El Papel De Las Prácticas De Crianza En La Mentira Antisocial Infantil: Una Revisión Sistemática / The Role Of Parenting Practices On Children’s Antisocial Lies: A Systematic Review

Objetivo: El objetivo principal del presente trabajo es identificar los estilos o prácticas de crianza asociados al desarrollo de la mentira antisocial en niños y adolescentes. Metodología: Se realizó una revisión sistemática mediante el nuevo protocolo PRISMA donde se analizan exhaustivamente trece estudios seleccionados. Resultados: Los estilos de crianza agresivos o caracterizados por una supervisión parental deficiente se relacionaban con un mayor nivel de mentiras antisociales. Se encontraron resultados inconsistentes en cuanto a la influencia de las prácticas de sinceridad/mentira en el comportamiento mentiroso entre el contexto de laboratorio y el natural. Conclusiones: La conducta mentirosa infantil de carácter antisocial se relaciona con una peor adaptación delos menores a la sociedad, por lo que es importante su prevención a través de prácticas de crianza apropiadas. Palabras clave: Mentira antisocial, Desarrollo, Prácticas de crianza, Revisión sistemática, PRISMA, Teoría de la mente y estilos de crianza. (AU)

Objective: The main objective of the present work is to identify parenting styles or practices associated with the development of antisocial lying in children and adolescents. Methodology: A systematic review was carried out using the new PRISMA protocol in which the thirteen studies selected were exhaustively analyzed. Results: Aggressive parenting style and poor parental supervision werere lated to a greater number of antisocial lies. Inconsistent results were found regarding the influence of honesty/dishonesty practices on lying behavior between the laboratory and natural contexts. Conclusions: Antisocial lying behavior is related to a worse adaptation of children to society. Thus, its prevention through positive parenting practices is of crucial importance. (AU)

Differences and similarities in lying frequency, moral evaluations, and beliefs about lying among children with and without conduct problems.

The current study examined whether children (6-12 years old) with varying levels of conduct problems differ from those without conduct problems in three key areas: their perceptions of how often other people tell lies, their moral evaluations of truth- and lie-telling in different social contexts, and how often they tell antisocial and prosocial (i.e., "white") lies. Using a continuous measurement of conduct problems, we found that children with greater conduct problems believed that other people tell lies more often compared with children with fewer conduct problems. However, unexpectedly, children's moral evaluations of truth- and lie-telling in antisocial and prosocial contexts did not significantly differ based on conduct problems. Using parent-report methods, we found that children tell more antisocial lies with increasing severity of conduct problems, but they tell prosocial lies at a similar rate regardless of conduct problems. Finally, after grouping children based on level of conduct problems (none, low, or high), we found that children in the group with no conduct problems told more prosocial lies than antisocial lies, but the reverse was found for children in the group with high conduct problems. These findings highlight the importance of considering social context when examining the development of lying in children experiencing conduct problems.

Automated decoding of facial expressions reveals marked differences in children when telling antisocial versus prosocial lies.

The current study used computer vision technology to examine the nonverbal facial expressions of children (6-11years old) telling antisocial and prosocial lies. Children in the antisocial lying group completed a temptation resistance paradigm where they were asked not to peek at a gift being wrapped for them. All children peeked at the gift and subsequently lied about their behavior. Children in the prosocial lying group were given an undesirable gift and asked if they liked it. All children lied about liking the gift. Nonverbal behavior was analyzed using the Computer Expression Recognition Toolbox (CERT), which employs the Facial Action Coding System (FACS), to automatically code children's facial expressions while lying. Using CERT, children's facial expressions during antisocial and prosocial lying were accurately and reliably differentiated significantly above chance-level accuracy. The basic expressions of emotion that distinguished antisocial lies from prosocial lies were joy and contempt. Children expressed joy more in prosocial lying than in antisocial lying. Girls showed more joy and less contempt compared with boys when they told prosocial lies. Boys showed more contempt when they told prosocial lies than when they told antisocial lies. The key action units (AUs) that differentiate children's antisocial and prosocial lies are blink/eye closure, lip pucker, and lip raise on the right side. Together, these findings indicate that children's facial expressions differ while telling antisocial versus prosocial lies. The reliability of CERT in detecting such differences in facial expression suggests the viability of using computer vision technology in deception research.