Humor preference and the Autism Quotient in an undergraduate sample

Rawlings, David

doi:10.1515/humor-2013-0028

Cited by 6 publications

(5 citation statements)

References 7 publications

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“…As the present population consisted of healthy people with autistic traits without a diagnosis of ASD, this study shows that impairment in ToM and humor extends to the healthy population with autistic traits. In support of this, differences in humor styles and appreciation have been reported among healthy individuals with autistic traits ( Eriksson, 2013 ; Rawlings, 2013 ). For ToM impairment in healthy individuals, variation was shown by an implicit test: the Reading the Mind in the Eyes test.…”

Section: Discussionsupporting

confidence: 54%

“…Consistent with this view, studies examining autistic traits in the healthy population have been increasing in recent years. In addition, studies demonstrating differences in humor styles and appreciation ( Eriksson, 2013 ; Rawlings, 2013 ) among healthy people with autistic traits similar to those in the ASD population have been reported.…”

Section: Introductionmentioning

confidence: 92%

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Assessing Theory of Mind by Humor: The Humor Comprehension and Appreciation Test (ToM-HCAT)

Aykan

Nalçacı

2018

Front. Psychol.

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Theory of Mind (ToM) may be defined as the ability to understand the mental states, such as beliefs, desires, intentions, and emotions, of others. Impairment of ToM ability leads to disorders with pathologies in social skills, such as autism spectrum disorder and schizophrenia. In addition to differences in ToM ability among patient populations, there is variation between neurotypical individuals. Unfortunately, ToM tasks are usually developed for children or patients with cognitive disorders and cannot detect variations in healthy adults. As an alternative tool, humor may be used. Humor plays a role in social communication and requires many different cognitive functions. Humor is believed to represent complex high-order cognitive processes. There are numerous types of humor; the most complex type is considered ToM humor, where an understanding of social/emotional content is necessary. Given the need for a ToM assessment test suitable for healthy adult populations, we developed a test for measuring humor comprehension and appreciation, with and without ToM content (ToM-HCAT). The present ToM-HCAT test is a performance test consisting of cartoons. The test measures perceived funniness, reaction time to perceived funniness decision, and meaning inference. Cartoons were selected after pilot studies involving 44 participants. Subscales were constituted according to expert views and confirmed by confirmatory factor analysis (N = 135). Goodness of fit values for the final 35-item test were acceptable to excellent: GFI = 0.97; AGFI = 0.97; NFI = 0.97; RFI = 0.97, and SRMR = 0.067. Both categories were internally consistent (α1 = 0.84, α2 = 0.94). External validity was assessed against autistic traits. One hundred and three participants completed the Autism Spectrum Quotient and were grouped by +0.5 standard deviations from the mean as high in autistic traits. The meaning-inference scores of the subscale with the ToM cartoons were significantly lower (p = 0.034) for the high autistic traits group, providing evidence of external validity. In conclusion, we developed and validated a test for assessment of ToM by humor comprehension and appreciation. We believe that the present test will be useful for the detection of variations in ToM ability in the healthy adult population.

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Section: Discussionsupporting

confidence: 54%

Section: Introductionmentioning

confidence: 92%

Assessing Theory of Mind by Humor: The Humor Comprehension and Appreciation Test (ToM-HCAT)

Aykan

Nalçacı

2018

Front. Psychol.

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“…However, previous studies have not found a U-shaped relationship between the severity of ASD characteristics and humor appreciation. For instance, a previous study by Rawlings (2013) found a primary linear relationship between the severity of ASD characteristics and humor appreciation in a sample of 126 typically developing individuals. The reason for this result may be that Rawlings (2013) hypothesized that there is a primary linear relation between ASD characteristic severity and appreciation of humor.…”

Section: Introductionmentioning

confidence: 95%

“…For instance, a previous study by Rawlings (2013) found a primary linear relationship between the severity of ASD characteristics and humor appreciation in a sample of 126 typically developing individuals. The reason for this result may be that Rawlings (2013) hypothesized that there is a primary linear relation between ASD characteristic severity and appreciation of humor. In other words, this research suggested that U-shaped relationship between the severity of ASD characteristics and humor appreciation is valid.…”

Section: Introductionmentioning

confidence: 95%

Relationship Between Autism Spectrum Disorder Characteristics and Humor Appreciation in Typically Developing Individuals

Nagase

2018

Psychol Rep

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Extant research regarding humor appreciation in individuals with autism spectrum disorder has been equivocal. This study aims to clarify the relationship between the severity of autism spectrum disorder characteristics and humor appreciation in typically developing individuals. We hypothesized that the severity of autistic traits would have a U-shaped linear relationship with humor appreciation. Eighty typically developing undergraduates between the ages of 18 and 22 years ( Mage = 20.20; SDage = 1.08) were recruited for this study. They were asked to answer 24 statements, devised to measure humor appreciation, in response to a joke stimulus comprising 12 typically funny daily life occurrences (two statements per episode). The participants also responded to the Japanese version of the Autism-Spectrum Quotient. A significant U-shaped relationship was observed between the severity of autistic traits and appreciation of humor. A similar significant U-shaped relationship was seen between humor appreciation and the Autism-Spectrum Quotient subscales of attention switching, communication, and imagination. Humor appreciation showed no significant U-shaped relationship with the Autism-Spectrum Quotient subscales of social skills and local details. This study identified ways that autistic traits may influence how people appreciate humor. These findings are discussed in relation to cognitive processes underlying humor appreciation.

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“…(Garner, 2006, p. 178 He claims that elementary-level students can benefit from the use of the first type, intermediate students will appreciate universal humor plus some types of culture-base jokes, and advanced students can benefit from and appreciate all three types. Wagner and Urios-Aparisi (2011) stated wordplay is an example of a type of humor that is often cited as difficult and best reserved for those of advanced proficiency (Berwald, 1992;Deneire, 1995;Rawlings, 2013).…”

Section: Mel Brooks Wrote "Tragedy Is When I Cut My Finger Comedy Imentioning

confidence: 99%

The Impact of Humorous Movie Clips on Better Learning of English Language Vocabulary

Mahdiloo

Izadpanah

2017

IJREE

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This study examined the effects of humorous movie clips on better learning of English language vocabulary. Humor is an important human behavior that plays a vital role in communication and social interactions. This subject has been rarely investigated in Iranian English classes. The researchers used quantitative method. Because all of variables were not controllable, therefore quasi-experimental method was employed to conduct the study. To this end, a proficiency test was administered to 60 Iranian EFL learners. Then 48 intermediate language learners who were homogeneous based on their rank scores were chosen and randomly divided into two equal groups (i.e. 24 as experimental and 24 as control groups). To assess their vocabulary knowledge at the beginning of the study, both groups participated in a researcher-made, 30-items and multiple choice vocabulary test adapted from PET test and scored out of 30. Experimental group watched the humorous movie clips but the participants in control group taught in a conventional way. After 10 sessions of treatment, both groups were tested on the similar items covered in the pre-test. The effect of humorous movie clips on the groups' vocabulary achievement was evaluated through Paired Samples t-test analysis. Results have shown that the experimental group outperformed the control group since humorous movie clips had a positive effect on developing vocabulary learning among intermediate EFL learners (p<05) in the experimental group. EFL teachers can use humorous movie clips to raise the learners' motivation.

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Humor preference and the Autism Quotient in an undergraduate sample

Cited by 6 publications

References 7 publications

Assessing Theory of Mind by Humor: The Humor Comprehension and Appreciation Test (ToM-HCAT)

Assessing Theory of Mind by Humor: The Humor Comprehension and Appreciation Test (ToM-HCAT)

Relationship Between Autism Spectrum Disorder Characteristics and Humor Appreciation in Typically Developing Individuals

The Impact of Humorous Movie Clips on Better Learning of English Language Vocabulary

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