Esseily Rana, Rat-Fischer Lauriane, Somogyi Eszter, O'Regan Kevin John, Fagard Jacqueline
a Laboratoire Ethologie, Cognition, Développement , Université Paris Ouest Nanterre , La Défense , Nanterre , France.
b Laboratoire Psychologie de la Perception , Université Paris Descartes , Paris , France.
Cogn Emot. 2016;30(4):817-25. doi: 10.1080/02699931.2015.1036840. Epub 2015 May 12.
Many studies have shown that making children laugh enhances certain cognitive capacities such as attention, motivation, perception and/or memory, which in turn enhance learning. However, no study thus far has investigated whether laughing has an effect on learning earlier in infancy. The goal of this study was to see whether using humour with young infants in a demonstration of a complex tool-use task can enhance their learning. Fifty-three 18-month-old infants participated in this study and were included either in a humorous or a control demonstration group. In both groups infants observed an adult using a tool to retrieve an out-of-reach toy. What differed between groups was that in the humorous demonstration group, instead of playing with the toy, the adult threw it on the floor immediately after retrieval. The results show that infants who laughed at the demonstration in the humorous demonstration group reproduced significantly more frequent target actions than infants who did not laugh and those in the control group. This effect is discussed with regard to individual differences in terms of temperament and social capacities as well as positive emotion and dopamine release.
许多研究表明，让孩子发笑能增强某些认知能力，如注意力、动机、感知和/或记忆力，进而促进学习。然而，迄今为止尚无研究调查发笑是否在婴儿期更早阶段对学习有影响。本研究的目的是观察在一项复杂工具使用任务的演示中对幼儿使用幽默是否能促进他们的学习。53名18个月大的婴儿参与了本研究，他们被纳入幽默演示组或对照组。在两组中，婴儿都观察一名成人使用工具取回一个够不着的玩具。两组的不同之处在于，在幽默演示组中，成人取回玩具后不是玩玩具，而是立即把它扔到地上。结果显示，在幽默演示组中因演示而发笑的婴儿比不发笑的婴儿以及对照组的婴儿更频繁地再现目标动作。从气质和社交能力以及积极情绪和多巴胺释放方面的个体差异对这一效应进行了讨论。
