An Acquired Taste: Children's Perceptions of Humor and Teasing in Verbal Irony

Autor/inn/en	Pexman, Penny M.; Glenwright, Melanie; Krol, Andrea; James, Tammy
Titel	An Acquired Taste: Children's Perceptions of Humor and Teasing in Verbal Irony
Quelle	In: Discourse Processes: A Multidisciplinary Journal, 40 (2005) 3, S.259-288 (30 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0163-853X
DOI	10.1207/s15326950dp4003_5
Schlagwörter	Humor; Figurative Language; Child Psychology; Psychological Studies; Cognitive Style; Cognitive Structures; Verbal Stimuli; Childhood Attitudes; Audience Analysis; Audience Response + Suchen Sie Ihr Suchwort? Humoristische Darstellung; Kinderpsychologie; Cognitive styles; Kognitiver Stil; Cognitive structure; Kognitive Struktur; Zuschauerverhalten
Abstract	Around 5 or 6 years of age, children begin to recognize that speakers who make ironic remarks do not believe what they literally say, but children of the same age do not show appreciation for the humor function of irony (Dews et al., 1996; Harris & Pexman, 2003). We investigated 7- to 10-year-old children's interpretations of verbal irony and focused on factors that might modulate children's impressions of humor in irony. Results showed that (a) children tended to identify with the target, not the speaker, of ironic remarks and perceived less humor in irony when they did so; (b) children's appreciation of the teasing function of irony, like the humor function of irony, continues to develop late in middle childhood; and (c) children did not use relationship information (speaker and target were friends, strangers, or enemies) as a cue to the speaker's humorous intent. We suggest that these characteristics of children's theories of verbal irony are a function of their social knowledge and representational skills. (Author).
Anmerkungen	Lawrence Erlbaum Associates, Inc. 10 Industrial Avenue, Mahwah, NJ 07430-2262. Tel: 800-926-6579; Tel: 201-258-2200; Fax: 201-236-0072; e-mail: journals@erlbaum.com; Web site: https://www.LEAonline.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10