Sense of Humor as a Mediator during Incidental Learning of Humor-Related Material

Dixon, Paul N.; Strano, Donald A.; Willingham, Welborn; Chandler, Cynthia K.

doi:10.2466/pr0.1989.64.3.851

Cited by 10 publications

(7 citation statements)

References 6 publications

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“…Humor also has an impact on learning. Dixon et al (1989) found that individuals who are high in humor pay more attention when learning humorous material and also recall it better. Therefore, humor functions as an important precursor to psychological safety and leads to more learning.…”

Section: Psychological Safety and Learningmentioning

confidence: 97%

Humor and group effectiveness

2008

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Despite the importance of groups in the workplace and the demand from workers for a fun work environment, there is no model that explains how successful organizational humor can impact work groups. The purpose of this article is to present a model, based on Hackman's framework of group effectiveness, that can be used to understand the relationship between successful organizational humor and group effectiveness. We explore the ability of successful organizational humor to influence groups through its positive impact on group productivity, viability and learning. Based on the literature from several disciplines, we propose that successful organizational humor can have a positive impact on a variety of group processes (e.g. effective communication, development of group goals, management of emotion, etc.) and outcomes (e.g. group productivity, group viability, and development of group members), which contribute to overall group effectiveness. The model has the potential to both advance theory on organizational humor and to offer value to practicing managers by providing an understanding of how two seemingly unrelated factors (humor and group effectiveness) are in fact related in a meaningful fashion.

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Section: Psychological Safety and Learningmentioning

confidence: 97%

Humor and group effectiveness

2008

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“…showing that humor in general can increase learning (Bolkan & Goodboy, 2015;Dixon, et al, 1989;Kaplan & Pascoe, 1977;Wanzer & Frymier, 1999;Wanzer, et al, 2010;Ziv, 1988) in that Study 1 showed higher overall learning rates than the original Trust studies (Koenig & Harris, 2005). A study directly comparing humorous and non-humorous conditions would be necessary to determine whether this is the case.…”

Section: Humor and Trustmentioning

confidence: 94%

“…The literature on humor and learning is varied in its results. For instance, while humor in the classroom can increase test scores or perceived cognitive learning in higher education, the humor must be related to the content, be positive in nature, and perhaps even be conceptual (Bolkan & Goodboy, 2015;Dixon, Willingham, Strano, & Chandler, 1989;Kaplan & Pascoe, 1977;Wanzer & Frymier, 1999;Wanzer, Frymier, & Irwin, 2010;Ziv, 1988). And even when these criteria are fulfilled, sometimes humor decreases test scores (Fisher, 1997).…”

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confidence: 99%

Humor and preschoolers’ trust: Sensitivity to changing intentions

Hoicka

Butcher

Malla

et al. 2017

Journal of Experimental Child Psychology

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This research demonstrates that preschoolers (a) avoid trusting informants with humorous intentions when learning novel information and (b) flexibly consider current intentions rather than initial intentions when determining who to trust. In Study 1 (N=61), 3- and 4-year-olds based their trust on intentions or intentional cues alone, trusting a sincere informant over a joker, even when no prior accuracy or inaccuracy was displayed. In Study 2 (N=32), 3- and 4-year-olds flexibly based their trust on the informants' current intentions or intentional cues rather than their initial ones. Children trusted a sincere informant, who originally joked, over a joker, who was originally sincere. In Study 3 (N=89), 3-, 4-, and 5-year-olds tracked changing intentions, and not just intentional cues, in determining who to trust. Children trusted an informant who joked during training trials but was sincere during test trials over an informant who was ignorant during training trials and was sincere during test trials. However, if the ignorant informant became knowledgeable and the joker continued to joke, the pattern reversed. This is the first study to show that preschoolers consider intentions to joke when learning information. This is also the first study to show that preschoolers do not see trust as stable but rather see it as a function of changing intentions.

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“…Many studies have been conducted on the use of humor in learning, such as the role of humor in physics learning (Berge, 2017), the use of verbal humor to build the closeness of the teacher with his students (Gorham & Christophel, 1990), students' perceptions of humor used in learning (Melissa B. Wanzer, Frymier, & Irwin, 2010;Melissa Bekelja Wanzer & Frymier, 1999), humor used as a problem-based learning facility (Chauvet & Hofmeyer, 2007), the relationship between humor and intelligence, creativity, and (Hauck & Thomas, 1972) learning, and the use of humor in other learning activities (Dixon, Strano, Willingham, & Chandler, 2011;Fisher, 1997;Mihalcea & Strapparava, 2006;Shively, 2013;Wu, 2008;Ziv, 1988). This research, I hope to be able to add references for researchers and teachers, especially Indonesian subjects, which can be used as suggestions in the teaching and learning process.…”

Section: "A Policeman An Army and An Intel"mentioning

confidence: 99%

Literature Learning: Pragmatic Study of Humor Discourse in Indonesian Political Humor Book

Diningsih¹,

Andayani²,

Rohmadi³

2019

International Journal of Educational Research Review

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The use of discourse as a medium for conveying messages to the community has been carried out in various fields. Discourse for criticism, suggestions, or satire is often conveyed in with humorous attributes to make it more interesting. This study aims to analyze the pragmatic aspects of humor discourse in the "Humor Politik Indonesia (Indonesian Political Humor)‛ book. The qualitative approach and descriptive methods were used in this study. The results of the analysis showed that the pragmatic aspects contained in the book were in the form of presuppositions and implicature aspects. The presupposition aspect includes lexical, counterfactual, structural presuppositions. For the implicature aspect is in the form of mockery and satirical forms of implicatures. These results prove that the pragmatic aspects used in humor discourse are discourse constructors to create funny effects for readers. It can be implied that the political humor discourse that contains aspects of pragmatics can be used as teaching materials in learning Indonesian in senior high schools. This relates to Basic Competence to evaluate the anecdotal test of the implicit meaning aspect that students must have.

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Sense of Humor as a Mediator during Incidental Learning of Humor-Related Material

Cited by 10 publications

References 6 publications

Humor and group effectiveness

Humor and group effectiveness

Humor and preschoolers’ trust: Sensitivity to changing intentions

Literature Learning: Pragmatic Study of Humor Discourse in Indonesian Political Humor Book

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