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Lee et al. made the following conclusions about lying and truth telling: There is a close relationship between socio-cultural practices and moral judgements. Specific social and cultural norms have an impact on children’s developing moral judgements, which are modified by age and experience within a culture. Chinese children rate truth telling in prosocial situations less positively and lie telling in the same situations less negatively than Canadian children. All children showed similar moral evaluations of lie telling and truth telling related to anti-social behaviour. Moral development is affected by the culture and environment in which individuals are socialised. For example, Chinese children’s moral judgements are affected by self-effacement and modesty.

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Prosocial Behaviour/Truth-Telling Situations: Overall, children from both cultures rated the prosocial behaviours similarly. Canadian children at each age gave similar ratings to truth telling; however, Chinese children’s ratings became less positive as age increased.
Prosocial Behaviour/Lie-Telling Situations: Overall, Canadian children rated lie telling negatively, but as age increased their ratings became less negative. Overall, Chinese children’s ratings of lie telling changed from negative to positive as age increased.
Antisocial Behaviour/Truth-Telling Situations: Children from both cultures rated the antisocial behaviours similarly. Children from both cultures rated truth telling in this situation very positively

Antisocial Behaviour/Lie-Telling Situations: Both Chinese and Canadian children rated lie telling negatively in this condition. Overall, negative ratings increased with age, regardless of culture. Chinese 7-year-olds rated lie telling less negatively then older children in the physical story condition, while Canadian 7-year-olds rated lie telling less negatively than older children in the social story condition.

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Where Zhejiang is located in China

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Kohlberg picked up on Piaget's ideas, which then lead to the creation of a more complex version of Piaget's model:
Level 1:
Stage 1= orientation towards punishment
Stage 2 = orientation towards self-interest
Level 2:
Stage 3 = Good boy/girl orientation
Stage 4 = orientation towards authority
Level 3:
Stage 5 = social contract orientation
Stage 6 = orientation towards conscience and ethical principles

Lee then conducted a study to investigate cross-cultural differences in children's understanding and moral valuations of lying. In this investigation, he used 120 Chinese and 108 Canadian children.

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A cross cultural study which used 228 chinese and canadian children aged 7, 9 or 11. There was 120 Chines children and 108 Canadian children.

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The participants in the study were 120 Chinese children, with an equal number of 7, 9 and 11 year olds; half were boys and half were girls. There were also 108 Canadian children, 36 of which were 7 years old, 40 were 9 years old and 32 were 11-year-olds. In total there were 58 Canadian boys and 50 Canadian girls. It was a laboratory experiment which used an independent measures design. The IVs were: 1. whether the participant heard the social story or the physical story, 2. whether the participant heard a pro-social or anti-social story, 3. the age of the children, 4. the ethnicity of the children. The DVs in the study were: 1. the rating given to the story character’s deed 2. the rating given to what the character said – both ratings ranged from very, very good to very, very naughty.

Half of the Chinese children participated in the social story condition and the other half in the physical story condition. For the Canadian sample 19 7-year-olds, 20 9-year-olds and 17 11-year-olds were assigned to the social story condition and the others to the physical story condition. Children were tested individually and the meaning of the words and the symbols were explained and were repeated every time a question was asked. Ratings of the deeds and verbal statements were on a 7-point rating chart: very, very good - 3 red stars, very good -2 red stars, good - 1 red star, neither good not naughty - blue circle), naughty - 1 black cross, very naughty -2 black crosses, very, very naughty -3 black crosses.

The story’s ‘deed’ section was read first and a rating was then given by the child, followed by the second part of the story. As a way of counterbalancing, the words good and naughty in the questions were alternated, as were the orders of the stories; this reduces order effects. At the end of the study participants were then involved in post-experimental discussions.

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