Young Children's ability to Discriminate between Antisocial and Prosocial Teases

The present study was designed to (a) examine 5- to 8-year-old children's ability to discriminate between antisocial and prosocial teases and (b) determine whether their age and experiences within the home are associated with their ability to recognize these two types of teases. Results revealed that the 5- to 8-year-old children were able to discriminate between antisocial and prosocial teases. Although the children's parents or legal guardians indicated that the children had more frequent experience with prosocial than antisocial teases in the home, (a) the children were better able to correctly identify the intent of antisocial teasers than prosocial teasers and (b) the parents or legal guardians (correctly) indicated that their child would be better able to recognize an antisocial tease than a prosocial tease. Despite the finding that the children's comprehension of antisocial teasing tended to exceed their comprehension of prosocial teasing, the findings indicate that being relatively young (i.e., 5–6 years old vs. 7–8 years old) and having relatively frequent experience with antisocial teasing in the home may be associated with some children's difficulty in recognizing the intent behind antisocial teases.     

The Detection of Prosocial Lying by Children

The purpose of the present study was to explore the detection of prosocial lying in children. Six‐ to 11‐year‐olds and adults were videotaped telling the truth or a lie about the desirability of an object, sometimes being asked a follow‐up question (i.e., elaborative trials) and other times not (i.e., regular trials). A different group of adults and children then judged the veracity of the individuals' statements in the video clips. Adults and children performed significantly better than chance at detecting lies in the youngest age group, and children's detection performance was unrelated to their age. Child lie detectors, unlike the adults, were also able to discriminate between adults' truthful and untruthful statements in the regular trials, but misidentified adults' truthful responses as lies. They appeared to be more trusting of other children. Copyright © 2016 John Wiley & Sons, Ltd.     

Effects of the putative confession instruction on perceptions of children's true and false statements

The putative confession (PC) instruction (i.e., “[suspect] told me everything that happened and wants you to tell the truth”) during forensic interviews with children has been shown to increase the accuracy of children's statements, but it is unclear whether adults' perceptions are sensitive to this salutary effect. The present study examined how adults perceive children's true and false responses to the PC instruction. Participants (n = 299) watched videotaped interviews of children and rated the child's credibility and the truthfulness of his/her statements. When viewing children's responses to the PC instruction, true and false statements were rated as equally credible, and there was a decrease in accuracy for identifying false denials as lies. These findings suggest that participants viewed the PC instruction as truth‐inducing. Implications for the forensic use of the PC instruction are discussed.     

Children's Antisocial and Prosocial Lies to Familiar and Unfamiliar Adults

Although parents frequently instruct children not to lie, children often observe lie‐telling within the family environment. To date, no empirical research has examined children's spontaneous lie‐telling to different lie‐recipients. The current study examined children's spontaneous deceptive behaviour to parents and unfamiliar adults. In Experiment 1 (N = 98), children's (ages 6–9) antisocial lies to a parent or an unfamiliar adult were examined using a modified Temptation Resistance Paradigm. In Experiment 2, (N = 99) children's (ages 6–9) prosocial lies to a parent versus an unfamiliar adult were examined using the Disappointing Gift Paradigm. Results indicate that, across different types of lies, children are more likely to lie to an unfamiliar adult than to a parent. Copyright © 2013 John Wiley & Sons, Ltd.     

Maternal Agreeableness Moderates Associations Between Young Children's Emotion Dysregulation and Socioemotional Functioning at School

The goal of this study was to explore associations among maternal agreeableness, child temperament (i.e., emotion dysregulation), and children's social adjustment at school. Participants were 146 children in kindergarten and Grade 1 (76 girls; M_age = 67.78 months, SD = 10.81 months). Mothers provided ratings of their own agreeableness and their child's temperament, and teachers assessed indices of children's socioemotional functioning at school. Among the results, maternal agreeableness moderated associations between child dysregulation and aspects of adjustment at school. Specifically, at higher levels of maternal agreeableness, the relations between child dysregulation and both anxiety with peers and their prosocial behavior were attenuated. Overall, the results suggest that maternal agreeableness may serve as a protective factor for dysregulated children. Implications for research and practice are discussed.     

The action model of relationship security: How one's own behavior shapes confidence in partners' care,regard, and commitment

The authors present and test the action model of relationship security, which predicts that people's behavior toward a relationship partner shapes their security regarding that partner's care, regard, and commitment. Specifically, actors who enact prosocial or antisocial behavior develop corresponding prosocial or antisocial metaperceptions (i.e., they believe they are viewed as prosocial or antisocial by their partner). In turn, these metaperceptions have a strong influence on actors' security in their partner's care, regard, and commitment due to lay theories positing that prosocial and antisocial behavior impacts others' sentiments. Four studies supported this model. Moreover, findings suggest that prosocial metaperceptions buffer the harmful effects of attachment anxiety on relationship security. This research suggests the relevance of own behavior for relationship security.     

The Verifiability Approach: Countermeasures Facilitate its Ability to Discriminate Between Truths and Lies

According to the verifiability approach, liars tend to provide details that cannot be checked by the investigator and awareness of this increases the investigator's ability to detect lies. In the present experiment, we replicated previous findings in a more realistic paradigm and examined the vulnerability of the verifiability approach to countermeasures. For this purpose, we collected written statements from 44 mock criminals (liars) and 43 innocents (truth tellers), whereas half of them were told before writing the statements that the verifiability of their statements will be checked. Results showed that ‘informing’ encouraged truth tellers but not liars to provide more verifiable details and increased the ability to detect lies. These findings suggest that verifiability approach is less vulnerable to countermeasures than other lie detection tools. On the contrary, in the current experiment, notifying interviewees about the mechanism of the approach benefited lie detection. Copyright © 2013 John Wiley & Sons, Ltd.     

Prosocial and antisocial children's perceptions of peers' motives for prosocial behaviours

This study investigated whether peer‐nominated prosocial and antisocial children have different perceptions of the motives underlying peers' prosocial actions. Eighty‐seven children, aged 10–12 years old, completed peer‐nomination measures of social behaviour. On the basis of numbers of social nominations received, a subsample of 51 children (32 who were peer‐nominated as ‘prosocial’, and 18 who were peer‐nominated as ‘antisocial’) then recorded their perceptions of peers' motives for prosocial behaviours. Expressed motives were categorized predominantly into three categories, coinciding with Turiel's (1978) ‘moral’, ‘conventional’, and ‘personal domains’. Results indicate that children's social reputation is associated with the extent to which they perceive peers' prosocial motives as ‘personal’ or ‘moral’, with more prosocial children attributing moral motives, and more antisocial children attributing personal motives. Although traditionally Turiel's domain theory has been used to understand ‘antisocial’ children's behaviour, the current findings suggest that ‘prosocial’ children's behaviour may also be related to domains of judgment.     

Young Deceivers: Executive Functioning and Antisocial Lie‐telling in Preschool Aged Children

The present study examined the emergence of antisocial lie‐telling in very young children. Lie‐telling was studied in relation to executive functioning skills and children's abilities to identify both truths and lies. A total of 65 children (M_{age in months} = 31.75, SD = 1.87) participated in a modified temptation resistance paradigm (TRP; designed to elicit spontaneous lies). Executive functioning was measured through an inhibitory control task and a forward search planning task. The Truth/Lie Identification task was administered (Lyon, Carrick, & Quas, 2010 ) to measure children's abilities to accurately distinguish truths and lies. During the TRP, a total of 89.23% children peeked at the toy when a research assistant left the room, and of those children, 29.31% lied to the research assistant. Significant differences on executive functioning measures were found between lie‐tellers and confessors, as well as for the Truth/Lie Identification task. Lie‐tellers had higher scores on measures of inhibitory control and forward search planning. Lie‐tellers also had higher accuracy on the Truth/Lie Identification task than confessors. This study provides a unique contribution to the literature by examining 2.5‐year‐old children's emerging lie‐telling abilities, a relatively understudied age during which fledgling lie‐telling emerges. Copyright © 2016 John Wiley & Sons, Ltd.     

Tell Me Everything You Discussed: Children's Memory for Dyadic Conversations after a 1-Week or a 3-Week Delay

In child abuse investigations, children are often asked to recount previous conversations related to the allegations (i.e., “conversational testimony”). To explore children's ability to provide conversational testimony, we staged a semi-structured novel dyadic conversation between an adult researcher and 8-year-old children (n = 90). Children's gist recall and recognition memory for their own statements, their conversational partner's statements, and question–answer pairs were tested after either a 1-week or a 3-week delay. The results revealed that children recounted a minority of the conversation, although children recalled more after a short delay (7%) than after a long delay (4%). A majority of children's free recall statements were accurate (68%); however, approximately one-third of their free recall statements were incorrect. Children almost exclusively recounted their own statements, and rarely recalled any of the adult's statements or the question–answer pairs during free recall. Reports of the adult's statements and question–answer pairs increased with cued recall questioning, but remained minimal. During recognition testing, children were able to distinguish between true and false recognition items for their own statements and the adult's statements, but performed at chance level on recognition items concerning question–answer pairs. Forensic implications of the results are discussed. Copyright © 2015 John Wiley & Sons, Ltd.     

Children tell white lies to make others feel better

We investigated whether children tell white lies simply out of politeness or as a means to improve another person's mood. A first experimental phase probed children's individual insight to use white lies when prosocial behaviour was called for. We compared a situation in which a person had expressed sadness about her artwork and the goal was to make her feel better (Sad condition) with a situation in which a person was indifferent about her work (Neutral condition). Children at 7 years and older were more likely to tell a white lie than the blunt truth in the Sad over the Neutral condition. Five‐year‐olds showed only a trend. A second phase tested whether children selectively use white lie telling after it was modelled by an adult. Results showed that after modelling, children from all age groups were significantly more likely to use white lies in the Sad condition than in the Neutral condition. Taken together, these results show that children are attentive to another person's affective states when choosing whether to tell a white lie or tell the truth. We discuss the emergence of this behaviour in relation to children's developing social cognition and the increasing sophistication of children's prosocial behaviour.     

Right and Righteous: Children's Incipient Understanding and Evaluation of True and False Statements

Two studies examined young children's early understanding and evaluation of truth telling and lying and the role that factuality plays in their judgments. Study 1 (one hundred four 2- to 5-year-olds) found that even the youngest children reliably accepted true statements and rejected false statements and that older children's ability to label true and false (T/F) statements as “truth” and “lie” emerged in tandem with their positive evaluation of true statements and “truth” and their negative evaluation of false statements and “lie.” The findings suggest that children's early preference for factuality develops into a conception of “truth” and “lie” that is linked both to factuality and moral evaluation. Study 2 (one hundred twenty-eight 3- to 5-year-olds) revealed that whereas young children exhibited good understanding of the association of T/F statements with “truth,” “lie,” “mistake,” “right,” and “wrong,” they showed little awareness of assumptions about speaker knowledge underlying “lie” and “mistake.” The results further support the primacy of factuality in children's early understanding and evaluation of truth and lies.     

Genre of Music and Lyrical Content: Expectation Effects

This study was designed to examine whether people's expectations differ regarding how music lyrics affect individual behavior as a function of music genre. Because legislative attention and media publicity have been biased against certain types of popular music (i.e., heavy metal and rap), the authors expected that those genres of music would be viewed more negatively than other genres of popular music, for which there has been little or no negative publicity (i.e., pop and country). Participants (N = 160 college students) rated their perceptions of how the lyrical content of a song would affect listeners' behavior. The authors presented prosocial or antisocial lyrical passages to students (N = 160) under the guise of four musical genres (heavy metal, rap, pop, and country). Participants rated the potential impact of the lyrics on listeners' behavior. Findings indicated that lyrics labeled as heavy metal or rap were perceived as less likely to inspire prosocial behavior but not more likely to inspire antisocial behavior than the same lyrics labeled as country or pop.     

Preschoolers' and adults' attributions of who causes interpersonal events

Adults and 4‐year‐olds explained who caused prosocial or antisocial interactions between two characters who differed in two dimensions that underlie interpersonal traits. Participants saw pictures depicting every pairwise combination of four characters (good/powerful, good/weak, bad/powerful or bad/weak) as initiators or recipients of six actions. Both children and adults made causal attributions to ‘good’ characters for prosocial behaviours and to ‘bad’ characters for antisocial behaviours. Potency influenced the frequency of attributions. Adults and children differed in the justifications of their attributions and in their reconciliations of contradictory information, e.g. a positive character initiating an antisocial act. Explanations of social events are based on characteristics of both interactants in combination with whether the event is prosocial or antisocial. The findings thus extend work on children's ‘theory‐of‐mind’ to the realm of interpersonal interactions, where beliefs, desires or dispositions of either of two characters can cause an event. Copyright © 2003 John Wiley & Sons, Ltd.     

Perceptions of mothers' and fathers' responsibility for children's behavior

Mother-blaming has been well documented in research related to the etiology and maintenance of child psychopathology and family dysfunction. However, there has been almost no research that investigates the differential attributions of maternal and paternal blame for different types of problems or attributions of responsibility for prosocial child behaviors. In the current study, young adult participants (primarily Caucasians from the middle class) were asked to rate their perceptions of mothers' and fathers' responsibility for children's internalizing, externalizing, and prosocial behavior. Mothers were rated as more responsible for their children's internalizing behavior problems, and fathers were rated as more responsible for their children's externalizing behavior problems. Perceptions of mothers' and fathers' responsibility for their children's prosocial behaviors did not differ. Ramifications of mother-blaming and father-blaming are discussed.     

Visuospatial counter‐interrogation strategies by liars familiar with the alibi setting

This study examines counter‐interrogation strategies employed by liars giving false alibis. Participants (N = 144) visited a restaurant to buy a sandwich (truth‐tellers) or to use it as a false alibi (liars). Half of the liars were informed they might be asked for a drawing of the alibi setting if interviewed (informed liars). Participants spent either 10 min (high familiarity condition) or 30 s (low familiarity condition) in the restaurant. All participants were asked to provide two visuospatial statements, which were assessed for salient details, nonsalient details, between‐statement consistency, and statement‐alibi setting consistency. Informed liars provided significantly more salient and nonsalient details than uninformed liars and truth‐tellers, particularly in the high familiarity condition. No differences emerged for statement consistency types. The results suggest that liars are more concerned than truth‐tellers about making a positive impression on the interviewer, and they fail to accurately reflect on truth‐tellers' visuospatial statements.     

Children's prepared and unprepared lies: can adults see through their strategies?

We investigated adults' ability to detect children's prepared and unprepared lies and truths. Furthermore, we examined children's strategies when lying. Thirty children (11–13 years) were interviewed about one self‐experienced and one invented event each. Half had prepared their statements, the other half not. Sixty adult observers assessed the veracity of 10 videotaped statements each. Overall deception detection accuracy (51.5%) was not better than chance. The adults showed higher accuracy for unprepared statements (56.6%), than prepared statements (46.1%). The adults reported to have used more verbal than nonverbal cues to deception, especially the Detail criterion. The most frequent verbal strategy reported by the children was to use real‐life components (e.g. own or others' experiences); the most frequent nonverbal strategy was to stay calm. Arguably, the low accuracy is due to adults' failure to see through the lying children's strategies. Copyright © 2006 John Wiley & Sons, Ltd.     

Early group bias in the Faroe Islands: Cultural variation in children's group-based reasoning

Recent developmental research demonstrates that group bias emerges early in childhood. However, little is known about the extent to which bias in minimal (i.e., arbitrarily assigned) groups varies with children's environment and experience, and whether such bias is universal across cultures. In this study, the development of group bias was investigated using a minimal groups paradigm with 46 four- to six-year-olds from the Faroe Islands. Children observed in-group and out-group members exhibiting varying degrees of prosocial behaviour (egalitarian or stingy sharing). Children did not prefer their in-group in the pretest, but a pro-in-group and anti-out-group sentiment emerged in both conditions in the posttest. Faroese children's response patterns differ from those of American children [Schug, M. G., Shusterman, A., Barth, H., & Patalano, A. L. (2013). Minimal-group membership influences children's responses to novel experience with group members. Developmental Science, 16(1), 47–55], suggesting that intergroup bias shows cultural variation even in a minimal groups context.     

Detecting Deceit in Pairs of Children1

This study examined adults’ ability to distinguish between truthful and deceptive pairs of children. Adult observers (N = 88) judged the veracity of one of 22 truthful or deceptive pairs of children (12–13 years). The children were interviewed separately about their real or imagined encounters with an unknown man. Analyses showed that the overall accuracy was 62.5%; significantly better than chance level of 50%. Deception detection accuracy was higher when watching both pair members than when watching one child. The analysis of self‐reported cues to deception given by observers showed that the consistency between the children's statements was the most frequent cue. An analysis of the actual consistency of children's statements showed significantly more contradictions in the deceptive statements.     

Detecting Deceit Via Analyses of Verbal and Nonverbal Behavior in Children and Adults

This experiment examined children's and undergraduates' verbal and nonverbal deceptive behavior, and the extent to which their truths and lies could be correctly classified by paying attention to these responses. Participants (N= 196) aged 5–6, 10–11, and 14–15, as well as university undergraduates, participated in an erasing the blackboard event, and told the truth or lied about the event afterwards. Nonverbal and verbal responses were coded, the latter with Criteria‐Based Content Analysis and Reality Monitoring. Although children and undergraduates demonstrated different behaviors (for example, the children obtained lower CBCA scores and made more movements), actual cues to deceit were remarkably similar across different age groups (for example, both 5–6‐year‐olds and undergraduates obtained lower CBCA scores and made fewer movements while lying). A combination of verbal and nonverbal lie detection methods resulted in more correct classifications of liars and truth tellers than the verbal and nonverbal lie detection methods individually, with the combined method obtaining hit rates as high as 88%.