Longitudinal associations between impulsivity and lie‐telling in childhood and adolescence
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Abstract Lie‐telling and impulsivity levels peak during late childhood to early adolescence and have been suggested to be related. Heightened impulsivity may lead adolescents to lie in favor of short‐term benefits without consideration for the potential consequences of deception. The present study assessed longitudinal relations between self‐reported impulsivity and lie‐telling frequency. Participants from a large‐scale longitudinal study ( N = 1148; M age = 11.55, SD = 1.69, 9–15 years at Time 1) reported on their impulsivity (Barratt Impulsiveness Scale) and their frequency of lie‐telling to parents, to teachers, to friends, and about cheating across two time points 1 year apart. Cross‐lagged path analysis revealed greater impulsivity was associated with more frequent lie‐telling to parents, friends, and teachers, and about cheating over time. Our findings demonstrate the role of impulsivity in the development of lie‐telling behaviors. Research Highlights Impulsivity predicts lying across time in multiple contexts (to parents, friends, teachers, and about cheating). Previous research has demonstrated the role of top‐down influences on lie‐telling, but the current study suggests that bottom‐up processes are also influential.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it