Abstract: Hearing-impaired children can promote the understanding of lies through the understanding of false beliefs, and improve the possibility of accuracy in the future detection of lies. Among them, emotional understanding plays an indispensable role in the process of understanding lies. However, it is still unknown whether different understanding of false beliefs has different effects on different levels of understanding lies. Objective:To investigate the relationship between false belief comprehension and lie comprehension of hearing-impaired children, and the moderating effect of emotional comprehension. Methods: Experiment 1 used false belief comprehension and lie comprehension to explore the relationship between self/others false belief comprehension and lie comprehension. In experiment 2, the emotional comprehension task was added to explore the mechanism behind emotional comprehension between false belief comprehension and lie comprehension. Results: (1) the accuracy of hearing-impaired children's false belief comprehension and lie intention comprehension was significantly lower than that of typical developing children, and the better their false belief comprehension was, the easier they were to distinguish true and false information and lie intention comprehension; (3) When the emotional comprehension score of hearing-impaired children was higher, the false belief comprehension of hearing-impaired children positively predicted the judgment of lying behavior. (4) When the emotional comprehension scores of typical developing children were high, self-false beliefs had a positive predictive effect on the identification of true and false information, while others' false beliefs had a positive predictive effect on the judgment of lying behavior and the identification of true and false information. Conclusion:These results not only indicate that the false belief comprehension of others has an explanatory effect on the lie comprehension of hearing-impaired children, but also promote the promotion of high emotional comprehension in the lie comprehension, and show that high emotional understanding has a more significant moderating effect on false belief comprehension and lie comprehension. These results not only prove that hearing-impaired children's false belief understanding plays an explanatory role in lie understanding，but also promote the role of high emotional understanding in lie understanding, which is helpful to verify the promoting role of emotional understanding in lie understanding, and the moderating effect of high emotional understanding on false belief understanding and lie understanding is more significan.

Key words: hearing-impaired children, false belief understanding, lie comprehension, emotion understand

摘要： 目的：本研究主要探讨听障儿童自我/他人错误信念理解与谎言理解各层面的关系，以及情绪理解在其中的调节作用。方法：实验一采用错误信念理解和谎言理解来探讨自我/他人错误信念理解与谎言理解各层面的关系。实验二增加了情绪理解任务，并探讨情绪理解在错误信念理解和谎言理解之间的背后机制。结果：(1)听障儿童他人错误信念理解、谎言意图理解的正确率显著不如典型发展儿童，且他人错误信念理解越好，越容易进行真假信息辨别和谎言意图理解；(2)典型发展儿童自我/他人错误信念理解越准确，谎言意图理解越好：(3)当听障儿童情绪理解得分较高时，自我/他人错误信念理解对谎言行为判断具有正向预测作用；(4)典型发展儿童情绪理解得分较高时，自我错误信念对真假信息辨别有正向预测作用，他人错误信念理解对谎言行为判断、真假信息辨别有正向预测作用。结论：这些研究结果不仅表明听障儿童他人错误信念理解对谎言理解具有解释作用，而且推动高情绪理解在谎言理解中的促进作用，以及表明高情绪理解对错误信念理解与谎言理解中的调节作用更加显著。

关键词: 听障儿童, 错误信念理解, 谎言理解, 情绪理解