Preschoolers' understanding of lies and innocent and negligent mistakes.

It has often been proposed that young children are not capable of distinguishing mistakes from lies and that they do not discriminate between the reactions that are generated by innocent and negligent mistakes. In our investigation, children aged 3 to 5 years were asked to choose whether a perpetrator had made a mistake or had lied about a food's contact with contaminants and were required to indicate whether this choice would produce a neutral or a negative reaction in the facial expression of a bystander. In this context, many children distinguished mistakes from lies and displayed an incipient ability to discriminate between lies and negligent mistakes that often generate negative reactions and innocent mistakes that do not. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Breaking the mold: A fresh look at children's understanding of questions about lies and mistakes.

In this investigation, we reexamine the claim that young children regard all false statements as lies. Children aged 3 to 5 years were shown 2 teddy bears. One bear had seen that bread which appeared edible was in reality moldy; the other had not seen the moldy contaminant. Both bears told an uninformed friend that the bread was okay to eat. When asked to identify a bear as lying or mistaken, rather than as lying or not lying, many children of all ages responded correctly. We suggest that, when care is taken to clarify the form of question, a rudimentary understanding of lies and mistakes is evident in domains such as food and contamination that provide constraints for learning. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The impact of generic language about ability on children's achievement motivation.

Nuances in how adults talk about ability may have important consequences for children's sustained involvement and success in an activity. In this study, I tested the hypothesis that children would be less motivated while performing a novel activity if they were told that boys or girls in general are good at this activity (generic language) than if they were told that a particular boy or girl is good at it (non-generic language). Generic language may be detrimental because it expresses normative societal expectations regarding performance. If these expectations are negative, they may cause children to worry about confirming them; if positive, they may cause worries about failing to meet them. Moreover, generic statements may be threatening because they imply that performance is the result of stable traits rather than effort. Ninety-seven 4- to 7-year-olds were asked to play a game in which they succeeded at first but then made a few mistakes. Since young children remain optimistic in achievement situations until the possibility of failure is made clear, I hypothesized that 4- and 5-year-olds would not be affected by the implications of generic language until after they made mistakes; 6- and 7-year-olds, however, may be susceptible earlier. As expected, the older children who heard that boys or girls are good at this game displayed lower motivation (e.g., more negative emotions, lower perceived competence) from the start, while they were still succeeding and receiving praise. Four- and 5-year-olds who heard these generic statements had a similar reaction, but only after they made mistakes. These findings demonstrate that exposure to generic language about ability can be an obstacle to children's motivation and, potentially, their success. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The innocent heart murmur in children

Most children have an audible murmur at some point from infancy through adolescence. Fortunately most of these murmurs are innocent. These murmurs are asymptomatic and require no follow-up care. On the other hand, pathologic murmurs are symptomatic and do require assessment by a pediatric cardiologist. Referrals are not only anxiety-provoking for the family but are also costly. The pediatric nurse practitioner must therefore be able to differentiate between the innocent and pathologic murmur. Auscultation of heart sounds is the most effective method used to assess murmurs. Given that innocent murmurs are asymptomatic, they require minimal follow-up care, and the expected outcome for a child with the diagnosis of such a murmur is excellent.     

Diagnostic efficiency of neuropsychological test scores for discriminating boys with and without attention deficit–hyperactivity disorder.

A growing literature has documented group differences between boys with and without attention deficit–hyperactivity disorder (ADHD) on neuropsychological tests; however, whether or not such tests can discriminate individuals with ADHD from non-ADHD controls remains unclear. This study used conditional probability and receiver operating characteristic analyses to examine the efficiency of test-based diagnostic discriminations in a large sample of referred boys with and without ADHD. Single neuropsychological tests had limited discriminating ability at various cutoff scores. When multiple tests were used together, prediction of ADHD status improved but overall diagnostic efficiency remained limited. Diagnostic efficiency did not differ when medicated and nonmedicated index children were considered separately. Results suggest that children with ADHD show variable deficits on neuropsychological tests of attention and executive functions. Impairments on multiple neuropsychological tests are predictive of ADHD, but normal scores do not rule out the diagnosis. The prognostic implications of variable neuropsychological deficits in children with ADHD require further investigation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Intentions in teasing: When "just kidding" just isn't good enough.

Teasing is ambiguous. Although the literal content of a tease is, by definition, negative, seldom do teasers intend for their tease to be taken literally. Toward this aim, teasers often attempt to mitigate the negative surface content of the tease by communicating via gesture, facial expression, or tone of voice that they are "just kidding." The research presented here suggests that such attempts often fall on deaf ears. Despite teasers' attempts to mitigate the tease, targets are often unaware of--and unmoved by--the teaser's benign intentions. As a result, teasers and targets systematically differ in their perceptions of teasing: Although it is often seen as innocent and playful by the teaser, it tends to be construed as considerably more malicious by the target. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Children's reluctance to seek help with schoolwork.

Elementary-school children were asked why they do, or do not, ask for help from parents, teachers, and classmates when they have problems in math and reading. Responses were correlated with achievement scores. Findings indicate: (a) Classmates are seen as less helpful than adults in answering questions, (b) there is more concern about possible negative reactions (i.e., perceptions of being "dumb") from classmates than from adults, (c) children perceive a greater need for help in math than in reading, (d) girls are more concerned than boys about negative reactions to help-seeking in math, (e) the more children believe that asking questions is likely to help in learning, the more they like to ask questions, and (f) the lower the child's achievement, the greater their reluctance to ask questions. Discussion focuses on ways in which children's attitudes differ according to academic subject and identity of the helper. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Children's use of situational information to infer emotion: Understanding emotionally equivocal situations.

Children's recognition of individual differences in people's emotional reactions to situations was investigated. Children in kindergarten, first, second, and third grades heard scenarios in which a child experienced an emotionally equivocal or unequivocal event. Children were asked several questions to assess their ability to discriminate between the equivocal and unequivocal situations. Results indicated that school-age children are aware that almost everyone feels the same about unequivocal situations but that there are individual differences in reactions to equivocal situations. Yet these children often fail to consider that a particular individual might feel 1 of 2 different emotions in an equivocal situation. The ability to consider more than one emotional possibility for an individual increases with age. Two follow-up studies helped to clarify the meaning of these findings. Implications for children's social sensitivity are discussed. (29 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

When all signs point to you: Lies told in the face of evidence.

Young children's ability to tell a strategic lie by making it consistent with the physical evidence of their transgression was investigated along with the sociocognitive correlates of such lie-telling behaviors. In Experiment 1, 247 Chinese children between 3 and 5 years of age (126 boys) were left alone in a room and asked not to lift a cup to see the contents. If children lifted up the cup, the contents would be spilled and evidence of their transgression would be left behind. Upon returning to the room, the experimenter asked children whether they peeked and how the contents of the cup ended up on the table. Experiment 1 revealed that young children are able to tell strategic lies to be consistent with the physical evidence by about 4 or 5 years of age, and this ability increases in sophistication with age. Experiment 2, which included 252 Chinese 4-year-olds (127 boys), identified 2 sociocognitive factors related to children's ability to tell strategic lies. Specifically, both children's theory-of-mind understanding and inhibitory control skills were significantly related to their ability to tell strategic lies in the face of physical evidence. The present investigation reveals that contrary to the prevailing views, even young children are able to tell strategic lies in some contexts. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Nervous stimulation of gastrin release

We report 18 consecutive phenformin-treated diabetic patients admitted to this Medical Service acutely ill with metabolic acidosis. Lactic acidosis was anticipated, and documented, in all. Also, however, though most of the patients had only weakly positive, or even negative, serum reactions with the nitroprusside reagent, all were found to have coexisting ketoacidosis, plasma 3-hydroxybutyrate averaging 7.1 mmol/L. +/- 3.9 (S.D.). This finding suggest that treatment of these patients should include insulin, and often also glucose, because most do not have marked hyperglycemia and some have hypoglycemia. The lactic acidosis in the nine patients who survivied was, on average, less severe than in the nine who died, but the difference was not statistically significant. Surivival correlated closely with the absence of shock on arrival. Only eight patients had a identifiable acute illness other than the metabolic acidosis. The other 10 patients had no discernible cause for the acute illness apart from their treatment with phenoformin. This finding raises serious doubts about whether phenformin should be used to treat patients with diabetes.     

Children's causal attributions to self and other as a function of outcome and task.

In this study, we tested three hypotheses. First, children do not attribute their positive outcomes more to internal causes and their negative outcomes more to external causes. Second, children attribute the outcomes of others more to internal causes on an academic task than they do on a leisure task. Third, children attribute their own outcomes to external causes and another's outcomes to internal causes. To test these hypotheses, we had children attribute their own or another's positive or negative outcomes on academic, social, and leisure tasks to ability, effort, task difficulty, and luck. The results indicated that children attributed their positive outcomes more to ability, effort, and luck than they did their negative outcomes. This effect did not depend on the person to whom they made attributions. Thus, the results for type of outcome and self or other were not as hypothesized. The results for type of task were as hypothesized. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Do innocent victims threaten the belief in a just world? Evidence from a modified Stroop task.

Two experiments tested whether innocent victims threaten observers' belief in a just world. In both experiments, participants viewed an innocent victim then performed a modified Stroop task in which they identified the color of several words presented for brief exposures (followed by a mask) on a computer screen. When the threat to justice beliefs was presumably highest, color-identification latencies were greater for justice-related words than for neutral words. In Experiment 2, under conditions of high threat, justice-related interference predicted participants' tendency to disassociate themselves from and derogate the victim. These findings suggest that innocent victims do threaten justice beliefs and responses to these victims may, at times, be attempts to reduce this threat. The methodology presented here may be applied to future investigations of defensive, counternormative processes reflecting people's concern with justice. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Preschoolers' understanding of mental and bodily reactions to contamination: What you don't know can hurt you, but cannot sadden you.

Evidence of the operation of a biological theory might be found in children's distinction between mental (emotional) and bodily (illness) reactions to contamination. Study 1 explored whether children see emotions as voluntary but illness as outside of intentional control. Three- and 5-yr-olds judged that simple volitions were insufficient to alter either outcome. Study 2 suggested that children distinguish reactions mediated by representations from those mediated by physical interactions. Children indicated that knowledge determines mental reactions to contamination, but physical contact determines bodily reactions. Study 3 explored knowledge about particulars of emotional and illness reactions. Most preschoolers did not realize that illness takes time to develop. These data suggest that preschoolers do distinguish between physical and mental reactions to contamination but have a poor understanding of the actual bodily processes involved. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

When mistakes happen: Commonsense rules of culpability.

"Mistakes happen," all will agree, but whether mistakes exculpate, mitigate, or remit not a whit from culpability is much in doubt. The law's mistake course, replete with rules, often leads to conundrums and dead ends; moreover, there is evidence that ordinary citizens follow a very different course. Through three experiments, where a host of mistake- and culpability-related variables were manipulated, commonsense justice's story is brought to light. In this story, mistakes are seen socially and contextually, and not just as a function of a defendant's actus reus and mens rea. Though the defendant's intent is central, this variable interacts with the culpability of others, the harm, the case, the type of mistake, the reasonableness of the mistake, and negligence for bringing the mistake about. In the analysis of mistake, it is the commonsense story, not the law's, that is most complex and contextual and the one that involves the weightier calculus of culpability. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Vulnerability of Older Adults to Deception in Prison and Nonprison Contexts.

Media reports frequently depict older adults as victims of deception. The public perceives these stories as particularly salient because older adults are seen as fragile victims taken advantage of because of trusting behaviors. This developmental investigation of deception detection examines older and younger adults interacting in 2 contexts, prison and the "free world," to discover whether older adults are vulnerable to deception. Younger prisoners were found to be lie biased. Older adults were better able to discriminate lies than younger adults, and this effect was localized primarily to older female adults. Findings indicate that discriminability strongly increases from younger to older age for women, whereas men do not show an improvement, as age increases, in making decisions about statement veracity. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social psychology and plea bargaining: Applications, methodology, and theory.

Conducted 2 experiments with male undergraduates to investigate the plea bargaining process. Exp I (143 Ss) used a role-playing procedure to identify variables that affect the acceptance of a plea bargain. 18% of the Ss playing the role of innocent defendants accepted the plea bargain, whereas 83% of the guilty defendants accepted. Two other main effects revealed that defendants were more likely to accept a plea bargain when relatively many charges had been filed against them and/or when the severity of punishment upon conviction was great, although internal analyses revealed that these effects were present in guilty defendants only. Exp II (18 Ss) was conducted using involved participants to provide validation for the major result of Exp I. Ss were made to be innocent or guilty of having prior information about an exam. All were accused of having used prior information and were given an opportuinity to plea bargain rather than face an ethics committee. In accord with Exp I, guilty Ss accepted the plea bargain significantly more often than innocent students. Results are discussed in terms of information differences between innocent and guilty defendants and the availability heuristic. (21 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of discrete emotions on young children's ability to discern fantasy and reality.

This study examined 3- to 5-year-olds' (N = 128; 54% girls) ability to discriminate emotional fantasy and reality. Children viewed images depicting fantastic or real events that elicited several emotions, reported whether each event could occur, and rated their emotional reaction to the image. Children were also administered the Play Behavior Questionnaire and Pretend Action Tasks to assess play behaviors. Findings revealed age-related improvements in performance and biases in judgment based on the emotion depicted. Children reported that happy fantastic events could occur significantly more often than frightening and angry fantastic events and that happy real events could occur significantly more often than frightening and angry real events. Children's emotional reactions to the images but not play behaviors were significantly related to their fantasy-reality distinctions. Implications for the relation between emotions and children's fantasy-reality distinctions are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Myrtol standardized in the treatment of acute and chronic respiratory infections in children. A multicenter post-marketing surveillance study

A total of 106 children suffering from perennial rhinitis and/or asthma, and all allergic to Dermatophagoides pteronyssinus (DP), underwent nasal provocation challenge (NPC) with DP to determine the best method of diagnosis. Posterior rhinomanometry was uninterpretable in 17 patients and gave negative results in 31. Clinical scores for sneezing and rhinorrhea were more effective but did not diagnose the disorder in 11 children. However, nine of the 11 had significant increases in eosinophil count in the late phase. Clinical scores and cytology were also useful for assessing whether NPC with allergens was positive in children. The feasibility and safety of NPC with DP are high for rhinitic and stable asthmatic patients, but mild reactions may occur during the late phase.     

Achievement attributions and self-instructions under competitive and individualistic goal structures.

Investigated whether competitive and individualistic goal structures elicit achievement cognitions that have been associated with helpless vs mastery-oriented children, respectively. 88 5th- and 6th-grade children were administered a novel achievement task in which a high vs low performance outcome was manipulated by varying the number of solvable puzzles across 2 sets of 6 puzzles, within either a competitive or individual goal structure. A "thought-matching" methodology was used to assess the type of frequency of Ss' thoughts. Results revealed that Ss made more ability attributions in the competitive than in the individual condition. In the individual condition, Ss displayed a mastery orientation in that they made more effort attributions and engaged in self-instructions and self-monitoring more than did Ss in the competitive condition. Ability attributions were predictive of Ss' positive and negative affective reactions. Results suggest that Ss were thinking about responses to the question "Was I smart?" in the competitive setting but were thinking about "How can I do this task?" in the individual setting. It is suggested that getting children to think about how to improve their performance may not be compatible with the focus of attention in competitive situations. (29 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)