Children's Understanding of Lies in Elementary School Years

References

• Astington, J. W. (2004). Bridging the gap between theory of mind and moral reasoning. New Directions for Child and Adolescent Development, 103, 63–72.
   Google Scholar
• Banerjee, R., & Yuill, N. (1999). Children's understanding of self-presentational display rules: Associations with mental-state understanding. British Journal of Developmental Psychology, 17, 111–124.
   Google Scholar
• Boseovski, J. J. (2010). Evidence for “rose-colored glasses”: An examination of the positivity bias in young children's personality judgments. Child Development Perspectives, 4, 212–218.
   Google Scholar
• Boseovski, J. J., & Lee, K. (2006). Children's use of frequency information for trait categorization and behavioral prediction. Developmental Psychology, 42, 500–513.
   Google Scholar
• Boseovski, J. J., Shallwani, S., & Lee, K. (2009). “It's all good”: Children's personality attributions after repeated success and failure in peer and computer interactions. British Journal of Developmental Psychology, 27, 783–797.
   Google Scholar
• Broomfield, K. A., Robinson, E. J., & Robinson, W. P. (2002). Children's understanding about white lies. British Journal of Developmental Psychology, 20, 47–65.
   Google Scholar
• Bussey, K. (1999). Children's categorization and evaluation of different types of lies and truths. Child Development, 70, 1338–1347.
   Google Scholar
• Chandler, M., Fritz, A. S., & Hala, S. (1989). Small scale deceit: Deception as a marker for two-, three-, and four-source olds' early theories of mind. Child Development, 60, 1263–1277.
   Google Scholar
• Cheung, H., Siu, T. C., & Chen, L. (2015). The roles of liar intention, lie content, and theory of mind in children's evaluation of lies. Journal of Experimental Child Psychology, 132, 1–13.
   Google Scholar
• Ding, X. P., Omrin, D. S., Evans, A. D., Fu, G., Chen, G., & Lee, K. (2014). Elementary school children's cheating behavior and its cognitive correlates. Journal of Experimental Child Psychology, 121, 85–95.
   Google Scholar
• Ekman, P. (1989). Why kids lie: How parents can encourage truthfulness. New York, NY: Scribner.
   Google Scholar
• Evans, A. D., & Lee, K. (2013). Emergence of lying in very young children. Developmental Psychology, 49, 1958–1963.
   Google Scholar
• Haugaard, J. J., Reppucci, N. D., Laird, J., & Nauful, T. (1991). Children's definitions of the truth and their competency as witnesses in legal proceedings. Law and Human Behavior, 15, 253–271.
   Google Scholar
• Hayashi, H. (2010). Young children's moral judgments of commission and omission related to the understanding of knowledge or ignorance. Infant and Child Development, 19, 187–203.
   Google Scholar
• Hayashi, H., & Shiomi, Y. (2015). Do children understand that people selectively conceal or express emotion? International Journal of Behavioral Development, 39, 1–8.
   Google Scholar
• Joshi, M. S., & MacLean, M. (1994). Indian and English children's understanding of the distinction between real and apparent emotion. Child Development, 65, 1372–1384.
   Google Scholar
• Lewis, M., Stanger, C., & Sullivan, M. W. (1989). Deception in 3-source-olds. Developmental Psychology, 25, 439–443.
   Google Scholar
• Lyon, T. D., Quas, J. A., & Carrick, A. (2013). Right and righteous: Children's incipient understanding and evaluation of true and false statements. Journal of Cognition and Development, 14, 437–454.
   Google Scholar
• Melis, A. P., Call, J., & Tomasello, M. (2010). 36-month-olds conceal visual and auditory information from others. Developmental Science, 13, 479–489.
   Google Scholar
• Mezulis, A. H., Abramson, L. Y., Hyde, J. S., & Hankin, B. L. (2004). Is there a universal positivity bias in attributions? A meta-analytic review of individual, developmental, and cultural differences in the self-serving attributional biases. Psychological Bulletin, 130, 711–747.
   Google Scholar
• Naito, M., & Seki, Y. (2009). The relationship between second-order false belief and display rules reasoning: The integration of cognitive and affective social understanding. Developmental Science, 12, 150–164.
   Google Scholar
• Perner, J., & Wimmer, H. (1985). ‘John thinks that Mary thinks that …’: Attribution of second-order beliefs by 5- to 10-source-old children. Journal of Experimental Child Psychology, 39, 437–471.
   Google Scholar
• Peterson, C. C., Peterson, J. L., & Seeto, D. (1983). Developmental changes in ideas about lying. Child Development, 54, 1529–1535.
   Google Scholar
• Piaget, J. (1932). The moral judgment of the child. New York, NY: Free Press.
   Google Scholar
• Sato, T., & Wakebe, T. (2014). How do young children judge intentions of an agent affecting a patient? Outcome-based judgment and positivity bias. Journal of Experimental Child Psychology, 118, 93–100.
   Google Scholar
• Siegal, M., & Peterson, C. C. (1996). Breaking the mold: A fresh look at children's understanding of questions about lies and mistakes. Developmental Psychology, 32, 322–334.
   Google Scholar
• Sodian, B. (1991). The development of deception in young children. British Journal of Developmental Psychology, 9, 173–188.
   Google Scholar
• Talwar, V., & Crossman, A. M. (2012). Children's lies and their detection: Implications for child witness testimony. Developmental Review, 32, 337–359.
   Google Scholar
• Talwar, V., Gordon, H. M., & Lee, K. (2007). Lying in the elementary school years: Verbal deception and its relation to second-order belief understanding. Developmental Psychology, 43, 804–810.
   Google Scholar
• Talwar, V., & Lee, K. (2008). Socio-cognitive correlates of children's lying behavior. Child Development, 79, 866–881.
   Google Scholar
• Wellman, H. M., Cross, D., & Watson, J. (2001). Meta-analysis of theory-of-mind development: The truth about false belief. Child Development, 72, 655–684.
   Google Scholar
• Wimmer, H., Gruber, S., & Perner, J. (1984). Young children's conception of lying: Lexical realism-moral subjectivism. Journal of Experimental Child Psychology, 37, 1–30.
   Google Scholar
• Yuill, N. (1984). Young children's coordination of motive and outcome in judgments of satisfaction and morality. British Journal of Developmental Psychology, 2, 73–81.
   Google Scholar
• Yuill, N., & Perner, J. (1988). Intentionality and knowledge in children's judgments of actor's responsibility and recipient's emotional reaction. Developmental Psychology, 24, 358–365.
   Google Scholar