Cognitive-Affective Aspect Of Humor Influence On Development Of Students' Innovative Abilities

Abstract

The cognitive-affective content of humor is described; the possibilities of using humor as a means of developing innovative abilities through the organization of effective communication in the learning process and the inclusion in the methodology and content of training are analyzed. An innovative educational technology based on the use of a system of heuristic humorous tasks is proposed. The cognitive-affective content of humorously formulated tasks simultaneously meets the requirements of cognitive goals and is perceived as emotionally attractive. The emotional attractiveness of the task contributes to its accepting for solving and, accordingly, to the development of innovative abilities. Thus, the understanding of the implicit meaning by means of humor is based on the following: the generation of a new meaning in the corresponding context; a linguistic form that generates a transformation of the semantic content; creation of alternative meanings by means of deviations from normative expectations; choosing the optimal solution based on anticipation of the consequences of decision making. The effectiveness of the analyzed system of humorous heuristic innovation tasks lies in the fact that the tasks simultaneously meet the requirements of cognitive goals and are perceived as emotionally attractive in terms of their content. The emotional attractiveness of the task contributes to its accepting for solving and, accordingly, the development of innovative abilities.