Lying is a behavior that, in theory, is discouraged and punished, except when it isn't. Perhaps as a result, many individuals lie at low levels somewhat regularly. While research has well documented the cognitive skills that support children's early lying, it does not explain how children learn when to lie versus tell a truth. The current article reviews the impact of social-environmental influences on the development of children's lie-telling knowledge, understanding and behavior, including the roles of parents, siblings, teachers and others. It is argued that holistic examinations of cognitive, social, environmental, cultural and child factors, interacting over time, is required to understand divergent trajectories of lying and truth-telling across development, particularly at the extremes.

说谎是一种理论上不鼓励和受到惩罚的行为，除非事实并非如此。或许结果是，许多人在某种程度上经常处于低水平。虽然研究已经很好地记录了支持儿童早期撒谎的认知技能，但它并没有解释儿童如何学会何时撒谎和说真话。目前的文章回顾了社会环境影响对儿童说谎知识、理解和行为发展的影响，包括父母、兄弟姐妹、老师和其他人的角色。有人认为，需要对随着时间的推移相互作用的认知、社会、环境、文化和儿童因素进行全面检查，以了解在发展过程中说谎和说真话的不同轨迹，特别是在极端情况下。