The role of executive functions and theory of mind in children’s prosocial lie-telling

The children (n = 202, 4 to 7 years old) witnessed the Confederates being asked to break the toys and keep it secret. Children are randomly assigned to coaching conditions (ie no coaches, light coaches or heavy coaches) and moral story conditions (ie, positive or neutral). Overall, 89.7% of the children are lying about broken toys when asked about unresolved issues about the case. In the immediate issue, children under training have more children than children who do not have coaches or light coaches. Senior children are affected by coaches and light coaches, but young children receive only the influence of coaches. A child with a positive story is less likely to lie than a neutral story. Interaction between coaching and moral story conditions influences the maintenance of lies

Multi logistic regression with predictive behavior of children, moral evaluation of children (both honest and polite) and social social lies and behavior of children (dull, sociable lies, nonsocial lies) Test it and analyze it as a kind of reason for prediction. The model (ie the impact on children's behavior) is significant, χ 2 (4, N = 120) = 15.36, p <0.01, Nagelkerk R2 = .14. A deductive comparison was made between prosocial social lies as predictors and justified reasons for predictive reference. Children giving two reasons tend to prosocial social lies (8.84 times) rather than nonsocial social lies, β = 2.18, Wald = 9.02, p <0.01, odds ratio = 8.84, (3.13 times) social lies rather than a frank fact, β = 1.14, Wald = 5.85, p <0.05, odds ratio = 3.13

Most studies have shown that children develop the ability to be about 3 years old. Almost all children can lie to avoid punishment and trivial things (and so on from now on) by the time they become five years old. From 7 to 11, they began to trust a lie to defend others or make you feel better - they start thinking that sociable lies are reasonable. They are not just lying white to please adults. The studies to date show that they are strongly motivated by compassion and consideration

The children were seen alone in the quiet room of the school. They participated in two meetings; one meeting examined whether children would lose sociable lies (a bad gift procedure), and another meeting was a conceptual of children's lies and truth I evaluated understanding in a polite context (moral story program). The two meetings were separated for 10 days and balanced between the themes. Half of the children first participated in a bad gift program, initially in the moral story program, and the other half went in the opposite direction.