An Explanation of the Relationship between Instructor Humor and Student Learning: Instructional Humor Processing Theory

Wanzer, Melissa Bekelja; Frymier, Ann Bainbridge; Irwin, J.

doi:10.1080/03634520903367238

Cited by 206 publications

(223 citation statements)

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“…Importantly, in previous laboratory experiments, small unexpected rewards given soon after learning have had memory enhancing effects (Nielson & Bryant, 2005) and a humorous video clip (e.g., Saturday Night Live) was shown to have equally effective memory enhancing qualities when viewed after learning as the surgery video (Nielson & Powless, 2007). Various studies have suggested that students learn and retain information better from instructors who judiciously use humor, with various hypotheses postulated to account for the findings (Wanzer, Frymier, & Irwin, 2010). It is just as possible that the arousal evoked in response to instructor humor underlies the learning effect, but this has not yet been empirically evaluated.…”

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confidence: 98%

Memory modulation in the classroom: Selective enhancement of college examination performance by arousal induced after lecture

Nielson

Arentsen

2012

Neurobiology of Learning and Memory

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Laboratory studies examining moderate physiological or emotional arousal induced after learning indicate that it enhances memory consolidation. Yet, no studies have yet examined this effect in an applied context. As such, arousal was induced after a college lecture and its selective effects were examined on later exam performance. Participants were divided into two groups who either watched a neutral video clip (n = 66) or an arousing video NOT THE PUBLISHED VERSION; this is the author's final, peer-reviewed manuscript. The published version may be accessed by following the link in the citation at the bottom of the page. Learning and Memory, Vol 98, No. 1 (July 2012): pg. 12-16. DOI. This article is © Elsevier and permission has been granted for this version to appear in e-Publications@Marquette. Elsevier does not grant permission for this article to be further copied/distributed or hosted elsewhere without the express permission from Elsevier. Neurobiology of2 clip (n = 70) after lecture in a psychology course. The final examination occurred two weeks after the experimental manipulation. Only performance on the group of final exam items that covered material from the manipulated lecture were significantly different between groups. Other metrics, such as the midterm examination and the total final examination score, did not differ between groups. The results indicate that post-lecture arousal selectively increased the later retrieval of lecture material, despite the availability of the material for study before and after the manipulation. The results reinforce the role of post-learning arousal on memory consolidation processes, expanding the literature to include a real-world learning context.

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Memory modulation in the classroom: Selective enhancement of college examination performance by arousal induced after lecture

Nielson

Arentsen

2012

Neurobiology of Learning and Memory

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“…These results showed equal and positively task-oriented interaction between students and their teachers (solidarity, tension release and agreement together on advice, opinions and suggestions relevant to the learning object). The students and the teachers also used humor as a means of relating to others in a pro-social and positive way [2], which, according to Wanzer, Frymier et al [3] makes the content relevant, and thus, enhances learning.…”

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confidence: 99%

Nonverbal Communication between Veterinary Students and their Teachers in Food Animal Practice

Koskinen¹

2013

J Veterinar Sci Technol

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“…São pesquisas que investigam a relação do humor com a memória, a compreensão e o ato de pensar/questionar (BELL, 2013;BALDI;DZULKIFLI, 2013;KELLERBY, 2011;SANTANA;QUEIROS, 2010;WANZER et al, 2010). Ou seja, o humor ajuda a "reter" o conhecimento?…”

Section: Estas Duas Visões Defendidas Por Bergson Parecem Ambíguas Cunclassified

“…Pois, para o riso se fazer presente, diversos fatores precisam estar presentes, como, timing, compreensão, contexto, gosto, entre outros. Assim, observamos, tal qual previsto pela literatura (WANZER et al, 2010), que é necessário que haja um conhecimento prévio sobre ciência para se compreender e então poder rir das piadas.…”

Section: Guia Do Mochileiro E Viagens Pela Galáxia: O Lúdico Da Imagiunclassified

“…No geral, os trabalhos apontam a importância de se trabalhar com um humor apropriado e que não seja depreciativo, que o humor gera um ambiente favorável ao diálogo, e que pode ajudar na aprendizagem. Sobre a utilização do humor na educação, destacamos o trabalho de Melissa Wanzer (et al, 2010), que propõe um elaborado esquema para compreensão sobre as premissas que podem fazer com que o humor funcione como um suporte didático.…”

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O cômico e a física: o riso, a quebra de expectativa e o absurdo no ensino e na divulgação da física

Ramos¹

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An Explanation of the Relationship between Instructor Humor and Student Learning: Instructional Humor Processing Theory

Cited by 206 publications

References 39 publications

Memory modulation in the classroom: Selective enhancement of college examination performance by arousal induced after lecture

Memory modulation in the classroom: Selective enhancement of college examination performance by arousal induced after lecture

Nonverbal Communication between Veterinary Students and their Teachers in Food Animal Practice

O cômico e a física: o riso, a quebra de expectativa e o absurdo no ensino e na divulgação da física

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