It is well accepted that the humor comprehension processing involves incongruity detection and resolution and then induces a feeling of amusement. However, this three-stage model of humor processing does not apply to absurd humor (so-called nonsense humor). Absurd humor contains an unresolvable incongruity but can still induce a feeling of mirth. In this study, we used functional magnetic resonance imaging (fMRI) to identify the neural mechanisms of absurd humor. Specifically, we aimed to investigate the neural substrates associated with the complete resolution of incongruity resolution humor and partial resolution of absurd humor. Based on the fMRI data, we propose a dual-path model of incongruity resolution and absurd verbal humor. According to this model, the detection and resolution for the incongruity of incongruity resolution humor activate brain regions involved in the temporo-parietal lobe (TPJ) implicated in the integration of multiple information and precuneus, likely to be involved in the ability of perspective taking. The appreciation of incongruity resolution humor activates regions the posterior cingulate cortex (PCC), implicated in autobiographic or event memory retrieval, and parahippocampal gyrus (PHG), implying the funny feeling. By contrast, the partial resolution of absurd humor elicits greater activation in the fusiform gyrus which have been implicated in word processing, inferior frontal gyrus (IFG) for the process of incongruity resolution and superior temporal gyrus (STG) for the pragmatic awareness.

We developed a Creative Thinking Counseling Teaching Program (CTCTP) for Grade 7 students using the self-concept of the counseling curriculum as the primary development axis and investigated how this program influences creativity, creative tendency, and self-concept. We adopted a non-equivalent control group pre-test-post-test quasi-experimental design. Of 133 participants, the experimental group (67 students) received an eight-week CTCTP, involving a 45-minute class per week; the control group (66 students) participated in general counseling. Research instruments included the NTCT-Figural Exercises (NTCT-Figural), The Williams Assessment of Creative Tendency (WACT), and Elementary School Student Self-Concept Scale (SCS). Personal reflection learning sheets, learning achievement assessment, and course feedback forms were used to qualitatively analyze the learning effectiveness and feasibility of the teaching program. Results showed that the experimental group had significantly higher scores than the control group for creativity, creative tendency, and self-concept. Further mediation analysis showed that the effects of the teaching experiment were not the result of mutual mediation effects. Students' feedback on the CTCTP learning process suggested that it had a positive effect on the development of students' creativity, creative tendency, and selfconcept, while also meeting their learning needs. We propose recommendations for application in teaching practice and future research.