【正文】 外文文獻(xiàn)翻譯 部分原文： Lying and TruthTelling in Children: From Concept to Action Fen Xu, Beijing Normal University Xuehua Bao, Zhejiang University Genyue Fu, Zhejiang Normal University Victoria Talwar, McGill University Kang Lee, University of Toronto, Canada amp。 University of California, San Diego Lying is a mon social phenomenon. It occurs regularly in various. For children, there are two types of lies that are of great importance during their socialization. One type is the lies that violate moral rules as they are typically told to benefit oneself at the expense of others. As a result of the antisocial nature of this type of lie, it is universally discouraged by children’s caregivers and teachers from a very early age. The other type of lies are those that are told with an intention to help, not harm, another individual (., faking liking an undesirable gift in front of a giftgiver) and are thus prosocial in nature. Although philosophers and theologians have long debated about whether prosocial lies should be morally sanctioned (Bok, 1978), in everyday practice, such lies are told frequently (DePaulo amp。 Bell, 1996。 DePaulo amp。 Kashy, 1998), and often entail positive values (Nyberg, 1993). Some theorists such as Sweetser (1987) have even suggested that in some situations prosocial lies are not only socially acceptable but also are not lies at all. There has been extensive research on the development of lying which dates back to the beginning of developmental psychology (., Bi, 1896。 Darwin, 1877。 Piaget, 1932). This longstanding interest in this topic is a result of the fact that lying can serve as a window into many aspects of children’s developing minds, for example, intelligence (Bi, 1896。 Lewis, 1993), theory of mind (Chandler, Fritz, amp。 Hala, 1989。 Leekam, 1993。 Peskin, 1992。 Peterson, 1995。 Peterson, amp。 Seeto, 1983。 Polak amp。 Harris, 1999。 Sodian, 1991。 Talwar, Gordon, and Lee, 2021), moral understanding (Piaget, 1932), personality and character formation， (Hartshorne amp。 May, 1928), and children’s petence as witnesses in the courts of law (Goodman et al., 2021。 Lyon, 2021。 Strichartz amp。 Burton, 1990。 Talwar, Lee, Bala, amp。 Lindsay, 2021, 2021。 for a review, see Lee, 2021). To date, most studies have focused on the development of antisocial lies and can be divided into two major streams. One stream investigates children’s conceptions and moral judgments of antisocial lies. Extensive research has revealed that children from very early on are taught explicitly or implicitly about the negative moral implications associated with antisocial lies. They are also strongly discouraged from telling this type of lie (Cameron, Chen, amp。 Lee, 2021。 Wilson, Smith, amp。 Ross, 2021). Perhaps for this reason, the conceptual understanding of antisocial type of lies emerges as early as 3 years of age (Siegal amp。 Peterson, 1998。 Talwar et al., 2021). With regard to children’s moral judgments of lying, evidence shows that even preschoolers understand that antisocial lies entail negative moral implications (Bussey, 1992, 1999。 Talwar et al., 2021). The other stream of research, pioneered by Bi (1896), Darwin (1877), and Hartshorne and May (1928), examines children’s lying behavior for trickery, personal protection, or benefit (Chandler et al., 1989。 Lewis, Stanger, amp。 Sullivan, 1989。 Peskin, 1992。 Polak amp。 Harris, 1999。 Talwar amp。 Lee, 2021a). It has been found that even preschoolers tell lies with intent to deceive (Chandler et al., 1989。 Peskin, 1992). Young child lietellers are generally skilled in masking their nonverbal behaviors (., making eye contact while lying: Lewis et al., 1989。 Talwar amp。 Lee, 2021a), but poor at concealing their deception in their verbal statements (., blurting out the name of a toy that they claimed not to have peeked at: Polak amp。 Harris, 1999。 Talwar amp。 Lee, 2021a, 2021。 Talwar, Gordon, et al., 2021). In contrast to the extensive literature on antisocial lying, there is very limited research on the development of lietelling for politeness purposes. Research on this issue should offer a unique perspective for understanding social development in children owing to the multifaceted nature of prosocial lietelling. More specifically, to take an appropriate action in a politeness situation, one must assess, and reason about, both moral and social conventional rules regarding interpersonal interaction. Turiel and his colleagues (Helwig amp。 Turiel, 2021。 Nucci amp。 Turiel, 2021。 Smetana amp。 Turiel, 2021。 Turiel, 2021) have found that moral and social conventional rules are distinctive domains in the realm of social life and social thought. Moral rules are concerned with what is right and what is wrong as well as regulating how individuals ought to behave toward each other based on the principles of welfare and justice. In contrast, social conventional rules are concerned with uniformities that define social expectations regarding appropriate behaviors within