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Lying is a prevalent and normative behavior in young children. Conceptually, it is strongly linked with children's theory-of-mind development. However, empirical studies show that the link between children's lying and theory-of-mind is heterogeneous. This study examined whether parental control and parental warmth moderate the link between children's lying and theory-of-mind understanding. Three- to six-year-old Singaporean children (N = 116, M[subscript age] = 59 months, 59 male, 81.0% Chinese) participated in the temptation resistance paradigm, in which they were asked to guess the identity of a toy but instructed not to peek at it when left alone. Parental control and parental warmth were assessed via a parent-child interactive game. Results showed that the relation between children's maintenance of their initial lie and general theory-of-mind understanding was moderated by parental warmth. Specifically, there was a negative relation between children's lying and theory-of-mind for dyads with high parental warmth, but a positive relation between children's lying and theory-of-mind for dyads with low parental warmth. Overall, the findings suggest that children's lying behavior is the outcome of a complex interaction between cognitive and social factors.

Learning from others allows young children to acquire vast amounts of information quickly, but doing so effectively also requires epistemic vigilance. Although preschool-age children have some capacity to engage in such processes, they often have trouble resisting information from misleading informants. The present research takes a "novel strategic deception" training approach to addressing this limitation. The approach is grounded in theoretical work on children's recognition of self-other equivalences (Meltzoff, 2007) and in the default tendency to view communication as helpful (Mascaro et al., 2017). Eighty 3-year-old Singaporean children (M[subscript age] = 39.36 months, 37 girls, 90.0% Chinese) were randomly assigned to either an experimental condition, in which they were trained on strategic deception, or to a conservation training control condition. Findings showed that the strategic deception training was effective in promoting epistemic vigilance on a semantic task that involved object naming and no pointing, although the effect did not extend to performance on an episodic task that involved pointing to object locations. These findings provide the first evidence of a causal link between young children's reasoning about how to deceive others and their resistance to being misled by others. In doing so, they shed light on the mechanisms that come into play when children learn epistemic vigilance.

The influence of socio‐economic status (SES) on child temperament and psychological symptoms was examined using a nationally representative sample in Singapore. Data were available for 2169 children from 1987 families. Caregivers' reports were obtained on children aged 4–6. SES was operationalized as an aggregation of household income per capita, parental education level and housing type. Compared to their counterparts from higher SES families, children from low‐SES families tended to exhibit (a) higher negative affectivity but lower effortful control, and (b) higher internalizing and externalizing symptoms. In addition, children with a 'resilient' temperamental profile (i.e. low negative affectivity and high effortful control) were more likely to come from families with much higher SES, relative to children with other profiles. Children with high internalizing symptoms tended to come from low‐SES backgrounds, regardless of their externalizing symptoms. Among children with low internalizing symptoms, those with high externalizing symptoms came from lower SES backgrounds compared to those with low externalizing symptoms. Parental warmth and distress mediated the association between SES and child temperament and symptom profiles, with the exception of distress in the SES–temperament link. These findings supported the family stress model and highlighted the novel perspective of SES's influence on configurations of child temperament and symptom characteristics. [ABSTRACT FROM AUTHOR]

• Study links childcare hours with behavior problems and academic achievements. • In Singapore, 58 % of children spend over 40 hours per week in childcare. • Child outcomes show an inverted U-shaped relation with childcare hours. • The inflection points are at approximately 35–40 hours per week. This study examined how the number of hours of early childhood education (ECE) is associated with young children's behavior problems and early academic achievement in Singapore, a non-WEIRD ("Western, educated, industrialized, rich, democratic") country with families using long ECE hours. We drew data from the Singapore Longitudinal Early Development Study. Participants were 3- to 6-year-old children (N = 2,452). General linear models and spline regressions were utilized to analyze how ECE hours were associated with children's behavior problems and early academic achievement while controlling for child and family characteristics. On average, Singaporean children stayed 41.07 hours per week in ECE centers, with 38 % of the sampled children spending more than 50 hours per week in ECE centers. Notably, we found an inverted-U-shaped relation between ECE hours and child outcomes with a turning point of approximately 35–40 hours per week. Before the turning point, a greater number of hours in ECE was associated with more externalizing problems and higher academic achievement. However, after this point, a greater number of hours was associated with fewer behavior problems, both externalizing and internalizing, as well as poorer academic achievement. These findings demonstrate a complex nonlinear association between ECE hours and child outcomes in a context of children spending prolonged hours in centers. [ABSTRACT FROM AUTHOR]

Research has explored age-related and cultural differences in moral evaluations of dishonesty; however, this has not yet been examined in an aging context. The present study provided a novel account of how younger and older adults (in Canada, Singapore, and China; N = 401) morally evaluate adults' truths and lies in antisocial, modesty, and politeness settings. Participants completed a questionnaire assessing how acceptable it is for adults to tell the truth or a lie in given social scenarios, and they reported on their levels of collectivism and individualism. In all countries, older adults provided more favorable evaluations to blunt and immodest truths than younger adults did. Compared with younger adults, older adults provided harsher evaluations to Polite Lies (in Canada and China) and Modesty Lies (in Canada and Singapore). Thus, there may be an age-related increase in the acceptability of direct honesty over good-intentioned lies, and this age effect is somewhat stable across cultures. Older adults were also more lenient in evaluations of an antisocial lie to conceal an affair compared to younger adults. Overall, adults in China tended to rate lies less negatively, and their greater levels of collectivism mediated their greater approval of polite lies. The present results demonstrate that evaluations of (dis)honesty differ as a function of age and culture and these results can assist in developing a more complete lifespan model of the morality of dishonesty. [ABSTRACT FROM AUTHOR]

• False belief understanding is associated with effective teaching. • Teaching-specific mental state inferences linked with teaching ability. • Other general theory of mind components have no effect on effective teaching. • The present study is the first to investigate these links in a non-Western sample. To fully participate in the human information-sharing ecosystem that allows for efficient knowledge dissemination and creation, children need to be able to teach others effectively. The current research is the first to investigate links between children's teaching abilities and their developing theory of mind abilities in a non-Western sample. In a sample of 4- to 6-year-old Singaporean children (N = 49), we examined relations between specific components of theory of mind abilities and teaching ability on a social cognitive task. We found that both false belief understanding and the ability to make mental state inferences in a teaching context were associated with effective teaching even after controlling for age and language ability. These findings provide a nuanced picture of the links between mental state reasoning and teaching ability. More broadly, they provide evidence that these links extend beyond Western cultures and generalize to social-cognitive teaching contexts. [ABSTRACT FROM AUTHOR]

Past research shows that parental mental state talk (MST) is closely associated with children's theory-of-mind (ToM) understanding. The current study extends previous work by investigating whether parental MST is also associated with children's ToM in action (i.e., lying). A total of 90 Singaporean 3- to 5-year-olds participated in this study with their parents. Parental MST was measured using a storytelling task with a wordless picture book. Mediation analysis revealed an indirect effect: Children's ToM understanding served as a mediator in the path between parental MST and children's lying, whereas there was no significant direct effect of parental MST on children's lying. This study is the first to focus on the relation between parental MST and ToM in an applied setting. Our findings suggest that parental MST can help children to develop sociocognitive skills, which in turn can help children to gain the insight that lying may be used as a strategy for personal gain., (Copyright © 2020 Elsevier Inc. All rights reserved.)