Index: Social

Humor in Education (1996)

Page Contents

A B C D E F G H I K L M O P R S T V W Z

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A French television program using puppets for political satire is discussed and its instructional applications are examined. (MSE) UMI Language: French EJ410169

Anderson, P. M. (1989). American Humor, Handicapism, and Censorship. . Journal of Reading, Writing, and Learning Disabilities International v4 n2 p79-87 1988-89 . American literature is full of stories, humorous and serious, concerning physically and mentally handicapped characters. Unfortunately, not all portrayals of the disabled in literature are kind, especially in the American comic tradition. (DB) EJ385428

Apprendre a rire avec "Le Bebete Show" (Learning to Laugh with "The Bebete Show"). . Principal v69 n5 p32,34 May 1990

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Behrens, R. R. (1974). On Creativity and Humor: An Analysis of EASY STREET . Journal of Creative Behavior 8 4 227-38 . Author attempted to present a reasonable description of the film, Easy Street, with major antics numbered, then analyzed those in terms of Duncker and Koestler, thereby extending the latter's theory of bisociation. (Author/RK) EJ112043

Bergen, D. (1992). Teaching Strategies: Using Humor to Facilitate Learning. . Childhood Education v69 n2 p105-06 Win 1992 . Four major teaching strategies for linking humor and learning are identified: (1) to perform as models of humor; (2) to select learning materials that foster the expression of humor; (3) to elicit expressions of humor; and (4) to be responsive and appreciative. (LB) UMI Report/ISSN: ISSN-0009-4056 EJ456310

Bill, B., & Naus, P. (1992). The Role of Humor in the Interpretation of Sexist Incidents. . Sex Roles: A Journal of Research v27 n11-12 p645-64 Dec 1992 . Studied the role of humor, gender, and sexist attitudes toward women in the interpretation of sexist incidents. Among 30 male and 30 female Canadian college students, perceiving sexist incidents as humorous was associated with seeing the incidents as less sexist and more acceptable. Gender did not affect the interpretation. (JB) Report/ISSN: ISSN-0360-0025 EJ458632

Bohning, G., & Radencich, M. (1989). Action Books: Pages for Learning and Laughter. . Young Children v44 n6 p62-66 Sep 1989 . Develops a rationale for using action books with preschool children of three-six years. Offers guidelines for selection of books, and gives an annotated book list of humorous action books that teachers and parents can use with young children. (BB) UMI EJ395639

Brierley, V. (1980). Itineraire (Itinerary). . Francais dans le Monde n151 p42-44 Feb-Mar 1980 . A British woman recounts her difficulties in developing the ability to understand humorous French while living in France. (AM) Reprint: UMI EJ221803

Bruno, R. M., & Others, A. (1987). Perception of Humor by Regular Class Students and Students with Learning Disabilities or Mild Mental Retardation. Journal of Learning Disabilities v20 n9 p568-70 Nov 1987. The pilot study investigated receptive and expressive humor in students (total N=54) with learning disabilities, mild mental retardation, or no handicap. Among results were that older learning disabled students were more like mildly retarded students than normal peers; and that learning disabled students had more difficulty understanding phonological jokes than other types. (Author/DB) EJ362320 essential

Bruno, R. M., Others, A., Bryant, J., & Others, A. (1988

Bryant, J., & Zillmann, D. (1988). Using Humor to Promote Learning in the Classroom. . Journal of Children in Contemporary Society v20 n1-2 p49-78 1988 . Reviews the literature for empirical support of the use of humor in classroom teaching. Concludes that the judicious use of humor by a teacher can facilitate student learning, and offers guidelines for its use. (FMW) EJ391571

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Calvet, L.-J. (1980). Rire en francais, parler francais... (Laughing in French, Speaking French...). . Francais dans le Monde n151 p27-30 Feb-Mar 1980 . Discusses the use of word games, particularly puns, tongue twisters, and spoonerisms, in the French classroom. (AM) Reprint: UMI Language: French EJ221800

Civikly, J. M. (1986). Humor and the Enjoyment of College Teaching. . New Directions for Teaching and Learning No. 26 (Communicating in College Classrooms) p61-70 Jun 1986 . Humor in teaching can promote a positive and cohesive class atmosphere but can also have unintended negative results if the teacher does not first develop a supportive relationship with the students. (Author) UMI EJ334622

Clabby, J. F., Jr. (1979). Humor as a Preferred Activity of the Creative and Humor as a Facilitator of Learning. Psychology: A Quarterly Journal of Human Behavior v16 n1 p5-12 Spr 1979. The humor element as a reinforcing tool was examined. Experimental group subjects selecting nouns were shown humorous cartoons. Non-noun selection was followed by a humorless cartoon. Results indicated that humor significantly facilitated intentional learning for the low-creative experimental group. (Author/BEF) EJ210486

Coleman, J., & Gordon, J. (1992). All Seriousness Aside: The Laughing-Learning Connection. . International Journal of Instructional Media v19 n3 p269-76 1992 . Reviews research related to humor, especially the role humor can play in the instructional process. Highlights include theories of humor; variables associated with humor; health benefits derived from humor; developmental stages and humor; effects of humor in children's educational television; and humor in the college environment. (25 references) (LRW) UMI Report/ISSN: ISSN-0892-1815 EJ457840

Colwell, C. G., & Wigle, S. (1984). Applicability of Humor in the Reading/Language Arts Curriculum. Reading World v24 n2 p73-80 Dec 1984. Argues that the value of humor in a reading/language arts program may not be understood completely and may often be overlooked. Suggests that the use of humor is supportable by many learning theories and that it has probable affective and cognitive benefits. (FL) UMI EJ309778

Cormier, R. (1991). The Role of Cognitive Schemata and Discrepant Stimuli in the Foreign Language Classroom. . After a discussion of cognitive schemata, identified as representing a "gestalt" stored in human memory, this paper explores three pedagogical modes: the use of drama, humor, and suspense in the classroom. Ways that each pertain to cognitive and communication theory are discussed, and classroom examples of how each mode provides discrepant stimuli are provided. It is assumed that in second language (L2) acquisition, cognitive schemata cause L2 interference at the various levels, and that recent L2 theories argue for a distinction between formal or classroom learning and natural acquisition. Truly creative language teaching takes advantage of such a significant notion as cognitive schemata by using novelty in a planned, partial immersion environment that makes foreign language and culture meaningful and relevant. It is concluded that new experience, such as that provided by discrepant stimuli, interacts with cognitive structures to arouse interest and develop understanding. Effective teachers can use drama, humor, and suspense to provide appropriate and meaningful contexts to classroom instruction. Contains 45 references. (LB) ED343431

Cornett, C. E. (1986). Learning through Laughter: Humor in the Classroom. Fastback 241. . Focusing on humor as a powerful instructional resource, this booklet addresses a variety of issues regarding humor in the elementary and secondary classroom. Thirteen ways in which humor can help teachers to achieve educational goals are presented, specifically that it (1) attracts attention and provokes thought, (2) liberates creative capacities, (3) helps gains friends, (4) improves communication, (5) soothes difficult moments, (6) can stimulate inter-cultural study, (7) promotes health, (8) develops a positive attitude and self-image, (9) motivates and energizes, (10) solves problems, (11) increases quality and quantity of student's reading, (12) reinforces desired behaviors, (13) provides stress relief, and (14) has entertainment value. An age-based, developmental sequence of a child's sense of humor, derived from various cognitive stage theories, is outlined. Next, the booklet postulates that knowledge of this progression and an awareness of the nature of humor enables teachers to help students analyze their own sense of humor, use humor appropriately in social situations, and speak and write creatively. The physical aspects of humor and the superiority and incongruity theories of humor are discussed and 11 reasons for including humor in one's daily routine to relieve stress are presented. Finally, a list of 49 currently used, practical teaching ideas for employing humor in the classroom are offered. A bibliography is included. (JD) ED276028

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Desberg, P., & Others, A. (1981). The Effect of Humor on Retention of Lecture Material. . The effect of humor on retention of lecture material was studied with 100 undergraduate students at California State University, Dominguez Hills. Within each class, students were divided into four equal groups, and four versions of a lecture on language development were presented on videotape by a college faculty member. The lectures were identical in content and varied only in type of humor: (1) humor related directly to items in the learning test; (2) humor unrelated to the items being tested; (3) no humor; and (4) a repetition of the concept that preceded the related joke (repetition control condition). Both the related and unrelated jokes were inserted in identical places within the lecture content. A joke was considered related if it was associated with, or served as, a mnemonic device for the concept to be learned and recalled. Information learned or recalled from the lectures and data regarding each subject's attitude toward the lecture and the speaker were assessed, along with ratings of the level of humor in the 10 jokes from the related humor lecture. The related humor lecture facilitated retention of information significantly more than both the unrelated humor and the nonrepetition control lectures. The nonrepetition control and the unrelated humor conditions were recalled equally well. That is, repetition, whether or not through the use of humor, enhanced recall. Furthermore, subjects found the humorous presentation more enjoyable. It is concluded that in cases of rote learning, related jokes contribute by both repeating the concept and making the learning process more enjoyable. (SW) ED223118

Dryli, O. E. (1980). Tools of the Teaching Trade. . Learning v9 n2 p44-48 Sep 1980 . This humorous blueprint, for apprentice and master teachers alike, discusses the essential implements of the craft: the chalk, the chalk eraser, the marking pencil, the wastepaper basket, and more. (JN) Reprint: UMI EJ237641

Dyrli, O. E. (1982). The MUCK Approach, or Everything You Shouldn't Know About Teaching with Computers. . Learning v11 n1 p76-79 Aug 1982 . Humorous suggestions are offered about how to teach children about computers. A satirical list of activities are suggested which require no physical contact with computers and which will spare teachers "the inconvenience of excited kids eager to learn how to use the new technology." (PP) Reprint: UMI EJ266419

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Effects of Humorous Illustrations in College Textbooks. . Learning Disabilities Focus v3 n2 p114-23 Spr 1988

EJ253597

EJ395253

Evaluating Students' Learning and Communication Processes: Handbook 2Diagnostic Teaching Unit: Language Arts. (1993). Presenting a diagnostic teaching unit for grade 7 language arts, this handbook is intended to be used along with the companion handbook 1, "Evaluating Students' Learning and Communication Processes: Integrating Diagnostic Evaluation and Instruction." The student activities of the diagnostic teaching units in the handbook have been designed to engage students in the six learning and communication processes (exploring, narrating, imagining, empathizing, abstracting, and monitoring) described in the companion handbook. The first part of the handbook presents a diagnostic teaching unit entitled "What's So Funny? (The Lighter Side of Life)" and includes a general description of the lessons in the unit followed by more detailed plans for each lesson. The final section of the unit contains supplementary materials created to support the lessons in the unit. The second part of the handbook shows how to apply the evaluation and instructional strategies of the companion handbook to the student work generated as the students engage in the learning activities of the unit described in the first part of the handbook. The second part of the handbook also presents samples of students' work drawn from field trials of the diagnostic teaching unit, along with a discussion of the learning and communication processes exemplified in the work. (RS) ED373372

Excerpts from the "Facilitator's Guidebook." Appendix A and Appendix B. (1991). The introductory pages from the "Facilitator's Guidebook" and the first 10 days of lesson plans translated into English comprise appendix A of this excerpt from a handbook for teaching English to adults. The purpose is to give the reader an idea of the guidebook's design and pattern of activities, as well as information about how the program's specific teaching methodsintroducing, peer teaching, playing games, and testingare applied in the adult education classroom. In addition, a few selected activities that do not occur until after day 10 of the curriculum are also included. Appendix B of the excerpt consists of a "training comic," which illustrates how the four teaching methods are translated into practice through representative activities from the "Facilitator's Guidebook." It contains all of the activities of the first day of class plus a few additional activities from days 2 and 3. During training the comic serves as a script for role playing the activities. (Adjunct ERIC Clearinghouse on Literacy Education) (LB) ED342282

F

Francais dans le Monde n225 p62-67 May-Jun 1989 . Describes stand-up comic Jim Pelley's knack for making educators see a light side to serious problems. Principals should always be aware of the power of humor to take the edge off potentially depressing situations. Advice is provided for lightening up, including creating a humor first-aid kit, posting staff baby pictures and cartoons, and collecting hilarious parental excuses. (MLH) UMI

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Genovezou, J., & Others, A. (1984). Joke-Telling as a Group Dynamic. . TESL Talk v15 n1-2 p49-51 Win-Spr 1984 . Discusses how laughter and joke-telling can be channeled in such a way as to enhance second language teaching. In addition, it is suggested that jokes can act as a dynamic in overcoming problems (such as lassitude) that arise in situations involving group work. (SL) EJ298296

Gleason, J. J. (1991). Developing a Humor Unit for the Gifted: A Dianoetic Ditty a Day. . Gifted Child Today (GCT) v14 n1 p60-61 Jan-Feb 1991 . This article presents arguments for including activities to develop students' sense of humor and related skills in the gifted curriculum. Cognitive skills, reading, writing, mathematics, communications skills, and self-concept are seen as beneficiaries of humor units. A group activity and projects for a school comedy club are described. (PB) UMI Report/ISSN: ISSN-0892-9580 EJ424483

Goor, M. (1989). Humor in the Classroom: Options for Enhancing Learning. Kansas Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. . A principal and two teachers of a local elementary school were interviewed to establish a shared definition of humor in the classroom. A multidimensional definition emerged with intellectual, spiritual, and physical aspects. The teachers were observed to determine if specific uses of humor would be evident in their classrooms. Four types of teacher behaviors were labeled as categories of uses of humor: (1) connecting personally with students; (2) enlivening the learning experience; (3) using alternatives to authoritarian discipline; and (4) encouraging risk-taking and higher level thinking. Through this case study method, relevant data were gathered allowing a description of humor and its uses in the classroom. Variations on this project might include: explorations of the uses of humor in upper-grade classrooms, comparisons of the uses of humor with different ability level students, and applications of humor to special education settings. Another avenue of research might involve an investigation of the misuses of humor in the classroom. (LLL) ED332090

Gorham, J. C., Diane M. . (1990). The Relationship of Teachers' Use of Humor in the Classroom to Immediacy and Student Learning. . Communication Education v39 n1 p46-62 Jan 1990 . Investigates teachers' use of humor in relationship to immediacy and affective learning outcomes. Reports that (1) amount and type of humor influenced learning; (2) students were particularly aware of tendentious humor; (3) an overdependence on tendentious humor diminished affect; (4) male and female students perceive humor differently; and (5) effects of humor on learning differ by student gender. (MM) UMI EJ402212

Guegan-Fisher, C. (1975). Culture through Humor in the Classroom. . Humor can be a very effective tool to make students remember what they should know about the traditions and beliefs, manners and institutions of a culture. The teacher himself should outwardly be the embodiment of the culture which is taught. For example, when a teacher of French walks into the classroom the first day he should introduce himself and shake hands with some of the students. They will laugh but they will remember that French people shake hands at every chance they get. An easy way to acquaint the student with everyday language is the choice of a modern detective story such as one by Simenon or Maurice Leblanc. A more intellectual type of humor is found in books by Raymond Queneau. Students find idiomatic phrases very humorous and assimiliate them very quickly. Introducing tongue twisters offers a good challenge and creates much laughter. A dictation such as "un marchand de foie" with the different meanings and spellings of "fois," "foi," and "foie" can be extremely funny. Humor is the best method to reach the core of the question "What is Frenchness?" and the "Carnets du Major Thompson" is therefore a must in a culture class. Jokes also reflect a particular culture and a specific view of the world. (Author/CFM) Not available from EDRS. Document Not Available from EDRS. Not available separately; see FL 007 842 ED138071

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Hauck, W. E. T., John W. . (1972). The Relationship of Humor to Intelligence, Creativity, and Intentional and Incidental Learning . Journal of Experimental Education 40 4 52-5 . Findings suggest that humor facilitates the recall of incidental but not intentional learning. (MB) EJ060759

Hoppe, A. (1976). The Teaching Implications of Being Sinful . Learning 5 2 52-4 . A report by an imaginary Moral Standards Committee of the All-American Association of School Boards on the relationship of private sinning to public education is discussed. (MB) EJ150787

Howe, F. C. (1993). Developmental Trends. . Child Study Journal v23 n4 p327-46 1993 . Explores developmental patterns in children from kindergarten through grade six. Highlights physical development, including height, activity level, motor skills, and health; mental development, including abstract thought, academic focus, learning difficulties, subject preferences, and creativity; psychosocial development, including interpersonal relations, reading preferences, emotional balance, and interests. Separately explains special education students' development, and considers humor as a reflection of development. (BC) UMI Report/ISSN: ISSN-0009-4005 EJ484002

Human Communication Research v8 n1 p43-57 Fall 1981 . Receptive and expressive humor was investigated in learning-disabled (LD), mildly retarded, and nondisabled students (N=54) from primary (ages 7-10), intermediate (ages 10-13), and middle school (ages 13-16) grades. LD students did not display increased understanding at later ages and had more difficulty with phonological than with lexical or cognitive incongruity jokes. (Author/VW)

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Igbalajobi, M. (1986). The Effect of Ridicule on the Academic Performance of Secondary School Students. . Negro Educational Review v37 n1 p39-45 Jan 1986 . A study conducted with 12- to 14-year-old Nigerian students showed that ridicule (and to a lesser degree insult) is an effective motivator to improved academic achievement in the classroom. It should be asked, however, whether the emotional and psychological implications of ridicule justify its use in education. (Author/GC) EJ335334

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Kamm, J. D. (1981). A Word to the Wise. . Capstone Journal of Education v2 n2 p5-17 Win 1981-82 . Presents an innovative approach to teaching vocabulary to high school students. (FL) EJ265638

Klein, A. (1992). Storybook Humor and Early Development. . Childhood Education v68 n4 p213-17 Sum 1992 . Maintains that reading humorous storybooks to toddlers can support their development and learning. A bibliography of humorous children's books is included. (BB) UMI Report/ISSN: ISSN-0009-4056 EJ450536

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1989). Learning to Laugh on the Job.

Larson, G. (1982). Humorous Teaching Makes Serious Learning. . Teaching English in the Two-Year College v8 n3 p197-99 Spr 1982 . Humor in the classroom can be effective in maintaining student attention, providing mnemonic examples, and aiding the relationship between teachers and students. (HOD) Reprint: UMI EJ264207

Linnehan, P. J. (1984). A Modest Proposal for the Improvement of American Education. . English Journal v73 n6 p44-45 Oct 1984 . A parody of Swift that calls for American parents to once again take the responsibility of education for their children by teaching them by computer at home and abolishing the school system. (CRH) UMI EJ304059

Lodish, R. (1993). A World of Difference. . Principal v73 n1 p41-42 Sep 1993 . We all come to the human familyand our schoolswith different kinds of intellectual baggage and different kinds of lingo to describe it. "Underprivileged" to one becomes "over-exploited" to another; the same goes for "multiculturalism" versus "ethnocentrism." We all must learn to share perceptions honestly and respect these differences. (MLH) UMI Report/ISSN: ISSN-0271-6062

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McGhee, P. E. (1974). Development of Children's Ability to Create the Joking Relationship . Child Development 45 2 552-556 . EJ099954

Moldavan, C. (1993). Tips for Beginners: Attention Getters. . Mathematics Teacher v86 n4 p297 Apr 1993 . Proposes the use of humor and the personalization of word problems by inserting students' names in the problem statement as methods of gaining students' attention. Illustrates their use in a mixture problem and the Tower of Hanoi problem. (MDH) UMI Report/ISSN: ISSN-0025-5769 EJ464605

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Ohanian, S. (1988). End-of-the-Year Alphabet . Learning v16 n9 p84 May-Jun 1988 . A senior editor and former teacher salutes the successes of teachers in a light-hearted column. (JL) UMI EJ375665

Ohanian, S. (1988). Wordplay. . Learning v17 n8 p54-58 Apr 1988 . By using a variety of riddle and poetry books, teachers may encourage young readers to appreciate and enjoy the subtleties of language. A list of 30 books involving either riddles or metaphor is provided. (JL) UMI EJ372779

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1981). Perception of Humor by Learning Disabled, Mildly Retarded, and Nondisabled Students.

Parsons, J. B. (1977). Competency-Based Teacher Education Module No. 2499 on Classroom Humor . Contemporary Education 48 2 110-1 . Humor is a competency that should be developed by all teachers. (MM) EJ159680

Phenix, K. (1992). LITA Meets in Denver: Opening Tollgates to the Electronic Highway. . Wilson Library Bulletin v67 n4 p58-60 Dec 1992 . Summarizes and discusses the highlights of the American Library Association's Library and Information Technology Association's (LITA) third national conference, which was held in Denver, Colorado, September 13-17, 1992. Included many sessions on the Internet implicationschanges in library role, strategic planning, building relationships among playersand the National Research and Education Network (NREN). (EA) UMI Report/ISSN: ISSN-0043-5651 EJ456226

Pickering, E., & Others, A. (1987). LD and Nonhandicapped Boys' Comprehension of Cartoon Humor. . Learning Disability Quarterly v10 n1 p45-51 Win 1987 . The study examined the cartoon humor comprehension of 30 learning disabled and 30 non-handicapped boys in two age groups, eight- and twelve-year-olds. Significant main effects were found indicating a developmental lag in the cognitive structure necessary for understanding humor in the learning disabled subjects. (Author/DB) UMI EJ350878

Pictorial humorous illustrations were found to have (1) no effects on information acquisition and on motivation, (2) positive effects on appeal, and (3) negative effects on persuasiveness. (PD) Reprint: UMI EJ374989

Pieper, G. W. (1987). The Scoop on Good Humor. . Technical Writing Teacher v14 n2 p174-77 Spr 1987 . Recommends teaching about the uses of humor in technical writing classes by using computer user manuals. Suggests that humor has a place in technical communication, particularly in computer manuals, where new users' apprehension must be reduced, heavy technical points need clarification, and warnings and cautions should be reinforced. (SKC) UMI EJ356613

Pietropinto, A. (1974). A Psychiatrist's Case for Jabberwocky and Other Violent Nonsense . Learning 2 7 80-3 . The author advocates the use of "nonsense" in class as a form of wit and expression, and also, since it is a classic human mode of expressing disguised aggression against people or social institutions, as a way to enable children to experience aggression vicariously. (JA) EJ093661

Pollio, H. R. B., Charlene Kubo . (1983). Are Funny Groups Good at Solving Problems? A Methodological Evaluation and Some Preliminary Results. . Small Group Behavior v14 n4 p379-404 Nov 1983 . Observed college students (N=195) divided according to sex and measures of wittiness to determine the effects of humor on problem solving in groups. Results showed that group composition was not a crucial issue in problem-solving performance, but that humerous group interaction was, and did not interfere with ongoing task performance. (LLL) UMI EJ294565

Powell, J. P. A., L. W. . (1985). Humour and Teaching in Higher Education. . Studies in Higher Education v10 n1 p79-90 1985 . Empirical studies of the connection between humor and learning indicate that humor can increase student attention and interest. Presentation of humorous material involves skills that can be learned through practice, and faculty development programs for teachers to acquire these skills should be made available. (MSE) EJ315594

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Rareshide, S. W. (1993). Implications for Teachers' Use of Humor in the Classroom. Virginia Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. . Humor can be an effective element of classroom teaching, serving to reduce tension, increase motivation, aid instruction and strengthen teacher/student relationships. A review of the literature reveals that research in this area is incomplete and inconclusive. This study surveys 5th- and 6th-grade teachers (N=50) for information on how they vary the use of humor; the value placed on humor; reasons for using humor; guidelines for using humor in the classroom; appropriate types of humor; and sarcasm. Results suggest the most commonly cited reasons for using humor include: behavior management; sparking interest; implementing instruction; and building or strengthening teacher/student relationships. Most teachers agree that sarcasm should never be used unless it is of a playful nature; also, that the use of humor varies with students' sophistication, intelligence, and maturity levels. Humor is not a peripheral issue in education; most teachers surveyed considered it an integral element in their teaching. Based on the literature and survey results, guidelines, recommendations, and suggestions for the effective use of humor in the classroom are presented. A copy of the humor survey is appended. (Contains 20 references.) (LL) ED359165

Rosenthal, D. B. (1981). A Primer of Domestic Mathematics. . Mathematics Teacher v74 n3 p224-26 Mar 1981 . A humorous approach to "mathematical applications" focuses on the activities of the housewife in doing domestic chores. Six "lessons" touch on the following topics: algebra, direct and indirect proportions, arithmetic progressions, trigonometry, and non-Euclidean geometry. (MP) Reprint: UMI EJ242922

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Selleck, D. F. (1991). The Use of Humor in the English as a Second Language Classroom. California Available in paper copy and microfiche. EDRS Price - MF01/PC08 Plus Postage. . This study examines the use of teacher and student humor in the English-as-a-Second-Language (ESL) classroom. A summary and synthesis of previous research on theories of humor, humor and its use in society, and applications of humor revealed its importance as an object of study. An analysis of audiotaped transcripts of samples of ESL classes yielded the following results: (1) approximately one-third of all classroom humor is student-initiated; (2) student humor was similar from class to class, while teacher-initiated humor varied considerably; (3) both students and teachers used exaggeration, contrast, and emotion, although students used exaggeration far more than any other kind of humor; and (4) students laugh at the vast majority of humor in the classroom, though they are more inclined to laugh at humor initiated by their peers than by their teachers. (Author/JL) ED332535

Short, E. J., & Others, A. (1993). Analysis of Humor Skills among Elementary School Students: Comparisons of Children with and without Intellectual Handicaps. . American Journal on Mental Retardation v98 n1 p63-73 Jul 1993 . Differences in comprehension, production, and appreciation of humor were explored among a total of 47 second and fourth graders, of whom 26 fourth graders had learning disabilities or developmental handicaps. Although children without disabilities comprehended cartoons better, no production differences were observed. (Author/DB) UMI Report/ISSN: ISSN-0895-8017 EJ468799

Simons, B. (1982). Learning Language and Loving It. . American Education v18 n2 p17-19 Mar 1982 . Describes the foreign language program at Brattleboro Union Hiqh School. Discusses the qualifications of the language teachers, the importance of early exposure to foreign languages, the use of humor to emphasize or illustrate, student teacher relationship, exposure to several languages at once, and flexibility in course scheduling. (CT) Reprint: UMI EJ262772

Snetsinger, W. G., Barbara . (1993). Use of Humorous Visuals To Enhance Computer-Based-Instruction. Visual Literacy in the Digital Age: Selected Readings from the Annual Conference of the International Visual Literacy Association (25th, Rochester, New York, October 13-17, 1993); see IR 055 055. Pennsylvania Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. . It was hypothesized that a visual strategy that incorporates a humorous theme and cartoons with humorous comments relevant to the content helps motivate students to focus on and retain computer-based instructional material. An experiment to assess this hypothesis was undertaken with 43 college students who received a humorous presentation on identifying the tick that carries Lyme disease. Their results on a test on tick anatomy were compared with those of 32 students who had received a conventional lesson. Results indicate no significant difference between treatment strategies in terms of learning and retention. The humor group did indicate more concern about ticks and tick-borne disease, which suggests that they might be more likely to take precautions or might have experienced a different form of learning. Although no differences in learning and retention were seen, the group receiving the humorous treatment appeared to experience more affective impact. Suggestions are given for incorporating humor into computer-based presentations. (Contains 29 references.) (SLD) ED370580

Snetsinger, W. G., Barbara . (1994). The Use of Humor in a CBI Science Lesson To Enhance Retention. Proceedings of Selected Research and Development Presentations at the 1994 National Convention of the Association for Educational Communications and Technology Sponsored by the Research and Theory Division (16th, Nashville, TN, February 16-20, 1994); see IR 016 784. Pennsylvania Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. . This research experiment studied the effect of humor versus non-humor on learning and retention of a computer-based instructional (CBI) lesson on tick identification. The experiment also surveyed the subjects' enjoyment of the lesson material, their personal experiences with ticks, and their concerns about ticks and tick-borne diseases. Undergraduate students from a statistics class (N=115) were randomly assigned to one of two treatment groups or the control group. The subjects were given a delayed post test one week after the treatment. The control group received the test only. The results indicated no significant difference between treatment groups in terms of learning and retention or in terms of enjoyment. However, the humor group was significantly more worried about ticks than the non-humor group Implications of these results are discussed. (Contains 30 references.) (Author/JLB) ED373764

Snetsinger, W., & Grabowski, B. (1993). Use of Humorous Visuals To Enhance Computer-Based-Instruction. Visual Literacy in the Digital Age: Selected Readings from the Annual Conference of the International Visual Literacy Association (25th, Rochester, New York, October 13-17, 1993); see IR 055 055. Pennsylvania Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. . It was hypothesized that a visual strategy that incorporates a humorous theme and cartoons with humorous comments relevant to the content helps motivate students to focus on and retain computer-based instructional material. An experiment to assess this hypothesis was undertaken with 43 college students who received a humorous presentation on identifying the tick that carries Lyme disease. Their results on a test on tick anatomy were compared with those of 32 students who had received a conventional lesson. Results indicate no significant difference between treatment strategies in terms of learning and retention. The humor group did indicate more concern about ticks and tick-borne disease, which suggests that they might be more likely to take precautions or might have experienced a different form of learning. Although no differences in learning and retention were seen, the group receiving the humorous treatment appeared to experience more affective impact. Suggestions are given for incorporating humor into computer-based presentations. (Contains 29 references.) (SLD) ED370580

Surlin, S. H. (1978). Humor in Television Entertainment Programming: Implications for Social Relations and Social Learning. Canada; Ontario Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. . There are three "communication contexts": interpersonal, intrapersonal (relating to others through internal thought), and mass media, especially television (relating to others in an indirect, impersonal manner). People satisfy different needs through different contexts. Open-minded people may choose television for relaxation and the interpersonal context for learning about others, while closed-minded people choose the mass media (television) for gratifying both needs. The content of television tends to reinforce high authoritarian attitudes held by the viewer. Racist and sexist attitudes especially tend to be reinforced by the fact that minority groups and women are often made the butt of jokes. The most unfortunate aspect of this social learning is that viewers who are most closed-minded, fatalistic, and bigoted are most apt to view television and develop viewer-character relations and thus have their thinking reinforced. This has a negative social impact on a pluralistic urban society which values open-minded cognitive development. (TJ) ED162374

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Tuckman, B. W. (1994). Thinking Out Loud: Do We Dare Not Be Politically Correct? . Educational Technology v34 n5 p33-34 May-Jun 1994 . Presents an entertaining look at changes in educational trends and attitudes. This humorous treatment compares and contrasts constructivist versus behaviorist learning approaches, intrinsic versus extrinsic motivation, portfolio versus multiple choice testing, qualitative versus experimental research, and intuition versus logical reasoning. (SLW) UMI Report/ISSN: ISSN-0013-1962 EJ483717

Tyson, E. S. M., Lee . (1982). A Riddle or Pun Makes Learning Words Fun. . Reading Teacher v36 n2 p170-73 Nov 1982 . Provides examples of word play that reading teachers can use to reinforce a variety of skills. (FL) Reprint: UMI EJ270985

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Vega, G. M. (1990). Humor Competence: The Fifth Component. Indiana Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. . The production and understanding of humor calls for a specific competence. It appears that second language learners fail to develop this competence even when they reach native-like proficiency levels. A review of the literature suggests that the notion of humor competence in second language learning has not been examined. Humor competence can be considered the fifth component of the theoretical framework for communicative competence. It involves knowledge of the semantic mechanisms of humor, grammar, discourse rules, communication strategies, social norms of language use, and world knowledge. As with the other four competencies (grammatical, sociolinguistic, strategic, and discourse), humor competence contains elements that are transferred from the first language and vary from learner to learner. Capacity, the ability to actualize knowledge, also varies from competence to competence within an individual, but the capacities for each competence are interrelated and interact with each other as do the competencies. Because capacity involves psychological factors such as personality and intelligence, learners achieve different levels of proficiency and overall communicative competence. Individual humorous responses and output vary widely. Additional research on humor competence in this context is needed. (MSE) ED324920

Vizmuller, J. (1980). Psychological Reasons for Using Humor in a Pedagogical Setting. . Canadian Modern Language Review v36 n2 p266-71 Jan 1980 . Discusses the use of humor in the language classroom, and provides some sample activities in Italian. (AM) Reprint: UMI EJ217987

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Warnock, P. (1989). Humor as a Didactic Tool in Adult Education. . Lifelong Learning v12 n8 p22-24 Jun 1989 . The appropriate use of humor is a powerful tool that can help adult educators positively affect changes in people's knowledge, attitudes, skills, and aspirations and the didactic process. (JOW) UMI EJ391606

We all come to the human familyand our schoolswith different kinds of intellectual baggage and different kinds of lingo to describe it. "Underprivileged" to one becomes "over-exploited" to another; the same goes for "multiculturalism" versus "ethnocentrism." We all must learn to share perceptions honestly and respect these differences. (MLH) UMI Report/ISSN: ISSN-0271-6062 EJ466878

Weaver, J., & Others, A. (1988). Effects of Humorous Distortions on Children's Learning from Educational Television: Further Evidence. . Communication Education v37 n3 p181-87 Jul 1988 . Examines the effects of humorous distortions on children's learning from educational television. Measured information acquisition and funniness after exposure, and concludes that humor in educational messages that distorts information will give children faulty impressions of novel phenomena. (MM) UMI EJ371940

Whitesel, S. (1979). Joke Center: Where Kids Go to Play on Words. . Teacher v96 n7 p44-49 Mar 1979 . Described is a "joke center" where elementary school students not only learned about various kinds of humor and practiced language skills but had a terrific week of laughter as they shared favorite jokes and made up new ones. (Author/KC) Reprint: UMI EJ215402

Whitmer, J. E. (1984). Pickles Will Kill You: Use Humor to Teach Critical Reading Abilities. Colorado Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. . In developing critical reading, humor may contribute to three broad categories of skills: discerning the author's purpose, inferencing, and evaluating content. Passages from children's books such as "Tales of a Fourth Grade Nothing" or "The Great Brain" can help to illustrate the need for teachers and students to thoughtfully infer and evaluate the author's mood and purpose. Word play and verbal nonsense provide excellent opportunities for teaching inferencing as students interpret or intelligently guess at the author's meaning. Although basal reading workbooks include word study activities, students may better remember and use the vocabulary taught if the teacher asks a riddle during a two-minute lull before recess or lunch. Inferencing skills can be learned as students clarify contextual meanings of ambiguous statements, mispronunciations, and boners that may be found in newspaper headlines, texts, and conversations. Guided word play, requiring inferences as students categorize precise, applicable definitions according to context, is another appropriate introduction to critical reading. Teachers should include the judicial use of humor in the classroom for its potentially positive effects of brightening the environment, motivating students, and developing reactive, thinking readers. (HOD) ED249478

Whitmer, J. E. (1986). Newspaper Humor: Tool for Critical Thinking and Reading Abilities. Colorado Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. . Intended as a supplementary resource for teachers, this paper focuses on using humor to develop students' critical thinking and reading abilities. The paper suggests many newspaper humor activities for predicting word meanings through context clues, including the meanings of words in isolation and in context, in headlines, and in the comics. Next, the paper lists activities that teach inferencing with "W" and "H" questions (What? Why? When? Where? Who? and How?). The paper concludes with activities that show how newspaper humor can be developed as a tool for critical analysis of facts, opinions, and propaganda. (EL) ED266433

Winer, L. (1978). "Riddle Me This." . T.E.S.L. Talk v10 n4 p43-47 Fall 1978 . Discusses the use of puns, riddles and jokes in building vocabulary, beginning reading, and fostering discussion. Examples are presented and further source materials are suggested. (EJS) EJ198127

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Zillman, D., & Others, A. (1980). Acquisition of Information from Educational Television Programs as a Function of Differently Paced Humorous Inserts. . Journal of Educational Psychology v72 n2 p170-80 Apr 1980 . Children viewed a television segment that included humorous or nonhumorous inserts paced either at slow or fast intervals, or an uninterrupted program. Both humorous conditions produced information acquisition results that were superior to any of the no-humor situations. Visual attention and reaction to the humor were noted. (Author/GDC) Reprint: UMI EJ229159

Zillmann, D., & Others, A. (1984). Effects of Humorous Distortions on Children's Learning from Educational Television. . Journal of Educational Psychology v76 n5 p802-12 Oct 1984 . Kindergarteners and first and fourth graders watched an educational television program containing three types of humor. Information acquisition and funniness were assessed. Compared with distortion-free humor, irony resulted in overestimates of properties of novel objects introduced in the program. Age did not diminish perceptual distortion. (Author/BS) UMI EJ307779

Ziv, A. (1988). Teaching and Learning with Humor: Experiment and Replication. . Journal of Experimental Education v57 n1 p5-15 Fall 1988 . Two experiments concerning the effects of humor on learning in higher education are presented. The first experiment involved 161 Israeli college students; the second involved 132 Israeli college students. Groups taught with the aid of humor performed significantly better on examinations than did those taught without humor. (TJH) UMI EJ383255