Two studies examined young children's early understanding and evaluation of truth telling and lying and the role that factuality plays in their judgments. Study 1 (one hundred four 2- to 5-year-olds) found that even the youngest children reliably accepted true statements and rejected false statements and that older children's ability to label true and false (T/F) statements as “truth” and “lie” emerged in tandem with their positive evaluation of true statements and “truth” and their negative evaluation of false statements and “lie.” The findings suggest that children's early preference for factuality develops into a conception of “truth” and “lie” that is linked both to factuality and moral evaluation. Study 2 (one hundred twenty-eight 3- to 5-year-olds) revealed that whereas young children exhibited good understanding of the association of T/F statements with “truth,” “lie,” “mistake,” “right,” and “wrong,” they showed little awareness of assumptions about speaker knowledge underlying “lie” and “mistake.” The results further support the primacy of factuality in children's early understanding and evaluation of truth and lies.

中文翻译：

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正义与正义：儿童对真假陈述的初步理解和评价

两项研究调查了幼儿对说真话和说谎的早期理解和评估，以及事实在他们判断中的作用。研究 1（104 名 2 至 5 岁儿童）发现，即使是最小的孩子也能可靠地接受真实陈述并拒绝虚假陈述，并且年龄较大的儿童能够将真假 (T/F) 陈述标记为“真相”和“谎言”伴随着他们对真实陈述和“真相”的积极评价以及对虚假陈述和“谎言”的消极评价而出现。研究结果表明，儿童早期对事实的偏爱发展为与事实和道德评价相关的“真相”和“谎言”的概念。研究 2（128 名 3 至 5 岁的儿童）表明，虽然幼儿对 T/F 陈述与“真相”、“谎言”、“错误”、“正确”的关联表现出良好的理解，和“错误”，他们对“谎言”和“错误”背后的说话者知识的假设知之甚少。结果进一步支持事实在儿童早期理解和评估真相和谎言中的首要地位。