基于项目反应理论设计的人脸识别能力测试
Face Identification Proficiency Test Designed Using Item Response Theory
AI总结：
针对现有静态人脸识别能力测试无法多次有效施测的问题，研究提出三元身份匹配（TIM）测试，结合项目反应理论（IRT）验证其难度覆盖全面、能力评估可靠且跨群体通用，为构建灵活校准的人脸识别能力衡量框架提供基础。
摘要：
人脸识别能力的衡量指标对于确保专业法医面部检验员及其他在应用场景中执行人脸识别任务的人员准确、稳定地发挥表现至关重要。当前的能力测试依赖静态的刺激项目集，因此无法对同一个体多次有效施测。要创建一套能力测试，必须汇集大量难度“已知”的项目，随后可利用项目子集构建多套难度相当的测试。我们提出了三元身份匹配（Triad Identity Matching，TIM）测试，并采用项目反应理论（Item Response Theory，IRT）对其进行评估。参与者观看人脸图像“三元组”（N=225）（包含同一身份的两张图像、另一不同身份的一张图像），并选出身份不同的那张图像。在实验1中，大学生（N=197）在TIM测试中的准确率表现出较大差异，IRT建模表明TIM项目覆盖了多种难度水平。在实验2中，我们利用基于IRT的项目指标将测试划分为特定难度的子集。模拟结果显示，TIM项目的子集能够可靠估计受试者的能力。在实验3a和3b中，我们发现基于学生群体得出的IRT模型能够可靠评估非学生参与者的能力，且能力可在不同测试场次间迁移。在实验3c中，我们证明TIM测试的表现与其他常用的人脸识别测试具有相关性。综上，TIM测试为开发一套灵活且经过校准的框架提供了起点，该框架可用于衡量不同能力水平人群（例如专业人员或存在面部加工缺陷的群体）的人脸识别能力。
英文摘要：
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 1, 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 2, 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 3a and 3b, 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 3c, 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).
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