Literaturnachweis - Detailanzeige
Autor/inn/en | Engarhos, Paraskevi; Shohoudi, Azadeh; Crossman, Angela; Talwar, Victoria |
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Titel | Learning through Observing: Effects of Modeling Truth- and Lie-Telling on Children's Honesty |
Quelle | In: Developmental Science, 23 (2020) 1, (14 Seiten)
PDF als Volltext |
Zusatzinformation | ORCID (Talwar, Victoria) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1467-7687 |
DOI | 10.1111/desc.12883 |
Schlagwörter | Ethics; Deception; Young Children; Child Behavior; Moral Values; Observation |
Abstract | 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. (As Provided). |
Anmerkungen | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |