Cross-cultural differences in children's choices, categorizations, and evaluations of truths and lies

This study examined cross-cultural differences and similarities in children's moral understanding of individual- or collective-oriented lies and truths. Seven-, 9-, and 11-year-old Canadian and Chinese children were read stories about story characters facing moral dilemmas about whether to lie or tell the truth to help a group but harm an individual or vice versa. Participants chose to lie or to tell the truth as if they were the character (Experiments 1 and 2) and categorized and evaluated the story characters' truthful and untruthful statements (Experiments 3 and 4). Most children in both cultures labeled lies as lies and truths as truths. The major cultural differences lay in choices and moral evaluations. Chinese children chose lying to help a collective but harm an individual, and they rated it less negatively than lying with opposite consequences. Chinese children rated truth telling to help an individual but harm a group less positively than the alternative. Canadian children did the opposite. These findings suggest that cross-cultural differences in emphasis on groups versus individuals affect children's choices and moral judgments about truth and deception.     

Promising to tell the truth makes 8‐ to 16‐year‐olds more honest

Techniques commonly used to increase truth‐telling in most North American jurisdiction courts include requiring witnesses to discuss the morality of truth‐ and lie‐telling and to promise to tell the truth prior to testifying. While promising to tell the truth successfully decreases younger children's lie‐telling, the influence of discussing the morality of honesty and promising to tell the truth on adolescents' statements has remained unexamined. In Experiment 1, 108 youngsters, aged 8–16 years, were left alone in the room and asked not to peek at the answers to a test. The majority of participants peeked at the test answers and then lied about their transgression. More importantly, participants were eight times more likely to change their response from a lie to the truth after promising to tell the truth. Experiment 2 confirmed that the results of Experiment 1 were not solely due to repeated questioning or the moral discussion of truth‐ and lie‐telling. These results suggest that, while promising to tell the truth influences the truth‐telling behaviors of adolescents, a moral discussion of truth and lies does not. Legal implications are discussed. Copyright © 2010 John Wiley & Sons, Ltd.     

Social desirability, personality questionnaires, and the “better than average” effect

It is well established that respondents are much more likely to rate themselves highly on personality questionnaire items with high social desirability (SD) than on items with low SD. However, conflicting explanations have been offered for this phenomenon. In the present study, 286 participants were randomly assigned to four groups that rated 119 items from two well-known personality questionnaires. One group of participants rated themselves, a second group rated their family and friends, a third rated “people in general,” and a fourth rated the items’ SD. It was found that mean SD ratings of personality items were highly correlated with mean self-ratings and with mean ratings of family and friends for the same items (all rs > .800), but not with mean ratings of “people in general.” In other words, participants strongly tended to rate themselves, their family, and their friends as high on socially desirable qualities, but this tendency did not extend to ratings of people in general. These results support the conclusion that respondents’ personality ratings of themselves, their family and friends, but not of people in general, are influenced by the form of self-serving bias known as the “better than average effect.”     

交往情景下个体对说谎的理解及其道德评价

研究探讨了个体理解交往情景下说谎／说真话概念及其道德评价上的年龄差异,以及事实成份、交往动机与交往情景因素在其中的作用。结果表明：(1)3岁到4岁是说谎概念理解的转折点;(2)除3岁儿童外,大部分被试依据事实成份来理解谎前真话;(3)从小学开始,随着年龄的增长,个体对“白谎”与直率真话的道德评价中越来越多地考虑到交往动机或情景因素。     

Learning through observing: Effects of modeling truth‐ and lie‐telling on children’s honesty

The current study examined the influence of observing another's lie‐ or truth‐telling – and its consequences – on children's own honesty about a transgression. Children (N = 224, 5–8 years of age) observed an experimenter (E) tell the truth or lie about a minor transgression in one of five conditions: (a) Truth‐Positive Outcome – E told the truth with a positive outcome; (b) Truth‐Negative Outcome – E told the truth with a negative outcome; (c) Lie‐Positive Outcome – E lied with a positive outcome; (d) Lie‐Negative Outcome – E lied with a negative outcome; (e) Control – E did not tell a lie or tell the truth. Later, to examine children's truth‐ or lie‐telling behavior, children participated in a temptation resistance paradigm where they were told not to peek at a trivia question answer. They either peeked or not, and subsequently lied or told the truth about that behavior. Additionally, children were asked to give moral evaluations of different truth‐ and lie‐telling vignettes. Overall, 85% of children lied. Children were less likely to lie about their own transgression in the TRP when they had previously witnessed the experimenter tell the truth with a positive outcome or tell a lie with a negative outcome.     

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.     

The paradox of moral focus

When we evaluate moral agents, we consider many factors, including whether the agent acted freely, or under duress or coercion. In turn, moral evaluations have been shown to influence our (non-moral) evaluations of these same factors. For example, when we judge an agent to have acted immorally, we are subsequently more likely to judge the agent to have acted freely, not under force. Here, we investigate the cognitive signatures of this effect in interpersonal situations, in which one agent (“forcer”) forces another agent (“forcee”) to act either immorally or morally. The structure of this relationship allowed us to ask questions about both the “forcer” and the “forcee.” Paradoxically, participants judged that the “forcer” forced the “forcee” to act immorally (i.e. X forced Y), but that the “forcee” was not forced to act immorally (i.e. Y was not forced by X). This pattern obtained only for human agents who acted intentionally. Directly changing participants’ focus from one agent to another (forcer versus forcee) also changed the target of moral evaluation and therefore force attributions. The full pattern of judgments may provide a window into motivated moral reasoning and focusing bias more generally; participants may have been motivated to attribute greater force to the immoral forcer and greater freedom to the immoral forcee.     

The contextual and systematic nature of life satisfaction judgments

Five studies were conducted to examine the nature of life satisfaction judgments. When the category of “excitement” was made accessible experimentally, individuals based their life satisfaction judgments more heavily on the frequency of excitement, in comparison to a “peaceful” condition in Study 1 and to both “neutral priming” and “no-priming” conditions in Study 2. A 7-day diary study (Study 3) showed that as “excitement” became naturally more accessible on weekends, the correlations between excitement and daily satisfaction also increased significantly. Study 3 thus illustrated a systematic contextual shift in the bases of life satisfaction judgments. Study 4 showed that high sensation seekers, for whom “excitement” should be chronically accessible, based their life satisfaction judgments more heavily on the frequency of excitement than did low sensation seekers. Finally, Study 5 demonstrated that the chronic accessibility of “excitement” measured at Time 1 predicted the degree to which individuals based their life satisfaction judgments on the frequency of excitement at Time 2. Altogether, these five studies highlight the contextually sensitive, yet systematic nature of life satisfaction judgments.     

Fluency and positivity as possible causes of the truth effect

Statements’ rated truth increases when people encounter them repeatedly. Processing fluency is a central variable to explain this truth effect. However, people experience processing fluency positively, and these positive experiences might cause the truth effect. Three studies investigated positivity and fluency influences on the truth effect. Study 1 found correlations between elicited positive feelings and rated truth. Study 2 replicated the repetition-based truth effect, but positivity did not influence the effect. Study 3 conveyed positive and negative correlations between positivity and truth in a learning phase. We again replicated the truth effect, but positivity only influenced judgments for easy statements in the learning phase. Thus, across three studies, we found positivity effects on rated truth, but not on the repetition-based truth effect: We conclude that positivity does not explain the standard truth effect, but the role of positive experiences for truth judgments deserves further investigation.     

Promoting Honesty: The Influence of Stories on Children's Lie‐Telling Behaviours and Moral Understanding

Moral stories are a means of communicating the consequences of our actions and emphasizing virtuous behaviour, such as honesty. However, the effect of these stories on children's lie‐telling has yet to be thoroughly explored. The current study investigated the influence of moral stories on children's willingness to lie for another individual. Children were read one of three stories prior to being questioned about an accidental wrongdoing: (1) a positive story, which emphasized the benefits of being honest; (2) a negative story, which outlined the potential costs of lying; and (3) a neutral story, which was unrelated to truth‐telling or lie‐telling. Initially, most children withheld information about the event. Older children were better able to maintain their lies throughout the interview. However, when asked direct questions, children in the positive story condition were more likely to tell the truth than those in the negative and neutral conditions. No significant differences were found between the negative and neutral story conditions. The present study also investigated the relationship between children's conceptual understanding and behaviour. The findings revealed that children's knowledge of truths and lies increased with age. Children who lied had significantly higher conceptual scores than those who did not lie. Furthermore, the type of story children were read had a significant impact on their evaluations of true and false statements. Copyright © 2015 John Wiley & Sons, Ltd.     

Thou shalt not discriminate: How emphasizing moral ideals rather than obligations increases Whites' support for social equality

An important step toward reducing group-based disparities in society is creating support for equality among advantaged group members (e.g., Whites and men). The current research examined how presenting social equality between ethnic groups in terms of moral ideals (i.e., equal treatment) vs. moral obligations (i.e., non-discrimination) affected the attitudes of Whites (students in Study 1, N = 45 and 2, N = 44 and employees in Study 3a, N = 67 and Study 3b, N = 62) toward various social equality issues. It was found that participants in the moral ideals condition reported more activation rather than inhibition tendencies regarding equality (Study 1), were more supportive of affirmative action (Study 2), indicated lower levels of social identity threat, and were more favorable toward cultural diversity which resulted in greater prioritization of equality (Study 3a) than those in the moral obligation condition. These effects did not arise when the ideals/obligations distinction was applied to a nonmoral domain (i.e., competence, Study 3b), underlining the central argument that these processes are specific to morality. The broader theoretical implications for morality and intergroup research are discussed.     

The paradox of the political maverick

Attitudes about political mavericks (politicians who cross party lines to “vote their conscience”) depend on whether people construe them in general terms or at the level of specific policy proposals. Three studies examined this hypothesis. In Study 1, participants expressed more positive views of political mavericks described generally than when prompted to consider a maverick of their own political party. Study 2 found that mavericks described in personality trait terms were evaluated more favorably than “party-line” politicians, even when the maverick was of the participant’s own political party. Study 3 found that when participants were provided with specific policy stances, a similarity-attraction pattern was found: opposing party mavericks were evaluated more positively, but same party mavericks were evaluated more negatively, than their party-line counterparts. Politicians challenging participant’s own party on a moral issue were evaluated particularly harshly. Implications of these findings for political perceptions and strategy are discussed.     

Prototypes of race and gender: The invisibility of Black women

Research on racial and gender stereotyping typically focuses on the role of one of these social categories at a time rather than race/gender combinations. We suggest that the relative non-prototypicality of Black women’s race and gender results in their “invisibility” relative to White women and to Black and White men ( [Fryberg and Townsend, 2008] and [Purdie-Vaughns and Eibach, 2008]). Two studies address whether Black women go “unnoticed” and their voices “unheard,” by examining memory for Black women’s faces and speech contributions. We found that photos of Black women were least likely to be recognized (Study 1), and statements said by a Black woman in a group discussion were least likely to be correctly attributed (Study 2) compared to Black men and White women and White men. The importance and implications of invisibility as a unique form of discrimination are discussed.     

Chinese Children's Moral Evaluation of Lies and Truths-Roles of Context and Parental Individualism-Collectivism Tendencies

The present study examined Chinese children's moral evaluations of truths and lies about one's own pro-social acts. Children ages 7, 9, and 11 were read vignettes in which a protagonist performs a good deed and is asked about it by a teacher, either in front of the class or in private. In response, the protagonist either tells a modest lie, which is highly valued by the Chinese culture, or tells an immodest truth, which violates the Chinese cultural norms about modesty. Children were asked to identify whether the protagonist's statement was the truth or a lie, and to evaluate how 'good' or 'bad' the statement was. Chinese children rated modest lies more positively than immodest truths, with this effect becoming more pronounced with age. Rural Chinese children and those with at least one nonprofessional parent rated immodest truths less positively when they were told in public rather than in private. Furthermore, Chinese children of parents with high collectivism scores valued modest lies more than did children of parents with low collectivism scores. These findings suggest that both macro- and micro-cultural factors contribute significantly to children's moral understanding of truth and lie telling.     

Functions of attitudes towards ethnic groups: Effects of level of abstraction

A direct measure of attitude function was used to examine symbolic and instrumental elements of racial attitudes as a function of level of abstraction. Two studies were conducted in different countries, in which participants explained their thoughts and feelings concerning a specific (e.g., “Indians” or “Chinese”) or abstract (e.g., “Ethnic Minorities”) attitude object, and then rated the importance of each thought or feeling. A coding scheme was used to record the attitude function represented by each thought or feeling. In both studies, symbolic functions were more present for the abstract target than the specific targets. These differences have important implications for interventions and theories that address prejudice. They also provide evidence that functions of attitudes towards broader social groups cannot be regarded as the central tendency of functions toward subgroups, which is an important potential caveat to theories of social categorization.     

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.     

Victim sensitivity and the accuracy of social judgments

Recent theorizing on the relation between victim sensitivity and unethical behavior predicts that victim sensitivity is related to an asymmetrical focus on cues associated with untrustworthiness compared to cues associated with trustworthiness. This hypothesis and its consequences for the accuracy of social predictions are investigated in this article. In Study 1, participants rated the trustworthiness of 35 computer-animated faces that differed in their emotional expression. People high in victim sensitivity rated neutral and hostile faces more untrustworthy than people low in victim sensitivity, whereas no such effect was found for friendly faces. In Study 2, participants predicted the cooperativeness of 56 targets on the basis of minimal information. The accuracy of predictions was negatively related to victim sensitivity, and people high in victim sensitivity systematically underestimated targets' cooperativeness. Thus, the asymmetrical focus on untrustworthiness cues among victim-sensitive individuals seems to impair rather than improve their social judgments.     

What Is Social about Justice? Inclusive Identity and Group Values as the Basis of the Justice Motive

Three studies tested the claim that the justice motive is based on commitment to the perceived values of the “primary category” of potential recipients of an allocation. In Study 1, participants who identified more strongly with their group regarded a member who represented the group's strengths as more entitled to a common profit. In Study 2, participants judged their own entitlement versus that of a member who represented the group's strengths. Members who identified more strongly with their group were less likely to display self-interest in their judgments. In Study 3, participants judged the entitlement of an in-group member representing out-group strengths versus an out-group member representing in-group strengths. When identification with the primary category (including in-group and out-group) was strong, members who identified more strongly with their in-group viewed the out-group member representing in-group values as more deserving.     

Pink gives girls permission: Exploring the roles of explicit gender labels and gender-typed colors on preschool children's toy preferences

Children engage in gender-typed toy play to a greater extent than in non-gender-typed toy play leading to different developmental trajectories for boys and girls. The present studies examine the characteristics of toys and how they differentially affect boys' and girls' interests, stereotypes, and judgments of the toys. In Study 1, children (N = 73, M_age = 4.01) were presented with masculine and feminine toys that were decorated with masculine and feminine colors. Results indicated that boys were more interested in masculine toys than in feminine toys. Girls were significantly less interested in masculine toys with masculine colors than in all other combinations. Children's perceptions of others' interests also followed a similar pattern. In Study 2, children (N = 42, M_age = 3.84) were presented with novel items labeled as “for boys” and “for girls” and decorated in masculine and feminine colors. Among girls, both explicit labels and color of novel toys impacted interests. Children's predictions of others' interests also reflected this pattern.     

Recognizing creative leadership: Can creative idea expression negatively relate to perceptions of leadership potential?

Drawing on and extending prototype theories of creativity and leadership, we theorize that the expression of creative ideas may diminish judgments of leadership potential unless the charismatic leadership prototype is activated in the minds of social perceivers. Study 1 shows that creative idea expression is negatively related to perceptions of leadership potential in a sample of employees working in jobs that required creative problem solving. Study 2 shows that participants randomly instructed to express creative solutions during an interaction are viewed as having lower leadership potential. A third scenario study replicated this finding showing that participants attributed less leadership potential to targets expressing creative ideas, except when the “charismatic” leader prototype was activated. In sum, we show that the negative association between expressing creative ideas and leadership potential is robust and underscores an important but previously unidentified bias against selecting effective leaders.