The Processing of Analogous Problems in the Verbal and Visual-Humorous (Cartoons) Modalities by Gifted/Average Children

Abstract

Children encounter problem solving in their formal schooling mainly in the verbal modality, whereas they are exposed to cartoons in their leisure time in a context perceived as nonlearning and nonthreatening. Yet, cartoons can be conceived of as problems in the visual-humorous modality, analogous to verbal problems. This article examines how gifted and average children solve analogous problems in these two modalities (verbal and visual-humorous), including their ability to consciously transfer solutions from one modality to the other. Specifically, four variables are considered: (1) the correctness of solutions of analogous problems in both modalities; (2) the students' perceived difficulty of these problems; (3) their awareness of the correctness of their solutions; and (4) their awareness of the contribution of a learned source problem in one modality to the solution of an analogous target problem in the other. Gifted children, as expected, did better on the verbal problems, but improved their skills in both modalities once exposed to the solution of analogous problems In the visual-humorous modality. Average children tended to solve cartoons better than verbal problems, but working with cartoons increased their verbal problem-solving skills. Results suggest that cartoon solving in the classroom can enhance the problem-solving capabilities of both populations.

Didactic Interpretation of Personal Quality of Gifted

“…The research [12] deals with individual differences in the ability to focus and divide attention. Eighty-five subjects performed visual search and auditory detection tasks in three conditions: single channel, focused attention, and divided attention.…”

What Are Your Children Watching? Teacher’s Evaluation of the Educational, Emotional, Behavioral, Psychological, Physical & Religious impacts of Cartoons on the School Going Children

“…While it is too simplistic and impossible to "confirm" that the media portrayals reasons of violence in reality (Sprafkin et al, 1988), there are many more studies that explore how media violence is perceived by viewers or internalized in attitudes and/or behaviors. In one interesting study, social science researchers have evolved and identified six different and distinct characteristics of "violence" in film and then explored how viewers of different ages and stages of maturity, responded (Forge & Phemister, 1987;Gadow et al, 1987;Klavir & Gorodetsky, 2001). The ultimate findings depict that the aggression telecasted by the cartoon movies is absorbed by the children and then they implement that violence in their daily life.…”

Statistics? You Must be Joking: The Application and Evaluation of Humor when Teaching Statistics

“…Student self reports also indicate that humor improves the ability to learn material (Berk, 1996). Experimental research has also shown that humor results in better performance in solving problems (Klavir and Gorodetsky, 2001), and examination test performance (Ziv, 1988), and results in longer retention of information (Kaplan and Pascoe, 1977; see also Korobkin, 1988;Powell and Andresen, 1985). Schacht and Stewart (1992) state that for humor to have a positive pedagogical effect, it must relate to the topic at hand, not mock or make fun of anyone in the classroom, and there should not be too much of it.…”