ArticleJournal of applied behavior analysis2021
Teaching comprehension of double-meaning jokes to young children.
Article in Journal of applied behavior analysis, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
1 citing paper in PubMed.
- Children's recognition of slapstick humor is linked to their Theory of Mind.Frontiers in cognition · 2024Article
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Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Various forms of humor are an important aspect of social interactions, even at an early age. Humor comprehension is a repertoire that is said to emerge between the ages of 7 and 11 years, and this is primarily attributed to a child's level of cognitive development. The behavioral literature has suggested that various forms of complex verbal behavior, including the use and comprehension of humor, are learned operants that can be taught using systematic teaching procedures. The current study used multiple exemplar training and a three-step error correction procedure to teach comprehension of double-meaning jokes to 4 children (2 females and 2 males) aged between 5 and 6.5 years old. All participants demonstrated humor comprehension and appreciation, across multiple exemplars, following training, and maintained this at follow-up. Implications for use with clinical populations are discussed.
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