Lying during childhood can have a negative impact on the quality of relationships between caregivers and children. Although caregivers have identified lying as a major concern, few studies have evaluated the conditions under which lying about socially significant events is more or less probable. This study extended Sauter et al. (2020) in two ways. First, we assessed the extent to which modified baseline procedures reliably evoked lies about homework completion or academic dishonesty. Second, we evaluated the effects of an intervention package comprised of praise-based components recommended by professionals and supported by previous research. When the praise-based intervention was ineffective, we implemented a tangible intervention comprised of rules, and differential reinforcement. All participants lied about academic dishonesty under baseline conditions and continued to do so when researchers implemented the praise-based intervention. In contrast, the tangible intervention increased honest reports for all participants and decreased academic dishonesty for two of three participants. These effects were replicated in probe sessions conducted by one participant's mother.

中文翻译：

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对完成作业撒谎的意外情况的进一步评估

童年时说谎会对照顾者和儿童之间的关系质量产生负面影响。尽管看护者已经确定撒谎是一个主要问题，但很少有研究评估在哪些条件下可能会对社会重大事件撒谎。这项研究扩展了 Sauter 等人。(2020) 两种方式。首先，我们评估了修改后的基线程序在多大程度上可靠地引起了关于家庭作业完成或学术不诚实的谎言。其次，我们评估了由专业人士推荐并得到先前研究支持的基于赞美的成分组成的干预包的效果。当基于表扬的干预无效时，我们实施了由规则和差异强化组成的有形干预。所有参与者都在基线条件下对学术不诚实撒谎，并在研究人员实施基于表扬的干预时继续这样做。相比之下，有形干预增加了所有参与者的诚实报告，并减少了三个参与者中的两个的学术不诚实。这些影响在一位参与者的母亲进行的探索会议中得到了复制。