Ethical considerations
3.7 Pilot study
3.8 Validity and reliability
3.9 Limitations of the study

Chapter 4: Discussion of Findings
4.1 Overview of findings
4.2 Effects of cognitive training on face recognition performance
4.3 Individual differences in cognitive training outcomes
4.4 Neural correlates of cognitive training effects
4.5 Implications for cognitive training interventions
4.6 Comparison with previous research
4.7 Theoretical implications
4.8 Practical implications
4.9 Future research directions

Chapter 5: Conclusion and Summary
5.1 Summary of findings
5.2 Implications for theory and practice
5.3 Contributions to the field
5.4 Limitations of the study
5.5 Recommendations for future research
5.6 Conclusion

Thesis Overview on The Effects of Cognitive Training on Face Recognition in Prosopagnosia

Prosopagnosia, or face blindness, is a neurological condition characterized by a specific impairment in recognizing faces. This thesis explores the potential benefits of cognitive training interventions for individuals with prosopagnosia. The literature review provides an overview of prosopagnosia, cognitive processes involved in face recognition, cognitive training interventions, and previous research on cognitive training and face recognition. The research methodology outlines the study design, participant demographics, measures, procedures, data analysis, ethical considerations, and limitations. The discussion of findings examines the effects of cognitive training on face recognition performance, individual differences, neural correlates, implications for interventions, theoretical and practical implications, and future research directions. The conclusion summarizes the findings, discusses implications for theory and practice, contributions to the field, limitations, recommendations for future research, and concludes the study. This thesis contributes to our understanding of the effects of cognitive training on face recognition in prosopagnosia and informs the development of interventions for individuals with this condition.

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