Theory of Mind and Preschoolers' Understanding of Misdeed and Politeness Lies

Autor/inn/en	Vendetti, Corrie; Kamawar, Deepthi; Andrews, Katherine E.
Titel	Theory of Mind and Preschoolers' Understanding of Misdeed and Politeness Lies
Quelle	In: Developmental Psychology, 55 (2019) 4, S.823-834 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0000666
Schlagwörter	Theory of Mind; Preschool Children; Ethics; Moral Values; Beliefs; Punishment; Age Differences; Foreign Countries; Story Reading; Canada; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Ethik; Moral value; Ethischer Wert; Belief; Glaube; Bestrafung; Age; Difference; Age difference; Altersunterschied; Ausland; Kanada
Abstract	We told ninety-nine 4- and 5-year-olds stories in which speakers told lies and truths in two contexts: those told to deny a transgression (misdeeds) and those told to spare another's feelings (politeness). Participants identified each statement as a lie or as the truth, morally judged it as good or bad, and decided whether or not to assign punishment to the speaker. All children received measures of first- and second-order false-belief understanding. Although 4-year-olds were above chance in their identification accuracy, they did not differentiate between lies and truths in their moral judgments or punishments. Five-year-olds outperformed 4-year-olds in their identification accuracy, morally judged lies more negatively than truths, and assigned speakers of lies more punishment than those who told truths. Five-year-olds also treated lies about misdeeds more negatively than politeness lies in their moral judgments and punishments. Children's identification of both lies and truths related to their first-order false-belief understanding, while their moral judgments and punishment of lies related to their second-order false-belief understanding. These findings suggest that different considerations are made when children reason about the conceptual and moral differences between lies and truths. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01