Short E J, Basili L A, Schatschneider C W
Department of Psychology, Case Western Reserve University, Cleveland, OH 44106.
Am J Ment Retard. 1993 Jul;98(1):63-73.
Differences in the comprehension, production, and appreciation of humor were explored among students who were achieving normally (20 second graders, 21 fourth graders) or had learning disabilities (14 fourth graders) or developmental handicaps (12 fourth graders). Comprehension of humor was assessed by explanations of what made cartoons funny. Production was assessed by completion of captionless cartoons. Appreciation was evaluated by ratings of funniness and facial mirth. Results indicated that children without handicaps comprehended the cartoons better than did the students with intellectual handicaps. No production differences were observed. Students who had intellectual handicaps demonstrated age-appropriate appreciation ratings; however, students with developmental handicaps lacked differential sensitivity.
在学业成绩正常的学生（20名二年级学生、21名四年级学生）、有学习障碍的学生（14名四年级学生）或发育障碍的学生（12名四年级学生）中，对幽默理解、创作和欣赏的差异进行了探究。幽默理解通过对卡通片有趣之处的解释来评估。创作通过完成无字幕卡通片来评估。欣赏通过对有趣程度和面部欢笑的评分来评价。结果表明，没有障碍的儿童比有智力障碍的学生对卡通片理解得更好。未观察到创作方面的差异。有智力障碍的学生表现出符合年龄的欣赏评分；然而，有发育障碍的学生缺乏差异敏感性。
