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Most Common Beliefs About Lying: Study 1

Most Common Beliefs About Lying: Study 1

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This article reports two worldwide studies of stereotypes about liars. These studies are carried out in 75 different countries and 43 different languages. In Study 1, participants respond to the open-ended question “How can you tell when people are lying?” In Study 2, participants complete a questionnaire about lying. These two studies reveal a dom...

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This article reports two worldwide studies of stereotypes about liars. These studies are carried out in 75 dif ferent countries and 43 different languages. In Study 1, participants respond to the open-ended question “How can you tell when people are lying?” In Study 2, participants complete a questionnaire about lying. These two studies reveal a do...

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... Bonus contracts that rely on fairness and trust can, in fact, be more efficient than explicit incentive contracts that are enforced by the courts (Baker et al., 1994;Fehr and List, 2004;Fehr and Schmidt, 2004;Fehr et al., 2007). However, attributions of dishonesty are often stereotypical and inaccurate (Aavik et al., 2006). This is partially due to game playing on the side of the agent, who may adjust his conduct in social interactions so as to guide the impression that the principal forms of him (Goffman, 1990;Leary and Kowalski, 1990). ...
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Agency theory is one of the most important foundational theories in management research, but it rests on contestable cognitive assumptions. Specifically, the principal is assumed to hold a perfect (correct) theory regarding some of the content of the agent's mind, while he is entirely ignorant concerning other such content. More realistically, individuals have some limited access to the minds of others. We explore the implications for classical agency theory of realistic assumptions regarding the human potential for interpersonal sensemaking. We discuss implications for the design and management of rewards, and trace implications for value creation in principal‐agent relations.
... One of the reasons for low accuracy rates may be that people often rely on invalid cues when judging the veracity of statements. When people are asked about their beliefs regarding deception (e.g., Akehurst, Koehnken, Vrij, & Bull, 1996;Bond, 2006;Koehnken, 1990;Reinhard, Burghardt, Sporer, & Bursch, 2002;Stroemwall & Granhag, 2003;Zuckerman, Koestner, & Driver, 1981), they often report cues that are actually not related to deception according to recent meta-analyses (DePaulo et al., 2003;Sporer & Schwandt, 2006, 2007. These stereotypic beliefs about deception have been found to be highly related to veracity judgements, as supported by several studies (Apple, Streeter, & Krauss, 1979;Bond, Kahler, & Paolicelli, 1985;Frank & Ekman, 2004;Kraut, 1978;Reinhard et al., 2002;Riggio & Friedman, 1983;Streeter, Krauss, Geller, Olson, & Apple, 1977;. ...
... Stereotypic beliefs have been found for both experts and non-experts in many countries around the world (Bond, 2006). For example, Akehurst et al. (1996) found that laypersons thought that liars tend to avoid eye contact, show more selfmanipulating behaviours as well as more hand and leg movements and have an overall nervous bodily expression. ...
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This study investigates the effect of correctional instructions when detecting lies about relational aggression. Based on models from the field of social psychology, we predict that correctional instruction will lead to a less pronounced lie bias and to more accurate lie detection. Seventy-five teachers received videotapes of students’ true denial messages (e.g., students were innocent) and untrue denial messages (students were involved in relational aggression). A random half of the teachers were either given no further instructions or were told not to use stereotypical non-verbal cues when forming judgements (correctional instruction condition). As predicted, teachers in the correctional instruction condition were slightly better at detecting true than invented stories.
... A confounding issue is that most people around the world believe there exists a set of cues that indicate deceptionand yet, they are wrong. These pan-cultural stereotypes and myths include the notions that liars and deceivers avoid eye contact, are fidgety, and are dysfluent in their speech (Bond, 2006). It should be kept in mind that Bond"s investigation included a judgment study, which is based on people"s thinking and self-report. ...
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In this article, we provide an introduction to child eyewitness memory issues that are frequently discussed and debated, both within the research and practice communities. We review several of the central areas of research on child eyewitness memory and some of the most promising protocols aimed at standardizing and improving child forensic interviews. We focus primarily on memory in young children, because they pose particular challenges. Research on the use of props and external cues to prompt young children's memory is discussed. We also review research on professionals' knowledge and attitudes about children as witnesses. It is concluded that we must guard against overly negative or overly optimistic views of children's abilities.
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In a study with 365 teacher students, 447 teacher trainees, and 123 teachers, the ability to detect students’ deception was tested. Participants judged the credibility of videotaped students who were accused of academic dishonesty (having cheated in a test). Half of these messages were actually true (students had not cheated on the test) and half of them were deceptive (students had cheated on the test). As expected and in line with findings on the influence of expertise on the ability to detect deception from other fields, we found that the overall accuracy rate of teachers was not higher than that of teacher trainees and teacher students. Moreover, we found no effect of teaching experience (years working as a teacher) on overall detection of deception accuracy. Interestingly, teachers were found to have a stronger truth bias and therefore had a lower accuracy in detecting deceptive messages than teacher students and teacher trainees (veracity effect). While teacher characteristics accounted for very little variance, senders’ opportunity to prepare and their gender had strong effects. Detection accuracy was higher for messages where the student had no chance to prepare before being accused of cheating. Overall, independent, or experience, participants hold inaccurate beliefs about deception. KeywordsTeachers–Lies–Detection of deception–Cheating–Expertise
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Deception research has been primarily studied from a Western perspective, so very little is known regarding how other cultures view deception. Cross-cultural deception research is important due to the escalation of cross-cultural communication. Therefore, this study proposes a framework for understanding the role Korean and American culture plays in deceptive behavior for both face-to-face (FTF) and computer-mediated communication (CMC). The goal of this paper is to test theoretical explanations about the role of culture in deception by the development of a set of hypotheses predicting the conditions under which deception is likely to emerge. A research strategy and construct measures to test the hypotheses are presented. Results from online questionnaires indicated Korean respondents exhibited greater collectivist values, lower levels of power distance, and higher levels of masculine values than Americans. Furthermore, deceptive behavior was greater for FTF communication than for CMC for both Korean and American respondents. In addition to a significant relationship between culture and deception, differences were found between espoused cultural values and deceptive behavior, regardless of national culture. These results indicate the need for future research to consider cultural differences when examining deceptive behavior.