Mechanisms of unfamiliar face recognition in children: when and how executive functioning matters

Unfamiliar face recognition is a critical ability that can have significant implications, such as in legal or security contexts. Despite this, little is known about the cognitive skills that support children's ability to accurately recognise and report unfamiliar faces and how these change with age. This research examined whether executive functioning (EF), including working memory, cognitive flexibility, response inhibition, and updating, predicts school-aged children's performance on two face recognition tasks: an old/new recognition task (Experiment 1; <i>N</i> = 113) and a lineup identification task (Experiment 2; <i>N</i> = 121). While EF was not strongly related to recognition accuracy in either task, it was associated with children's response bias, indicating that EF supports regulation of decision thresholds rather than memory strength. Age predicted modest improvements in discriminability, but these effects were not explained by EF, indicating that other developmental factors, such as metacognition or social understanding, may also play a role. Together, these findings suggest that EF contributes more to how children regulate and apply memory decisions than to how accurately they encode or retrieve unfamiliar faces.