Humor, Abstraction, and Disbelief

Autor/inn/en	Hoicka, Elena; Jutsum, Sarah; Gattis, Merideth
Titel	Humor, Abstraction, and Disbelief
Quelle	In: Cognitive Science, 32 (2008) 6, S.985-1002 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0364-0213
Schlagwörter	Toddlers; Humor; Parent Child Relationship; Reading Aloud to Others; Childrens Literature; Thinking Skills; Language Acquisition; Child Development; Abstract Reasoning; Interpersonal Communication; Reader Response + Suchen Sie Ihr Suchwort? Infant; Infants; Toddler; Kleinkind; Humoristische Darstellung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; 'Children''s literature'; Kinderliteratur; Denkfähigkeit; Sprachaneignung; Spracherwerb; Kindesentwicklung; Abstraktes Denken; Denken; Interpersonale Kommunikation; Leserbrief
Abstract	We investigated humor as a context for learning about abstraction and disbelief. More specifically, we investigated how parents support humor understanding during book sharing with their toddlers. In Study 1, a corpus analysis revealed that in books aimed at 1- to 2-year-olds, humor is found more often than other forms of doing the wrong thing including mistakes, pretense, lying, false beliefs, and metaphors. In Study 2, 20 parents read a book containing humorous and non-humorous pages to their 19- to 26-month-olds. Parents used a significantly higher percentage of high abstraction extra-textual utterances (ETUs) when reading the humorous pages. In Study 3, 41 parents read either a humorous or non-humorous book to their 18- to 24-month-olds. Parents reading the humorous book made significantly more ETUs coded for a specific form of high abstraction: those encouraging disbelief of prior utterances. Sharing humorous books thus increases toddlers' exposure to high abstraction and belief-based language. (Contains 6 figures and 2 notes.) (As Provided).
Anmerkungen	Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10