The authors present and test a theory of temporal self-appraisal. According to the theory, people can maintain their typically favorable self-regard by disparaging their distant and complimenting their recent past selves. This pattern of appraisals should be stronger for more important attributes because of their greater impact on self-regard and stronger for self-ratings than for ratings of other people. Studies 1 and 2 demonstrated that participants are more critical of distant past selves than of current selves, and Study 3 showed that this effect is obtained even when concurrent evaluations indicate no actual improvement. Studies 4 and 5 revealed that people perceived greater improvement for self than for acquaintances and siblings over the same time period. Study 6 provided support for the predicted effects of temporal distance and attribute importance on people's evaluation of past selves.

Autobiographical memory plays an important role in the construction of personal identity. We review evidence of the bi-directional link between memory and identity. Individuals' current self-views, beliefs, and goals influence their recollections and appraisals of former selves. In turn, people's current self-views are influenced by what they remember about their personal past, as well as how they recall earlier selves and episodes. People's reconstructed evaluations of memories, their perceived distance from past experiences, and the point of view of their recollections have implications for how the past affects the present. We focus on how people's constructions of themselves through time serve the function of creating a coherent--and largely favourable--view of their present selves and circumstances.

Supporting predictions from temporal self-appraisal theory, participants in 3 studies reported feeling farther from former selves and experiences with unfavorable implications for their current self-view than from equally distant selves and experiences with flattering implications. This distancing bias occurred when assignment to negative and positive pasts was random, for both achievement and social outcomes and for single episodes as well as longer term experiences. Consistent with a motivational interpretation, the distancing bias was stronger among high than low self-esteem participants and occurred for personal but not for acquaintances' past events. Frequency of rehearsal and ease of recall of past episodes also predicted feelings of distance, but these variables did not account for the Self-Esteem x Valence interaction on subjective distancing of personal events.

In a study of bicultural individuals’ self-perceptions, Chinese-born students were randomly assigned to participate in either Chinese or English. Serving as controls, Canadian-born participants of either European or Chinese descent participated in English. The effects of the language manipulation paralleled findings in previous studies comparing East Asians to North Americans. Participants responding in Chinese reported more collective self-statements in open-ended self-descriptions, lower self-esteem on the Rosenberg scale, and more agreement with Chinese cultural views than did the remaining groups. In their self-descriptions, participants writing in Chinese provided similar numbers of favorable and unfavorable self-statements. The other groups reported more favorable self-statements. Participants reporting in Chinese indicated similar levels of positive and negative mood. The remaining groups reported more positive mood. The results suggest that East-Asian and Western identities may be stored in separate knowledge structures in bicultural individuals, with each structure activated by its associated language.

Although past literature emphasizes the importance of social comparisons, in this study it was predicted that participants would often mention temporal comparisons in their self-descriptions. The first 3 studies revealed that participants report as many or more temporal-past comparisons than social comparisons. It was predicted that people would particularly favor temporal-past comparisons when they are interested in enhancing themselves. Temporal-past comparisons are gratifying, because they tend to indicate improvement over time. Social comparisons may be preferred when people are motivated to evaluate themselves accurately. These predictions were supported when self-evaluation and self-enhancement goals were explicitly manipulated (Study 4) or primed (Study 5).

Children's use of deception in a naturalistic setting was observed longitudinally in 40 families when children were 2 and 4 years old, and again two years later. Goals included describing children's lying behavior and parents' reactions to lies, and comparing lies to other false statements. Lies were commonly told to avoid responsibility for transgressions, to falsely accuse siblings, and to gain control over another's behavior. Unlike children's other false statements (e.g., mistakes, pretense), lies were distinctly self-serving. Parents rarely addressed the act of lying itself but often challenged the veracity of lies or addressed the underlying transgression. Older siblings lied more often than younger ones, and parents who allowed older siblings to lie at Time 1 had children who lied more often at Time 2. Results are considered from a speech-act perspective and in terms of children's developing understanding of mental states.In this study we examine children's use of deception in a naturalistic setting. Our goals were threefold: The first was to describe children's lying, including the frequency of lying, as well as to whom children lie, their reasons for deceiving, and the content of their lies. The second goal was to examine how parents react to their children's lies in an effort to understand if, and how parents socialize their children to believe that lying is unacceptable. The third was to explore the distinctions between lying and other false statements by examining self-serving biases in children's falsehoods, along with any developmental changes in the degree to which children's lies could potentially serve their interests. The Nature of Children's LiesIn a recent paper, Lee (2000) has analyzed children's understanding of lying from a speech-act perspective. Accordingly, lies are considered to be intentional acts that serve social functions and follow rules within particular social-cultural contexts. One social rule that is broken when individuals lie is Grice's (1980) Maxim of Quality, which specifies that conversationalists should make true rather than false statements.Correspondence should be sent to Anne E.

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