Abstract
Infants’ and children’s initial attempts to decipher the true nature of their interpersonal and physical worlds mark the beginning of a scientific enterprise that will last a lifetime. Such an awesome undertaking requires sophisticated privately-owned equipment (for example, developing cognitive structures and sensory capabilities) and dependable external sources of support (for example, the existence of discernible invariances in the real world). Another tremendously rich source of data consists of information that is conveyed by other people. Much of this information that is conveyed to infants and children is sensible and useful. For example, adults often try to convey to children the names of people and things, the meanings of words, and some notion of the currently acceptable standards of conduct and systems of values. On other occasions, however, adults tell children about verbally fluent bears and pigs; about wolves who dress up like grandmothers; black-clad women who travel by broomstick; and cows that jump over the moon. The child’s world is punctuated with other types of verbal oddities as well. For example, when Junior smashes a priceless antique in his haste to escape to the great outdoors, his father remarks, “That’s just great.” Curiously, his father uttered the exact same words one day when Junior had picked up all of his toys.
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DePaulo, B.M., Jordan, A. (1982). Age Changes in Deceiving and Detecting Deceit. In: Feldman, R.S. (eds) Development of Nonverbal Behavior in Children. Springer, New York, NY. https://doi.org/10.1007/978-1-4757-1761-7_6
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