Ziv A
J Psychol. 1987 Jul;121(4):359-64. doi: 10.1080/00223980.1987.9712676.
Two studies were designed to measure the cathartic effects of humor on aggressive responses. In the first study, two versions (easy and difficult) of Raven's intelligence test were administered to two groups of high school students. Only the easy version could be solved in the alloted time. Rosenzweig's (1951) Picture Frustration test was then administered and the students' aggressive responses were scored. Results showed that those who did not solve the problems had significantly higher scores on aggressivity than did the others. The second study, using four different groups, was planned according to a modified Solomon design. Two of the four groups of students completed the difficult part of the Raven test, and then two video-tapes were presented: a humorous one to two groups and a neutral one to the others. Finally, the Rosenzweig Picture Frustration test was administered to all four groups. An analysis of variance computed on the aggressivity scores showed one significant difference: frustrated students who viewed the humorous videotape had lower scores than those viewing the neutral one.
两项研究旨在衡量幽默对攻击性反应的宣泄作用。在第一项研究中，向两组高中生施测了两种版本（简单版和困难版）的瑞文智力测验。在规定时间内只有简单版的题目能被解答出来。随后施测了罗森茨威格（1951年）的图片挫折测验，并对学生的攻击性反应进行评分。结果显示，未能解答出问题的学生在攻击性方面的得分显著高于其他学生。第二项研究使用了四个不同的组，按照改良的所罗门设计进行规划。四组学生中的两组完成了瑞文测验的困难部分，然后播放了两盘录像带：一盘幽默录像带给两组学生，一盘中性录像带给另外两组学生。最后，对所有四组学生施测了罗森茨威格图片挫折测验。对攻击性得分进行的方差分析显示出一个显著差异：观看幽默录像带的受挫学生得分低于观看中性录像带的学生。
