Children's Humor: A Developmental View

Tamashiro, Roy

doi:10.1086/461174

Cited by 12 publications

(7 citation statements)

References 3 publications

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“…Laughter, an outcome of having fun, has been recognized for encouraging people to bond (Martin 2007), thus encouraging social interaction. The types of mirthful encounters, comprised of routines and comedic interactions, appear to resemble the humorous interactions that emerge in early childhood (Tamashiro 1979; Bergen 2003). These interactions in the first year of life include games and mimicry; with wrestling, jostling and slapstick appearing around 2–3 years‐of‐age; and scatology, nonsense words and simple jests being produced by 4 years‐of‐age (McGhee 1979; Bergen 2003).…”

Section: Discussionmentioning

confidence: 99%

Social Interaction with Adults with Severe Intellectual Disability: Having Fun and Hanging Out

Johnson

Douglas

Bigby

et al. 2012

Research Intellect Disabil

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Section: Discussionmentioning

confidence: 99%

Social Interaction with Adults with Severe Intellectual Disability: Having Fun and Hanging Out

Johnson

Douglas

Bigby

et al. 2012

Research Intellect Disabil

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“…Dip-o-rama."). Humor was appropriate for the subjects of this study based on earlier research that examined cognitive level and humor (Cornett, 1986;Fabrizi & Pollio, 1987;Klein, 1985;Lefort, 1992;McGhee, 1971McGhee, , 1974McGhee, , 1976Park, 1977;Tamashiro, 1979;Whitt & Prentice, 1977). All humor was appropriate for COSI's public relations.…”

Section: Methodsmentioning

confidence: 99%

The effect of humor on learning in a planetarium

Fisher

1997

Sci. Ed.

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The effect of humor on retention of information was examined. The planetarium at COSI, Ohio's Center of Science & Industry in Columbus, was the source of the study. General public museum visitors were the subjects. A total of 495 adult subjects, ages 18 and older, were involved. Subjects were presented with one of two versions of a 15‐minute taped general astronomy show. The two versions were identical except that one had humorous inserts. The humor in the humorous version was related to and integrated with the educational material and was presented at a fast pace. Humor was placed every 90 seconds in the middle of the concept being explained. A total of 20 concepts were described in the show, 10 of which had humorous inserts and which alternated with the 10 nonhumorous concepts. After the show visitors received a 20‐question test to determine their short‐term retention of the information. The questions were taken directly from the show's script. The test was of a fill‐in‐the‐blank format. Results indicated that the visitors who saw a humorous show had less retention of the instructional material and scored lower on the test than visitors who saw a nonhumorous show. © 1997 John Wiley & Sons, Inc. Sci Ed 81:703–713, 1997.

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“…The figured world of adolescence was also invoked in his jokey banter with students. Adolescent humor is marked by their motivation to “fit in,” and therefore makes fun of undesirable behavior (Tamashiro, ). Further, adolescents, developmentally, begin to understand wit and sarcasm (Creusere, ) and use it to gain the attention of others and to buffer criticism (McGhee, ).…”

Section: Introduction To the Youthmentioning

confidence: 99%

Becoming (less) scientific: A longitudinal study of students' identity work from elementary to middle school science

2014

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Students' declining science interest in middle school is often attributed to psychological factors like shifts of motivational values, decrease in self-efficacy, or doubts about the utility of schooling in general. This paper adds to accounts of the middle school science problem through an ethnographic, longitudinal case study of three diverse students' identity work from fourth-to sixth-grade school science. Classroom observations and interviews are used as primary data sources to examine: (1) the cultural and structural aspects of the fourth-and sixth-grade classrooms, including the celebrated subject positions, that enabled and constrained students' identity work as science learners; (2) the nature of students' identity work, including their positioning related to the celebrated subject positions within and across fourth-and sixthgrade science; and (3) the ways race, class, and gender figured into students' identity work and positioning. In fourth-grade, all experienced excellent science pedagogy and performed themselves as scientifically competent and engaged learners who recognized themselves and got recognized by others as scientific. By sixth-grade, their identity work in school science became dramatically less scientific. Celebrated subject positions did not demand scientific thinking or robust engagement in scientific practices and were heavily mediated by race, class, and gender. Our results highlight three insights related to the middle school problem: (1) when students' social identity work was leveraged in service of robust science learning, their affiliation increased; (2) academic success in school science did not equate to affiliation or deep engagement with science; and (3) race, class, and gender figured into students'successes in, threats to, and identity work related to becoming scientific. We end the article by providing a framework and questions that teachers, teacher educators, and researchers might use to design and evaluate the equity of science education learning spaces.

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Children's Humor: A Developmental View

Cited by 12 publications

References 3 publications

Social Interaction with Adults with Severe Intellectual Disability: Having Fun and Hanging Out

Social Interaction with Adults with Severe Intellectual Disability: Having Fun and Hanging Out

The effect of humor on learning in a planetarium

Becoming (less) scientific: A longitudinal study of students' identity work from elementary to middle school science

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