心理学毕业论文外文翻译--儿童的真假话_概念到行为的研究.docxVIP

外文文献翻译 部分原文： Lying and Truth-Telling in Children: From Concept to Action Fen Xu, Beijing Xuehua Bao, Genyue Fu, Zhejiang Normal University Victoria Talwar, McGill Kang Lee, University of Toronto, Canada University of California, San Diego Lying is a common social phenomenon. It occurs regularly in various. For children, there are two types of lies that are of great importance during their socialization. One type is the lies that violate moral rules as they are typically told to benefit oneself at the expense of others. As a result of the antisocial nature of this type of lie, it is universally discouraged by children’s caregivers and teachers from a very early age. The other type of lies are those that are told with an intention to help, not harm, another individual (e.g., faking liking an undesirable gift in front of a gift-giver) and are thus prosocial in nature. Although philosophers and theologians have long debated about whether prosocial lies should be morally sanctioned (Bok, 1978), in everyday practice, such lies are told frequently (DePaulo Bell, 1996; DePaulo Kashy, 1998), and often entail positive values (Nyberg, 1993). Some theorists such as Sweetser (1987) have even suggested that in some situations prosocial lies are not only socially acceptable but also are not lies at all. There has been extensive research on the development of lying which dates back to the beginning of developmental psychology (e.g., Binet, 1896; Darwin, 1877; Piaget, 1932). This long-standing interest in this topic is a result of the fact that lying can serve as a window into many aspects of children’s developing minds, for example, intelligence (Binet, 1896; Lewis, 1993), theory of mind (Chandler, Fritz, Hala, 1989; Leekam, 1993; Peskin, 1992; Peterson, 1995; Peterson, Seeto, 1983; Polak Harris, 1999; Sodian, 1991; Talwar, Gordon, and Lee, 2007), moral understanding (Piaget, 1932), personality and character formation， (Hartshorne May, 1928), and children’s comp