Age differences in the level of deception detection
The study is devoted to the relationships of deception detection and the structure of values. Subjects were 200 students (aged 12–22) of secondary and high school. The level of deception detection was investigated by narrative method. In addition, the numerical index of understanding of deception was introduced. The structure of values was assessed by the variant of Schwartz’ questionary ’Justice – Care ” (Molchanov, 2006). Basic conclusions: 1. Understanding of deception links with value orientations. 2. Recognition of the presence or absence of fraud in the situation of uncertainty is associated with the type of fraud (voiced or default) and the degree of intimacy with those who are cheated. 3. The level of understanding of deception is related with age characteristics. There are qualitative changes in relation to fraud with age: from varied and non-uniform to more unambiguously expressed.
We have built empirical models of elementary-school students' behavior from analyzing student interaction with a mathematics tutor with the objective of building teaching policies for individually different students. This model incorporates external information about the student, namely cognitive development and gender. It also incorporates hint features, namely the degree of interactivity and symbolism of each hint given. We found that boys benefit better from non-interactive and low-intrusive hints, while girls benefit better from highly interactive hints. We found that low symbolic hints are more effective for low cognitive ability students than highly symbolic ones, and the opposite happens for high cognitive ability students.