孩子从小接受诚实教育，但说谎行为仍然屡见不鲜。现有研究主要关注于幼儿说谎行为发生发展的年龄特征、及其与说谎认知、心理理论、执行功能和成长环境等社会-认知因素间的关系。但这些研究主要采用横断研究设计，难以揭示幼儿说谎行为的发展变化趋势及其个体差异特征。本项目拟对3岁幼儿进行为期三年的三次追踪测试，通过潜变量混合增长模型，考察幼儿3到5岁期间个体说谎行为的发展变化规律、个体差异，以及说谎认知、心理理论、执行功能和父/母教养行为对说谎行为发展变化的影响机制。本项目研究成果将首次系统揭示幼儿说谎行为发生发展变化轨迹、个体差异及其成因，从而为教育者进一步促进诚实教育提供理论参考。

Although child was taught to be honesty, lying is still a pervasive behavior in daily life. Much of the existing research has focused on age differences on the lying behavior, and the associations with social-cognitive skills such as lying cognition, theory-of-mind, executive-function and environments. However, using the cross-sectional design, the previous studies are difficult to reveal the developmental trajectory of lying behavior and individual differences. In the present work, we will explore the developmental changes of 3-year-olds' lying behaviors by 3 follow-up tests lasting three years, and examine the contributions of the individual differences in preschoolers' lying cognition, theory of mind, executive function, and fathers/mothers' parenting behaviors by the latent growth mixed model. This work will help to reveal the developmental trajectory of preschoolers' lying, individual differences and their causes, and further to provide theoretical guidance for promoting honesty education.