Francisco Cruz

Francisco Cruz

Assistant Professor

Ispa - Instituto Universitário

About

Francisco Cruz is an assistant professor in Cognitive Psychology at Ispa - Instituto Universitário. Junior Consulting Editor at the Journal of European Social Psychology, 2025-present. Invited assistant professor at Faculdade de Psicologia, Universidade de Lisboa, 2026, and Faculdade de Ciências da Saúde, Universidade Europeia, 2025-2026. Social Psychology Ph.D. on lay beliefs about science, supervised by Prof. André Mata (Universidade de Lisboa) and Prof. Tania Lombrozo (Princeton University), 2022-2025. Visiting Student Research Collaborator at Princeton University, 2023-2024. Society for General Psychology and Interdisciplinary Inquiry, Fulbright Portugal, and Fundação para a Ciência e Tecnologia awardee.

His research interests include lay beliefs about science (i.e., what people believe that science can or cannot explain and why), motivated beliefs in science (i.e., the contexts in which people are more prone to accepting scientific explanations), representation of social groups (i.e., how people integrate information to provide judgments on shared homogeneity vs. heterogeneity across group members), epistemic trespassing (i.e., when people provide judgments on domains beyond those in which they are experts), intuitive mind-body dualism (i.e., a natural tendency to see the world as split in material and immaterial portions), and face perception (i.e., features driving the advantage in recall for own- vs. other-race faces).

Interests
  • Social Psychology
  • Social Cognition
  • Cognitive Psychology
  • Experimental Psychology
  • Experimental Philosophy
Education
  • PhD in Social Psychology, 2025

    Faculdade de Psicologia, Universidade de Lisboa

  • Visiting Student, 2024

    Department of Psychology, Princeton University

  • PgDip in Data Analysis in Social Sciences, 2022

    School of Sociology and Public Policy, Iscte

  • Integrated MSc in Applied Social Cognition, 2021

    Faculdade de Psicologia, Universidade de Lisboa

  • ERASMUS+ Programme in Psychology, 2018

    Faculty of Behavioural and Social Sciences, University of Groningen

Research Interests

Lay beliefs about science
This research program revolves around understanding the ‘what’ and ‘why’ of laypeople’s beliefs at different levels - beliefs about scientists, about sciences, and about scientific information - and how these interact with science-unrelated beliefs (e.g., political) and motivations, with the goal of creating a mechanistic and comprehensive understanging of the bases for trust in science. In parallel, this research line includes work applying these general principles to the case of psychological science, tapping into beliefs about the nature of psychological phenomena and their malleability, focused on decreasing the reigning skepticism towards psychology.
Lay beliefs about science
Representations of the self and others
In this research program, I seek to unravel the cognitive and motivational underpinning of self and social representations; concretely, how people think about social groups and about themselves in these groups. Work includes how people internally represent heterogeneity in present and past social groups, how motivational factors promote a bias blind spot (i.e., perceiving oneself as systematically less biased than others), among others.
Representations of the self and others
Word and face processing
In this research program, I explore the underlying mechanisms - such as holistic processing of visual stimuli - that enable fast and accurate identification of frequently-exposed-to objects, namely words and faces. Moreover, I also explore the how’s and why’s behind the cross-race effect - the tendency for people to more accurately recall faces belonging to their ethnicity (vs. faces from other ethnicities).
Word and face processing

Publications

Does attending to the nose vs. eyes reduce the cross-race recognition deficit? A systematic test

People typically demonstrate poorer recognition for faces from racial outgroups compared to ingroups, a phenomenon known as the cross-race recognition deficit (CRD). In the present research, we tested one influential account of this effect: the diagnostic-features model. This model proposes that, through experience, the perceptual system becomes tuned to race-specific diagnostic features (e.g., eyes for White faces, nose for Black faces), and that directing attention to these features can reduce the CRD. We systematically tested this prediction across five studies (N = 736) using face stimuli drawn from six databases. In Studies 1 to 4, White (Portuguese) participants completed old/new recognition tasks with both White and Black faces, using either fixation crosses (Studies 1, 2, 4) or explicit word cues (Study 3) to direct attention to the eyes or nose. Study 5 extended the design in three ways: it recruited UK-born participants, included both White and Black perceivers, and used both male and female faces, thereby more closely aligning the design with the original studies while adding methodological improvements. Across all five studies, we consistently observed the CRD, but found no credible evidence that directing attention to putatively diagnostic features modulated the CRD, with Bayes factors providing strong evidence against this effect. The absence of a fixation effect held equally for White and Black perceivers and for male and female faces. Together, these findings are difficult to reconcile with the diagnostic-features account as originally formulated, while remaining compatible with the more limited possibility that face individuation relies on more similar information across racial groups than the account assumes.

Have I seen you before? Evaluating the learning of naturalistic faces and faces in art

People are highly skilled at recognizing familiar faces due to the development of identity representations that are invariant to viewpoint and low-level features. However, how such view-invariant representations emerge for unfamiliar faces remains debated. This EEG study examined the neurophysiological basis of face learning, and how viewpoint generalization is shaped by experience (i.e., increasing familiarity) and stimulus realism. Adult participants performed an identity-matching task with novel faces varying along a realism continuum, from photographs to less and more abstract artistic styles (Renaissance vs. Cubism). Identity (same vs. different) and viewpoint (repeated vs. changed) were orthogonally manipulated within face pairs. Early face structural encoding (N170; 150-190 ms) was modulated by face realism and by viewpoint-related perceptual demands. The subsequent N250r (220-270 ms) was sensitive to the formation of viewpoint-invariant identity representations in memory, with different temporal dynamics across face types: viewpoint tolerance increased gradually for photographs with repeated exposure, whereas it emerged earlier for stylized faces. After repeated exposure, a reliable N250r was also observed for unseen, novel views, suggesting that learning supports progressively more stable and potentially more abstract identity representations. These findings are discussed in light of stimulus structure and the role of top-down processes in the formation of view-invariant representations.

Grant and Awards

Digital Minds Research Fellowship
EASP Seedcorn Grant 2026
CICPSI Internal Research Funds 2026
Grant Development Seed Funding
EASP 2026 General Meeting Travel Grant
2024 Anne Anastasi General Psychology Graduate Student Award
Fulbright Scholarship
Best Poster Presentation
Best Conference Presentation - 1st Place
Doctoral Studentship 2022
Best Conference Presentation - 3rd Place
Merit Fellowship 2020/2021
EASP Preregistered Research Grant 2019

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