Children ( n = 202; 4 to 7 years old) witnessed a confederate break a toy and were asked to keep the transgression a secret. Children were randomly assigned to a Coaching condition (i.e., No Coaching, Light Coaching, or Heavy Coaching) and a Moral Story condition (i.e., Positive or Neutral). Overall, 89.7% of children lied about the broken toy when asked open-ended questions about the event. During direct questions, children in the Heavy Coaching condition lied more than children in the No Coaching and Light Coaching conditions. Older children were influenced by both Heavy Coaching and Light Coaching, whereas younger children were influenced only by Heavy Coaching. Children in the Positive Story condition were less likely to maintain their lies than those in the Neutral Story condition. An interaction between Coaching and Moral Story conditions influenced lie-maintenance.

This article examines developmental differences in children’s reasoning about secrecy and lying as well as their use of these behaviors in two studies. Study 1 explored children’s ( N = 66, 8–15 years) reasoning about the circumstances in which secrecy and lying are acceptable. Study 2 analyzed children’s ( N = 50, 8–15 years) actual reported daily frequency of secrets and lies in relation to maladaptive behavior problems. Overall, findings suggest that children’s motivations for secrecy and lying become more nuanced, and seemingly utilitarian, with age, and that children’s use of concealment may be an adaptive tool that facilitates social relationships.

The aim of the present study was to examine the role of induced empathy and parent‐reported empathy (i.e., affective and cognitive) as underlying motives for children's prosocial lie‐telling tendencies. An experimental paradigm was used to elicit prosocial lies in children (N = 146, 7–11 years) in varying cost (low‐cost/high‐cost) and induction (empathy/neutral) conditions. Results indicate that induced empathy predicts prosocial lie likelihood and maintenance in low‐cost conditions, and that cognitive empathy is a predictor of lie‐likelihood. Post‐hoc analyses revealed that a large portion of children chose to prosocially share with the distressed confederate, regardless of whether they lied for them. Individuals who shared were more likely to share in low‐cost conditions, and also had higher cognitive empathy. Overall, this study provides unique insights into the role of empathy as an underlying cognitive process for children's prosocial decision‐making.Highlights The role of empathy was examined in relation to children's prosocial lying and sharing behaviour in low‐ and high‐cost conditions. Parent‐reported cognitive empathy predicted both lying and sharing in an experimental paradigm; induced empathy only predicted lying in low‐cost conditions. Overall, empathy proved to be an important underlying motive for children's prosocial decision‐making.

In the present study, children's (2-to 5-years old) lie-telling was examined in relation to theory of mind (first-order false belief understanding), executive functioning (measuring inhibitory control in conjunction with working memory), and presence of siblings in the home (no siblings vs. siblings; younger siblings vs. older siblings). Lie-telling was observed using a temptation resistance paradigm. Overall, of the 152 (74.9%) children who peeked at the toy, 73 (48%) lied during the temptation resistance paradigm. Children with higher scores on measures of first-order false belief understanding, and measures that relied on inhibitory control, were more likely to lie compared to their truthful counterparts. Additionally, children with older siblings were more likely to lie to the research assistant, and this relationship was independent of performance on cognitive tasks.Overall, results demonstrate that having an older sibling has an independent, direct effect on the development of young children's lie-telling abilities, irrespective of cognitive ability. These findings support the argument that lie-telling is a behavior that is facilitated by both cognitive and social factors. K E Y W O R D Stheory of mind, deception, executive function, siblings

The current study examines how social determinants influence the way youth from Canadian and Iranian contexts evaluate and morally disengage as bystanders of cyberbullying. While Iranian culture differs from other individualistic and collectivist cultures, Iranian youth have become just as technologically acculturated as their global peers. Despite this, less is understood about how Iranian youth respond to cyberbullying in comparison to youth from individualistic societies. Participants from Canada (N = 60) and Iran (N = 59) who were between the ages of 8-to-15 years old (N = 119, M = 11.33 years, SD = 1.63 years) read 6 cyberbullying scenarios that varied according to Bystander Relationship to Perpetrator (Acquaintance or Friend) and Bystander Response (Assists Cyberbully, Does Nothing, Defends Victim). After reading each scenario, participants were asked to evaluate the bystander's behavior. They were also asked how they would feel if they were the bystander. Similar to past research, these responses were coded on a continuous scale ranging from morally disengaged to morally responsible. Overall, Canadians were more critical of passive bystander behaviors and more supportive toward defending behaviors compared to Iranians. Iranians were more supportive of the behaviors of bystanders who were friends of perpetrators than Canadians were, and Iranians were more critical toward acquaintances of perpetrators. Significant interactions were also found between participants' country of origin, the bystander's relationship with the perpetrator and the bystander's behavior. Taken together, these findings highlight the importance of differentiating between negative judgments and moral attributions of bystander responses.