This study aims to bridge the research gap in the humour comprehension problems of individuals with dyslexia in Chinese culture. We conducted a nonexperimental study to examine the differences between Chinese adolescents with and without dyslexia in visual humour comprehension as well as the group differences in the correlation of visual humour…

Easy access to the internet allows adolescents to share humor, such as memes, via social media. This quasi-experimental study investigated whether there was a difference in the number of memes comprehended on an assessment test among adolescents who were typically developing, adolescents who were deaf or hard of hearing, and adolescents with…

This study examined how metacognitive knowledge and locus of control are associated with understanding mathematical jokes in students with and without learning disabilities. This study looked at a sample of 60 ninth-grade students of which 30 had a learning disability diagnosis and 30 had no learning disabilities. Students were tested using three…

Background: Amyotrophic Lateral Sclerosis (ALS) was traditionally described as a disease restricted to the motor system. However, recent findings suggested that it also affects cognition, especially executive functions, social cognition, language and pragmatics. A relevant issue in current research is thus the description of the cognitive…

To successfully pull a practical joke on someone, children need to understand that their victims do not know what they themselves know, be able to intentionally manipulate others' beliefs, and maintain a straight face to safeguard the integrity of the joke. This study examined the relationship between children's developing theory of mind (ToM),…

As an instance of foreign language comprehension, L2 humor perception is proved to be challenging for the foreign language learners. However, the body of literature is heavier on the side of humor production than humor perception. The current study explores the extent to which Iranian English as foreign language (EFL) learners perceive different…

Successful language acquisition requires extensive word knowledge. However, learners are reportedly unable to increase their word knowledge due to insufficient meaningful input in the language classrooms. This paper intended to present another tool to encourage learners' vocabulary development. It examined the effect(s) of using short narrative…

This qualitative study describes and analyses young language learners' spontaneous comments while sharing picture books during EFL sessions. It also explores teachers' responses to learners' comments, and considers reasons teachers may choose to ignore children's talk in their first language (L1). Data were collected from young Hungarian learners…

Background: Data on typically developing children show that humour development starts from an early age. Studies investigating humour in children with intellectual disability (ID) are few and have generally focused on identifying differences between this population and other groups of children. This study focuses on children with ID as a…

In the current study, it was examined whether successful learning is related to using different types of media. We compared the comprehension of an economic concept in novices (N = 82) under three conditions: a Wikipedia article, a funny, and a serious YouTube video. The media were presented in English which is a foreign language to most of the…

It has been argued that humor is beneficial in the classroom because it increases social bonding between instructor and student, salience of information, and ultimately recall and retention. The current study sought to add to the literature by empirically testing some assumptions about humor as a pedagogical tool. Specifically, we predicted that…

The present paper aims to investigate whether individuals with Asperger syndrome (AS) show global humor processing deficits or whether humor comprehension and appreciation depends on stimulus characteristics. Non-verbal visual puns, semantic and Theory of Mind cartoons were rated on comprehension, funniness and the punchlines were explained. AS…

We investigated whether 19-36-month-olds (1) differentiate mistakes from jokes, and (2) understand humorous intentions. The experimenter demonstrated unambiguous jokes accompanied by laughter, unambiguous mistakes accompanied by the experimenter saying, "Woops!", and ambiguous actions that could either be a mistake or a joke, accompanied by either…

Two experiments examined pictorial humor as an unusual but legitimate way to approach the study of children's representational activity and the transition from implicit to explicit knowledge. In both experiments, the participants were 3- and 4-year-old children. Experiment 1 studied the understanding of two pictorial jokes using two conditions,…

Kids love jokes--and teachers and SLPs love fast and easy ways to improve students' phonological awareness. That's why every elementary and middle-school SLP and educator needs this playful, effective activity book, packed with jokes and riddles that increase students' awareness of the phonemes that make up words. The perfect way to avoid "drill…