现有的可信特征与儿童信任建立的研究主要集中于3到4岁幼儿，且侧重于能力和可靠性对信任建立的影响。为了研究小学儿童的信任，通过访谈法和问卷法调查小学二、六年级儿童对信任的概念、体现信任的事件、普遍意义上和特定关系中信任建立影响因素的认识，并与大学生进行比较。主要的结论是：（1）大部分小学儿童对信任概念的理解与大学生无差异。（2）二年级儿童对体现信任的事件的理解与大学生不完全一致。（3）在普遍意义上，小学儿童对信任建立影响因素的理解与大学生基本一致。（4）儿童能够认识到特定关系对信任建立的影响，即获得不同对象信任的侧重点是不同的，与大学生基本一致。 访谈结果发现小学儿童认为正直和善意是影响同伴间信任建立的重要因素。为了深入了解正直和善意在小学儿童信任中的作用，我们选取了正直的子成分——诚实，从说谎与信任的角度，进一步探讨诚实和善意对7、9、11岁儿童信任的影响，及其发展特点。用不同动机的说谎/说真话反映被信任方的可信特征，在保守秘密、遵守承诺、知识分享、信息获取和选拔参赛的情境中测量信任。主要的结论是：（1）对于说真话的人，不管它是善意的还是有伤害性的，儿童都是信任的，信任程度没有发展性。对于说谎的人，如果是善意的，儿童是信任的，且信任程度随着年龄增长而增长；如果是伤害性的，儿童是不信任的，但不信任的程度没有发展性。（2）儿童对说善意谎言的和说伤害性真话的人的信任有情境间的差异，但差异的模式在不同的年龄组上有不同的特点。对于说善意谎言的人，9岁和11岁儿童对其在保守秘密和遵守承诺情境中的信任程度较高，但7岁儿童在上述情境中则对其不信任。对于说伤害性真话的人，7岁儿童对其在所有情境中信任程度都很高，但9岁和11岁对其在保守秘密和遵守承诺情境中几乎是不信任的。（3）情景间差异在不同年龄组上的模式不同，背后的原因可能是不同年龄组的儿童对诚实和善意的重视程度不同。广义估计方程的结果发现，7岁儿童在信任中更重视被信任方是否是诚实的；9岁对诚实和善意的重视程度差不多；11岁儿童更重视被信任方是否有善意。

Current researches on trustee’s trustworthiness and children’s trust focus on the influence of ability or reliability to preschooler’s trust-building. To study school-aged children’s trust, we conducted a structural interview to investigate grade 2 and 6 children’s understanding of the conceptualization of trust, events that manifest trust, and factors that affect trust-building in general and in specific relationships. University students were also included in the interview as a baseline. The main findings were: (1) most school-aged children could actually understand the concept of trust as well as university students. (2) Grade 2 children’s understanding of events that manifest trust differed from what adult research asserted. (3) School-aged children recognized factors affecting trust, including relationship between the trustor and the trustee, the trustee’s trustworthiness, and the reciprocal trust. In particular, school-aged children understood the importance of trustee’s integrity and benevolence in building trust. (4) School-aged children understood how to foster trust within specific relationships. As we found from the interview that children ranked trustworthiness in the first place in building trust, and they understood the trustee’s integrity and benevolence in trust-building, we further investigated the influence of honesty, a component of integrity, and benevolence in 7-，9- and 11-year-old children’s trust. Using different types of lying and truth-telling behavior to reflect trustee’s trustworthiness, we measured children’s trust under five situations, including secret keeping, promise fulfillment, knowledge sharing, information seeking, and competition election. The main findings were: (1) For the truth-teller, whether it’s helpful or harmful, children trusted it and the degree of trust remained stable as age increased. For the liar, when it’s helpful, children trusted it and the degree of trust increased when age increased. But when the liar was harmful, children distrusted it and the degree of distrust remained constant as age increased. (2) Children’s trust to helpful liar and harmful truth-teller differed across situation, but the mode of difference was not the same. For the helpful liar, 9 and 11-year-old trusted it in secret keeping and promise keeping situations, but the 7-year-olds did not. For the harmful truth-teller, 7-year-olds trusted it in all situations, but the 9- and 11-year-olds distrusted it in secret keeping and promise keeping situations. (3) The reason why the mode of situational difference was not the same across age groups might be that, children weighted honesty and benevolence differently as age increased. Seven-year-old placed more emphasis on trustee’s honesty, while 9-year-olds have no preference to one on the other, and 11-year-old placed more emphasis on trustee’s benevolence.