Lyon Thomas D, Quas Jodi A, Carrick Nathalie
University of Southern California.
University of California, Irvine.
J Cogn Dev. 2013 Jan 1;14(3):437-454. doi: 10.1080/15248372.2012.673187.
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 (104 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 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 (128 3- to 5-year-olds) found that, whereas young children exhibited good understanding of the association of true and false 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.
两项研究考察了幼儿对讲真话和说谎的早期理解与评价，以及真实性在他们判断中所起的作用。研究1（104名2至5岁儿童）发现，即使是最小的孩子也能可靠地接受真实陈述并拒绝虚假陈述，而且年龄较大的孩子将真实和虚假陈述分别标记为“真话”和“谎言”的能力，与他们对真实陈述和“真话”的积极评价以及对虚假陈述和“谎言”的消极评价同时出现。研究结果表明，儿童早期对真实性的偏好发展成为一种与真实性和道德评价都相关的“真话”和“谎言”概念。研究2（128名3至5岁儿童）发现，虽然幼儿对真实和虚假陈述与“真话”“谎言”“错误”“正确”和“错误”之间的关联表现出良好的理解，但他们对“谎言”和“错误”背后关于说话者知识的假设几乎没有意识。研究结果进一步支持了真实性在儿童对真话和谎言的早期理解与评价中的首要地位。
