The role of task demands in racial face encoding.

People more accurately remember faces of their own racial group compared to faces of other racial groups; this phenomenon is called the other-race effect. To date, numerous researchers have devoted themselves to exploring the reasons for this other-race effect, and they have posited several theoretical explanations. One integrated explanation is the categorization-individuation model, which addresses two primary ways (categorization and individuation) of racial face processing and emphasizes the emergence of these two ways during the encoding stage. Learning-recognition and racial categorization tasks are two classical tasks used to explore racial face processing. Event-related potentials can facilitate investigation of the encoding differences of own- and other-race faces under these two typical task demands. Unfortunately, to date, results have been mixed. In the current study, we investigated whether categorization and individuation differ for own- and other-race faces during the encoding stage by using racial categorization and learning-recognition tasks. We found that task demands not only influence the encoding of racial faces, but also have a more profound effect in the encoding stage of recognition tasks for other-race faces. More specifically, own-race faces demonstrate deeper structural encoding than other-race faces, with less attentional involvement. Moreover, recognitions tasks might ask for more individual-level encoding, requiring more attentional resources in the early stage that may be maintained until relatively late stages. Our results provide some evidence concerning task selection for future racial face studies and establish a groundwork for a unified interpretation of racial face encoding.