The standard view in social science and philosophy is that lying does not require the liar's assertion to be false, only that the liar believes it to be false. We conducted three experiments to test whether lying requires falsity. Overall, the results suggest that it does. We discuss some implications for social scientists working on social judgments, research on lie detection, and public moral...

This research report presents a novel method of dual-tasking lie-detection. Novel software "Follow Me" was invented for a concurrent eye-hand coordination task during truth-telling/lying. Undergraduate participants were instructed to tell truths on questions about undergraduate school whereas they were instructed to tell lies on interview questions about graduate school, pretending they were gr...

Many brain centers are involved in keeping us awake. One example is the recently discovered hypocretin system located in the posterior hypothalamus. In this issue of the JCI, Rao et al. show that, in mice, synapses targeting hypocretin neurons become stronger when wakefulness is prolonged beyond its physiological duration (see the related article beginning on page 4022). This increase in synapt...

The classic moral stories have been used extensively to teach children about the consequences of lying and the virtue of honesty. Despite their widespread use, there is no evidence whether these stories actually promote honesty in children. This study compared the effectiveness of four classic moral stories in promoting honesty in 3- to 7-year-olds. Surprisingly, the stories of "Pinocchio" and ...

Financial markets reveal what investors think about the future, and prediction markets are used to forecast election results. Could markets also encourage people to reveal private information, such as subjective judgments (e.g., "Are you satisfied with your life?") or unverifiable facts? This paper shows how to design such markets, called Bayesian markets. People trade an asset whose value repr...

This reflection considers the nuances of white theatre teacher/practitioners confronting race and racism in educational drama spaces. The author invites her peers to reflect on theory individual collective praxis given discrete shared identity markers. shares lessons learned through a variety experiences, including as guest at an arts-based youth programme focused Indigenous reclamation.