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Originalartikel

Wer kann den Lügner entlarven? Need for Cognition und die Fähigkeit von Lehramtsstudierenden Wahrheit und Lüge zu erkennen

Published Online:January 24, 2013https://doi.org/10.1024/1010-0652/a000089

Abstract

Zwei Studien untersuchen den Zusammenhang von Need for Cognition und der Fähigkeit, Lüge und Wahrheit zu erkennen, bei Lehramtsstudierenden. Den Grundannahmen von Zwei-Prozess-Modellen entsprechend führt ein höheres Need for Cognition zur vermehrten Nutzung inhaltlicher Informationen bei Glaubwürdigkeitsurteilen. Personen mit niedrigerem Need for Cognition nutzen dagegen vorrangig stereotype nonverbale Informationen für ihre Urteile. Bisherige Arbeiten zeigen, dass die Nutzung inhaltlicher Informationen im Vergleich zu stereotypen nonverbalen Hinweisreizen bei der Entdeckung von Täuschungen erfolgversprechender ist. Daher wurde die Hypothese aufgestellt und getestet, dass ein höheres Need for Cognition bei Lehramtsstudierenden mit einer besseren Erkennensleistung von wahren und erlogenen Aussagen einhergeht. Die Ergebnisse von Studie 1 bestätigten diese Hypothese. Studie 2 zeigte darüber hinaus, dass der Zusammenhang zwischen Need for Cognition und Erkennensleistung nur dann auftrat, wenn die Aussagen durch die Quellen nicht vorbereitet werden konnten. Mögliche Implikationen dieser Ergebnisse für die Schulpraxis werden diskutiert.


Who Can Catch a Liar? Need for Cognition and Teacher Students’ Ability to Discriminate Truth and Deception

In two studies the correlation between teacher students’ Need for Cognition and the ability to detect deception was investigated. According to the basic assumptions of dual process models, only higher Need for Cognition leads to the use of verbal information when making judgments of veracity. People with lower Need for Cognition predominantly use stereotypical nonverbal information for their judgments. Research showed that the use of verbal cues in contrast to the use of stereotypical nonverbal cues leads to better detection of deception. Therefore, the hypothesis was tested that higher Need for Cognition is correlated with better discrimination of truthful from deceptive messages. The results of study 1 supported this hypothesis. Moreover, the results of study 2 showed that the correlation between Need for Cognition and detection accuracy was only found for messages when the source had no chance to prepare. Implications for school contexts are discussed.

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