The development of humor during the school years: metalinguistic reflections on referential jokes
This study deals with the way in which school-age children and adolescents reflect on humor and, more specifically, on jokes. A joke is a short anecdote in which a determined situation appears opposed –through the establishment of an incongruity– to another alternative situation. This opposition cre...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2016 |
| País: | México |
| Institución: | UNIVERSIDAD NACIONAL AUTÓNOMA DE MÉXICO |
| Repositorio: | Estudios de Lingüística Aplicada |
| Idioma: | español |
| OAI Identifier: | oai:ela.enallt.unam.mx:article/3 |
| Acceso en línea: | https://ela.enallt.unam.mx/index.php/ela/article/view/3 |
| Access Level: | acceso abierto |
| Palabra clave: | later language development; metalanguage; humor; jokes; referential jokes Adquisición de lengua materna desarrollo lingüístico tardío; metalenguaje; humor; chiste; chiste referencial |
| Sumario: | This study deals with the way in which school-age children and adolescents reflect on humor and, more specifically, on jokes. A joke is a short anecdote in which a determined situation appears opposed –through the establishment of an incongruity– to another alternative situation. This opposition creates a funny or humorous effect (Attardo, 2005; Attardo Chabanne, 1992; Martin, 2007). There are many different types of jokes, but the most commonly used are referential jokes, i.e. jokes in which humor is based exclusively on the meaning of the text and that include three main elements: orientation, dialogue and punch-line. In this study we examine the way in which 42 children and adolescents (2nd, 5th and 8th Grade, 14 participants per grade) reflect on referential jokes. Results show significant differences between grades in the ability to identify jokes from non-jokes and in the participants’ capacity to justify their answers. |
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