幽默风格、一般自我效能感与心理健康的关系

考察一般自我效能感在幽默风格(自强型幽默和自贬型幽默)和心理健康(焦虑,抑郁和自我肯定3个维度)之间的中介作用.采用一般自我效能感量表、幽默风格量表和一般健康量表对231名大学生进行测查.结果表明:一般自我效能感在自强型幽默和心理健康的3个维度,即焦虑、抑郁和自我肯定间存在中介作用;一般自我效能感和自贬型幽默无显著相关.自贬型幽默仅和心理健康3个维度中的焦虑显著相关.结论:自强型幽默通过两条路径作用于心理健康的3个维度(焦虑、抑郁和自我肯定).第一条是直接影响路径,即直接对心理健康的3个维度产生积极影响.第二条是间接影响路径,即自强型幽默通过一般自我效能感再间接心理健康的3个维度产生积极影响.一般自我效能感不能充当自贬型幽默和心理健康3维度之间的中介变量.     

HUMOR AS AN INNOVATIVE METHOD FOR TEACHING SENSITIVE TOPICS

Guidelines for including geriatric content in six health care disciplines recommend training in topics such as fear of aging, death, dying, grieving, and suicide. The psychoanalytic theory of humor provides a basis for using humor to teach these sensitive topics. Humor used in clinical settings relieves anxiety, decreases discomfort, and provides a coping mechanism for both patients and health care providers. Humor used in educational settings increases comprehension, enhances retention, and improves faculty ratings. Suggestions are provided for incorporating humor into lesson plans and assignments. The use of humor contributes to learning and to improved health care for older people.     

中小学教师职业倦怠与幽默风格关系的研究

为了探讨中小学教师职业倦怠的现状与其幽默风格之间的关系,对263位中小学教师进行问卷调查。结果表明:中小学教师的高成就感是建立在高情绪衰竭和去个性化基础上的;中小学教师的自强型幽默风格能反向预测职业倦怠,自贬型幽默风格能正向预测职业倦怠。在研究的基础上,对中小学教师心理健康的维护提出培养自强型幽默风格的建议。     

幽默感研究述评

幽默感是个体在幽默活动中表现出来的惯常的行为、经验、情感、态度和能力的差异，是一种稳定的人格特质。幽默感是某种态度、气质、能力、情绪和行为几方面因素的独特整合，在表现风格上有积极和消极两个维度。幽默感和额叶、颞叶和脑干背、腹侧等几个脑区的活动有关。多数研究结果支持幽默感有利于身心健康，但也有一些相反的结果。     

Humor and Healing in College Counseling

Humor is an often neglected but potentially powerful tool in college counseling center interventions. In this article we review potential benefits and hazards of using humor in a college mental health setting along with perspectives on humor’s mechanism of action and distinctions between types of humor. Therapist and client-specific considerations, such as culture and identity, are discussed in relation to the judicious use of humor in individual therapy. Based on our experience employing these techniques at an urban, private university counseling center, we make specific recommendations for the application of humor in therapy, the counseling center environment, and outreach materials.     

论幽默在英语教学中的应用

外语教师总是在探索提高教学效率的方法,其实,幽默这种语言艺术完全可以作为一种教学手段运用在英语课堂来吸引学生的注意力,激发他们的学习兴趣和动机,更好地吸取知识。把幽默融入英语教学会使学生感到学习是一种轻松愉快过程。恰当地使用幽默有助于建立相互尊重的师生关系,缓解紧张情绪有效提高外语学习效率。     

THE ACTIVE INGREDIENTS IN HUMOR: PSYCHOPHYSIOLOGICAL BENEFITS AND RISKS FOR OLDER ADULTS

Humor produces psychological and physiological effects on our body that are similar to the health benefits of aerobic exercise. These benefits are some of the best kept secrets from those persons who probably have the most to gain from that information - older adults. Many of them who must live with chronic pain, arthritis, rheumatism, emphysema, memory loss, depression, and stress may be able to cope better with their conditions or find temporary relief by using humor. This article presents an up-to-date, comprehensive synthesis of 30 years of research evidence on 15 psychophysiological benefits of humor and laughter with their implications for older adults. The specific risks for this growing segment of the population also are identified. Strategies for communicating this information through publications and formal presentations by health educators working in gerontology are suggested. A curriculum outline is provided for use in developing short, feature presentations or integrating the content into existing exercise and health-related courses and programs. If these efforts are effective, eventually the health benefits of humor and laughter will be as familiar to our senior citizens as the risk factors associated with heart disease and smoking.     

Humor,Philosophy and Education

Abstract

This article begins by examining the bad reputation humor traditionally had in philosophy and education. Two of the main charges against humor—that it is hostile and irresponsible—are linked to the Superiority Theory. That theory is critiqued and two other theories of laughter are presented—the Relief Theory and the Incongruity Theory. In the Relief Theory, laughter is a release of pent-up nervous energy. In the Incongruity Theory, humor is the enjoyment of something that violates ordinary mental patterns and expectations. The development of the Incongruity Theory is traced in thinkers like Aristotle, Kant, Schopenhauer and Kierkegaard, and refinements are suggested to the theory. The Incongruity Theory, it is argued, helps us to appreciate the affinity between philosophy and humor, especially the genre known as stand-up comedy. The article concludes by using Robert Nozick’s analysis of wisdom to show how dramatic comedy embodies practical lessons for living well.     

大学生幽默风格与恋爱关系满意度的研究

先前的研究显示幽默风格与人际关系间有紧密的关系。因此,选用幽默风格问卷与恋爱关系满意度问卷考察大学生对象中两者之间的关系,结果显示:在亲和型幽默与非适应性幽默上存在性别差异,在适应性幽默上存在恋爱经历的差异,大学生使用的幽默风格由多到少依次是亲和型幽默、自强型幽默、嘲讽型幽默、自贬型幽默,亲和型幽默和嘲讽型幽默对恋爱关系满意度有很强预测性。     

Positive and Negative Styles of Humor in Communication: Evidence for the Importance of Considering Both Styles

The potential usefulness of assessing both positive and negative humor styles in communication was considered by comparing 2 instruments designed to assess stable individual differences in uses of humor. One instrument assesses humor style as a single dimension, and the other distinguishes between and separately assesses the positive and negative humor styles assumed to be theoretically important. The results indicate that the multidimensional measure does capture the variety of uses of humor that have been empirically and theoretically described, and that the additional differences identified have important implications for how people's uses of humor are perceived and how humor styles may affect social relationships.     

A comparative study on the use of humor in the design of instruction

This study examined the effects of three integrated and contiguous instructional designs using incongruity humor on the recognition and recall of information measured by immediate learning and retention tests. First graders in three classes (N=58) were randomly assigned to one of three humor design treatment groups and a control group. On two successive days prior to receiving a humor treatment, each group received a taped reading of a familiar story, which succeeded in the intended manipulation of subjects to low levels of arousal and interest across all groups. The three humor designs included a humor experience which was immediately followed by a serious presentation of new information (contiguous-immediate design), the same humor experience with a one week postponed presentation of the new information (contiguous-postponed design), and a presentation of the new information with humor interspersed within (integrated design). Results indicated that the two contiguous humor treatment groups had higher immediate memory and retention scores than the control group, particularly with regard to recall of the new information. The integrated humor treatment failed to have its intended humor reaction. Limitations of previous research, which generally does not support the instructional value of humor, are discussed in terms of basic theory and research in humor, motivation, and learning.     

Humor in Pedagogy: How Ha-Ha can Lead to Aha!

Abstract. Several studies have examined the pedagogical implications and cautions concerning the use of humor in teaching. Humor has been associated with a host of positive physiological and psychological effects. Researchers have identified that educators who use humor in their instruction are more positively rated by their peers and their students; others have suggested that humor may enhance learning. Although much of this evidence has been anecdotal, the present study assesses the impact of curriculum-specific humor on retention and recall, as well as student evaluations of the course and the instructor. The appropriate use of humor in a classroom setting is discussed and cautions against tendentious humor are addressed.     

基于合作原则的英语言语幽默分析

文章以格赖斯的合作原则为基点对英语幽默进行了实例分析和理论阐释。首先通过辨析“运用”、“偏离”和“违反”三个词,阐明幽默是由于说话人违反了合作原则而产生的。在随后的分析和阐释中,作者指出幽默的本质特性——乖讹性决定了幽默是一种不受格赖斯合作原则约束的非真诚交际模式。幽默言语在违反格赖斯合作原则的同时,却遵守了另外一组适用于非真诚交际模式的“幽默合作原则”,从而能够促进人们成功交际。     

Cultures of (Un)happiness: teaching,schooling, and light and dark humor

The author explores humor during a time of increasingly hostile accountability measures directed toward educators. Drawing on incongruity and other theories of humor, he explores both light and dark humor and some aspects of the educational potential and power of humor. Noting how humor is related to creativity and problem management, the argument is that humor has an important place not only in producing educator well-being but for student learning and school renewal.     

大学生幽默风格与自我和谐的关系

为了探讨大学生幽默风格与自我和谐的关系,采用大学生幽默风格量表（HSQ）和自我和谐量表（SCCS）对福建省260名在校大学生进行施测。结果表明,不同性别的大学生在亲和型、自强型幽默风格上不存在显著差异,在嘲讽型和自贬型幽默风格倾向上存在显著差异。不同年级的大学生在亲和型幽默、自强型幽默风格在上存在显著差异。不同教养方式的大学生仅在嘲讽型幽默风格上存在显著差异。两种适应性幽默与自我和谐水平呈显著正相关,两种非适应性幽默与自我和谐水平呈显著负相关,幽默风格的四个维度联合解释自我和谐水平39.1%的变异量。幽默风格与自我和谐水平显著相关,幽默风格可较好地预测自我和谐水平。     

论教师的幽默感

幽默、幽默感是什么?究其实质是一个美学问题。幽默是“对日常尺度的轻轻悖反”,具有出人意料、惹人发笑和引人入胜的特征。幽默感是教师对幽默的感受、领会与回应,是教师广阔胸怀和活泼人格的表征,具有创造性、情感性和教育性的特点。幽默感是教师必备的基本品质,它影响着教育活动的开展,也关乎学生的学习活动。教师可以在认知、情感和行动上下功夫,来培养自己的幽默感。认识上的“无限后退”或“无限递进”、情感上的“熏浸刺提”、行动上的“涤除玄鉴”,都有助于教师幽默感的培养。     

Comprehension of humor in children with nonverbal learning disabilities,reading disabilities,and without learning disabilities

The normal development of humor in children has been well documented with a predictable course that is tied to social, cognitive, and linguistic development in children. This study explored humor comprehension in children with nonverbal learning disabilities (NVLD). Children with NVLD were compared with children with reading disabilities and a comparison group of children with no learning disabilities to assess their comprehension of humor. The humor test was composed of a joke and cartoon section. No group differences in humor comprehension were found when the NVLD group was defined as having visual–spatial and visual reasoning deficits. However, when the NVLD group was divided into children with and without social perceptual difficulties as defined by a direct measure of social comprehension, significant group differences were found in the levels of humor comprehension. These results support the association of humor comprehension with social perception and lend tentative support to the hypothesis that children with NVLD may not be a homogenous group. Future study directions include further exploration into the nature of the association between humor comprehension and social perception as well as closer examination of the heterogeneity of NVLD.     

省略三段论在幽默交际的障碍影响

幽默作为语言的一种特殊的表现形式,蕴育特定的文化内涵。幽默信息的传递通常是采取省略三段论的原则。本文将幽默所蕴含的文化内涵与省略三段论原则结合起来,讨论正是省略三段论原则的存在导致幽默交际的失败,并指出幽默信息传递中应当采取恢复三段论的原则。     

The Relationship Between Instructor Use of Different Types of Humor and Student Interest in Course Material

The goal of this study was to research the frequency of the use of diverse types of humor in the college classroom for a possible association with student interest in course material. This relationship was studied using quantitative methods. Participants answered questions about their interest in course material and the type of humor that their instructor used in the classroom. The study involved 195 undergraduate students ranging in age from 18 to 25. A factor analysis recognized two separate types of humor (relevant/appropriate and non-relevant). The study found that both relevant/appropriate humor and non-relevant humor predicted student interest. The more relevant/appropriate humor used the more student had interest in course materials. As well, the more non-relevant humor used the less students reported interest in course materials. No differences were found between the gender of students in the classroom when examining this question of humor and interest.