@article{oai:sucra.repo.nii.ac.jp:00018756,
 author = {安藤, 咲乃 and 清水, 由紀},
 issue = {2},
 journal = {埼玉大学紀要. 教育学部, Journal of Saitama University. Faculty of Education},
 month = {},
 note = {We sometimes tell prosocial lies in order to stop someone from being upset by the truth. For example, when you receive a disappointing gift from your friend, you may tell him/her, “Thank you, I like this”. White lies are observed even among young children. However, it is still unclear how they are motivated to tell white lies. Furthermore, little is known whether educational interventions promote young children to tell white lies in interpersonal settings. This study investigated what factors affect 4- to 6-year-old children’s prosocial lie-telling and whether educational interventions are effective to promote children’s white lie. Results suggest that around 70% of young children told white lies and evaluated telling white lies positively. The relationship between the development of theory of mind and that of white lie-telling was not significant. When asked the reason to tell a white lie, young children answered other-oriented motivations rather than self-oriented motivations. In addition, children were promoted to tell a white lie after instructed to think about others’ reactions and feelings when they told a truth (i.e. “I do not like this”). These results indicate that young children’s ability to tell white lies is higher than estimated in previous studies, and educational interventions are effective to promote their prosocial lie-telling. Findings contribute to understanding the trajectory of young children’s prosocial development and have educational implications., text, application/pdf},
 pages = {419--441},
 title = {幼児期におけるwhite lieの発達過程 : 向社会的行動としての嘘<人文・社会科学>},
 volume = {68},
 year = {2019},
 yomi = {アンドウ, サキノ and シミズ, ユキ}
}