Children's Imitation of a Ridiculed Model

Bryant, Jennings; Brown, Dan; Parks, Sheri; Zillmann, Dolf

doi:10.1111/j.1468-2958.1983.tb00013.x

Cited by 13 publications

(5 citation statements)

References 11 publications

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“…Students in the ridicule condition performed significantly better on the quiz than did students in the other two conditions. Similar findings were found in a study of young children by Bryant et al (1983).…”

Section: Disparaging Humorsupporting

confidence: 91%

Humor as an abrasive or a lubricant in social situations: Martineau revisited

Janes

Olson

2015

Humor

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In Martineau's seminal chapter on the social functions of humor, he postulated some of the ways in which disparagement humor shapes social behavior. This research paper discusses three research studies that compared the effects of other-deprecating humor and self-deprecating humor on the observer and examines how they relate to Martineau's theory. In our research, we hypothesized that people who observe ridicule of others experience "jeer pressure." This inhibiting effect on behavior was expected to result in conformity to others' opinions, fear about failing or standing out, and conventional thinking. In the first two studies, participants observed videotapes containing self-ridiculing humor, other-deprecating humor, or non-ridiculing/no humor. Participants then completed tasks assessing conforming, fear of failure, and creativity. Results of both studies showed that participants who observed ridicule of others were more conforming and more afraid of failing than participants who observed self-deprecating humor or the control condition. Study 3 examined the effects of ridicule of others versus self-deprecating humor on creativity using a more sophisticated creativity measure, and less caustic humor. Results supported the hypothesis that observing self-deprecating humor would result in higher levels of creativity compared to the other-ridicule condition. Implications of these findings for Martineau's model are discussed.

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Section: Disparaging Humorsupporting

confidence: 91%

Humor as an abrasive or a lubricant in social situations: Martineau revisited

Janes

Olson

2015

Humor

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“…One possibility is that interactivity would enhance children's engagement and motivation and, in turn, their retention of the material (Cordova & Lepper, 1996). In fact, attention to the screen does predict learning (Anderson & Levin, 1976; Bryant, Zillmann, & Brown, 1983; Calvert & Gersh, 1987; Rice, Huston, & Wright, 1983; Watkins, Huston-Stein, & Wright, 1980). For example, Zillmann, Williams, Bryant, Boynton, and Wolf (1980) found that the addition of irrelevant humorous inserts to a children's educational program increased children's visual attention and their memory for the program.…”

mentioning

confidence: 99%

The effect of interactive media on children's story memory.

Ricci¹,

Beal²

2002

Journal of Educational Psychology

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The authors examined the influence of interactive media on children's story memory. First-grade children (6 -7-year-olds) experienced a computer-based story in 1 of 4 presentation modes: One group heard only the narration, analogous to radio. A 2nd group saw an audiovisual presentation, analogous to television. A 3rd group viewed the story and interacted with animated areas of the screen. A 4th group was yoked to the interaction group such that they observed but did not control the interaction. The audio-only group consistently recalled and comprehended poorly, but there were no differences among the other media groups. In the interaction groups, there was also no relation between the amount of interaction with the story and subsequent memory. Overall, the results for interactive media were similar to the findings for the television-like presentation.

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“…Teasing is a relatively indirect yet effective way of eliminating undesirable behaviors (Arminen & Halonen, 2007). Bryant, Brown, Parks, and Zillmann (1983) found that, by the age of 6, ridicule is a more effective deterrent of unwanted behavior than direct commands or suggestions.…”

Section: Dominance Laughter: Indirectly Challenging Hierarchy and Ementioning

confidence: 99%

Developing a social functional account of laughter

Wood

Niedenthal

2018

Social & Personality Psych

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Laughter is ubiquitous, universal, and variable. This article develops a social functional account to explain the many physical forms laughter takes and the many social contexts in which it occurs. In contrast to previous perspectives that emphasize the internal state of the producer or the eliciting context, the current social functional account distinguishes laughter according to the behavioral intentions it conveys and the behavioral response it elicits in the recipient. The general function of human and nonhuman laughter is to signal harmless intentions, and within this function, we identify 3 distinct social tasks accomplished by human laughter.We propose that the first social function of laughter, both evolutionarily and developmentally, is to reward the behavior of others and reinforce the ongoing interaction. The second task accomplished by laughter is the easing of social tension and signaling of affiliation and nonthreat. A third form of laughter nonconfrontationally enforces social norms, negotiates status, and corrects undesirable behavior in others by conveying dominance or superiority. We propose that the acoustic modulations that communicate these social intentions follow principles common to human and nonhuman vocal signaling.

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Children's Imitation of a Ridiculed Model

Cited by 13 publications

References 11 publications

Humor as an abrasive or a lubricant in social situations: Martineau revisited

Humor as an abrasive or a lubricant in social situations: Martineau revisited

The effect of interactive media on children's story memory.

Developing a social functional account of laughter

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