Relation between children’s lying, Theory of mind and Executive function: A longitudinal study

• In Event: Deception as theory of mind in action: Developmental and methodological considerations

Abstract

Introduction: Although there are significant relations between children’s lying and theory of mind (ToM) and between children’s lying and executive function (EF), how these constructs relate to each other over the course of development remains unclear. The present study used a longitudinal method to address this issue. In addition, we included two forms of self-interest lies using two commonly used paradigms: one in which children must lie strategically to win a game (strategic lying) and one in which children can protect themselves by lying to conceal their own transgressions (self-protective lying). These two types of lying were included to examine these relations as a function of lie type.
Hypotheses: Based on the previous findings, we hypothesized that children’s ToM and EF would predict their lying. Specifically, we hypothesized children’s ToM abilities such as diverse belief, knowledge access and false belief would predict their lying development; we also hypothesized that children’s EF abilities such as inhibitory control and cognitive flexibility would predict their lying development. Finally, we hypothesized that children’s strategic lying and self-protective lying would differ in these relations because prior studies have found that self-protective lying is easily influenced by no-cognitive factors.
Study population: Ninety children aged 3-4 were tested three times (referred as Time 1, Time 2, and Time 3), which took place at approximately four-month intervals.
Method: In each session, children completed two types of lying: strategic lying (using the hide-and-seek task) and self-protective lying (using the temptation resistance paradigm). ToM was assessed using ToM scale (including diverse desire, diverse belief, knowledge access, false belief and belief-emotion). EF was assessed using Digit-Span task and Flanker-Fish task. Children’s verbal ability was also assessed.
Results: Results showed that the ToM component of diverse desire understanding at Time 1 significantly predicted development of children’s strategic lying at Time 2 and at Time 3, and ToM component of knowledge access understanding, as well as the inhibitory control component at Time 2 predicted strategic lying at Time 3. Moreover, the results also demonstrated that children’s strategic lying at Time 2 predicted belief-emotion understanding at Time 3. However, there was no relation between any of the cognitive measures and self-protective lying at any time point. These findings provide longitudinal evidence about how children’s ToM and EF are related to different forms of lying during the preschool years.

Authors

• Liyang Sai, Hangzhou Normal University
  Non-Presenting Author

• Changzhi Zhao, Hangzhou Normal University
  Presenting Author

• Siyuan Shang, Hangzhou Normal University
  Non-Presenting Author

• Gail D Heyman, University of California - San Diego
  Non-Presenting Author

• Genyue Fu, Hangzhou Normal University
  Non-Presenting Author