• Login
    View Item 
    •   Home
    • Graduate Theses, Dissertations and Projects
    • Queen's Graduate Theses and Dissertations
    • View Item
    •   Home
    • Graduate Theses, Dissertations and Projects
    • Queen's Graduate Theses and Dissertations
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Exploring the Ability to Deceive in Children with Autism Spectrum Disorders

    Thumbnail
    View/Open
    Li_Annie_SM_200909_MSc.pdf (267.7Kb)
    Date
    2009-09-27
    Author
    Li, Annie
    Metadata
    Show full item record
    Abstract
    This study was conducted to explore the ability and propensity to verbally deceive others in children with and without autism spectrum disorders (ASD). We also explored the relationships among lie-telling ability, false belief understanding as measured using a standard battery of false belief tasks, and verbal mental age as measured using a standardized test of language ability. To explore antisocial lie-telling ability, we used a modified temptation resistance paradigm in which children were tempted to commit a transgression in the experimenter’s absence and given the opportunity to tell a lie about their transgression and to exercise semantic leakage control (SLC)—that is, to maintain consistency between the lie and subsequent statements that they make. To explore prosocial lie-telling ability, we used a modified undesirable gift paradigm in which children were awarded an unattractive prize for winning a game and given the opportunity to lie about liking the prize that the experimenter gave them. We found that children with ASD, like typically developing children, can and do tell antisocial lies to conceal a transgression, and prosocial lies in politeness settings. However, children with ASD were less able than typically developing children to exercise SLC. Furthermore, we found that, unlike in typically developing children, lie-telling ability in children with ASD was not related to their false belief understanding. The pattern of relations among lie-telling ability, false belief understanding, and verbal mental age are discussed with respect to possible contentions regarding the underlying processes by which children with ASD tell lies and succeed on false belief tasks.
    URI for this record
    http://hdl.handle.net/1974/5229
    Collections
    • Queen's Graduate Theses and Dissertations
    • Department of Psychology Graduate Theses
    Request an alternative format
    If you require this document in an alternate, accessible format, please contact the Queen's Adaptive Technology Centre

    DSpace software copyright © 2002-2015  DuraSpace
    Contact Us
    Theme by 
    Atmire NV
     

     

    Browse

    All of QSpaceCommunities & CollectionsPublished DatesAuthorsTitlesSubjectsTypesThis CollectionPublished DatesAuthorsTitlesSubjectsTypes

    My Account

    LoginRegister

    Statistics

    View Usage StatisticsView Google Analytics Statistics

    DSpace software copyright © 2002-2015  DuraSpace
    Contact Us
    Theme by 
    Atmire NV