| کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
|---|---|---|---|---|
| 917973 | 1473480 | 2015 | 13 صفحه PDF | دانلود رایگان |
واژگان کلیدی
مقدمه
روش
شرکت کنندگان
تکالیف و مواد
متغیرهای کنترل
شناسایی و ارزیابی دروغ
نظریه ذهن
رویه (شیوه اجرا)
نتایج
شناسایی: اظهارات حقیقی
شناسایی: دروغها
ارزیابی: اظهارات حقیقی
جدول 1. فراوانی های شناسایی
ارزیابی: دروغها
ارزیابی دروغ و نظریه ذهن
جدول2 میانگین ها و انحراف معیارها
ارزیابی دروغ و شناسایی
بحث
قصد دروغگو و محتوای دروغ
قصد و نظریه ذهن
شناسایی و ارزیابی
نتیجه گیری
سپاسگذاری
ضمیمه نمونه های داستان های دروغین و حقیقی
دروغ خودخواهانه درمورد واقعیت
دروغ خودخواهانه درمورد عقیده
دروغ جامعه یارانه درمورد واقعیت
دروغ جامعه یارانه در مورد عقیده
اظهاریه حقیقی درمورد واقعیت
اظهاریه حقیقی درمورد عقیده
• Children evaluate prosocial lies less negatively than selfish lies (intention).
• Children evaluate lies about opinions less negatively than lies about facts (content).
• The intention effect is enhanced from 7 to 9 years, and from 9 years to adulthood.
• Second order belief correlates with children’s sensitivity to liar intention but not lie content.
• Telling the truth about facts is evaluated more positively than telling the truth about opinions.
This study found that 7-, 9-, and 11-year-old children and young adults identified prosocial lies as lies less frequently and evaluated them less negatively than selfish lies (liar intention effect); lies about opinions were identified as lies less frequently and evaluated less negatively than those about reality (lie content effect). The lie content effect was more pronounced in the prosocial lies than in the selfish lies for both identification and evaluation. Overall, the older participants considered liar intention more than the younger participants in lie evaluation. For the child participants, second-order belief understanding correlated marginally with sensitivity to liar intention in the opinion lies, but not with content sensitivity. Finally, lie identification correlated with evaluation in the prosocial–opinion lies for all of the children. The independent effects of intention and content could potentially explain children’s development in “white lie” understanding demonstrated in the literature. Although the content effect appears to stem from a more general concern for whether communication is about objective reality, the intention effect may involve theory of mind.
Journal: Journal of Experimental Child Psychology - Volume 132, April 2015, Pages 1–13