幽默訓練融入綜合活動對國一學生創造思考與人際因應之影響
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(2) 14. 84 88. 92 76. 89 Jurcova. Torrance, 1984. Ziv. 1998 Sherman. Powell. 1977 group norm. in-group. 1976, 1983. 1988.
(3) 15. 90b. 90a. 90b. 89 Wilson amusement laughable. funny. amusing. Long. Nazareth Graesser. 1979 1988. 1988 80 80. humor wit. absurdity. laugh funny. amusing comic. 84. playful. joke. smile Nazareth. Long. Graesser. 1988. 1988. Nazareth.
(4) 16. 79. Warnars-Kleverlaan. Oppenheimer. Sherman. 1996. 90. Freud. 1960. Lefcourt. Martin, 1986. Giora. 1991. Suls. 1972, 1983. Wyer. Collins. 80 1. 2. 3.. 1992. Nerhardt. 1976, 1977.
(5) 17. 4.. Torrance 1984 76 89 90. 80 90 81. 85. 89. Koestler A.. the three domains of. creativity Aha Ziv. Ah Haha 1976, 1983. 10 Torrance. 1998. 100. 92. Jurcova.
(6) 18. 80 85 91. 80. Cann. Calhoun. Banks. 1997 Coser Kane. Suls. 1960. Tedesch. Robinson. 1977. 1977 Martineau. Foot 1991. 1972. Powell 1977 group norm in-group Cornett Sherman. 1986. 1988. 84. 85 91. 84. 88. Honig, 1988. Goodman, 1983; Salameh, 1987; Ziv, 1988 Nevo Klingman. 1998. 84. 87 92. 88. Aharonson.
(7) 19. 1.. 76. 43. 33. 2.. 1. 2.. 19. 73. 40. 33 2.
(8) 20. 1. Y1. X. Y3. Y2. Y4. X Y1. Y2. Y3. Y4. 1.. 2. 1 2 3 3. 1 2 3. 1.. 2. 80 87 3.. Suls 92. 1972, 1983. Wyer. Collins. 1992.
(9) 21. 3.5 87. 1. 2.. .96 .93. .98. 97. .97. .94. .79. .46. .44. .34. .60. .54. .42. .52. .70. .60. .08. .75. .63. .57. .39. 87 92 Likert. 57. .95. .58. peer rating. .84. .82. .92. .83. .32. .76 .45. 92. 10 141 .80 .80. .72 .78. .84. .76 .67. .72. .83. .74 .23. .83. p. .05. 87 .39 .32. .40. .35 -.43. .35. p. .05.
(10) 22. 3.5. 0. 77. =.01. 0. 133. 68. 77. 65 2 3. p. > .01. 0 0 0. 3. 4 7, 7, 124. = .346. p < .01. 4.
(11) 23. 2. N. M. SD. 68. 8.52. 4.31. 68. 12.72. 6.59. 68. 5.85. 2.52. 68. 7.50. 2.84. 68. 5.60. 4.29. 68. 9.22. 6.44. 68. 12.09. 3.36. 68. 18.10. 7.04. 68. 8.18. 3.31. 68. 11.03. 3.55. 68. 9.12. 6.07. 68. 15.01. 9.47. 68. 1.46. 2.01. 68. 1.18. 1.88. 12.58. 7.50. 8.68. 17.25. 10.70. 14.34. 1.04. N. M. SD. 65. 8.72. 5.09. 65. 7.18. 7.30. 65. 5.82. 2.53. 65. 4.72. 3.86. 65. 4.94. 5.24. 8.62 7.34. 9.96 5.84. 4.73. 6.11 5.28. 65. 4.46. 6.91. 5.02. 6.85. 65. 8.49. 8.49. 4.56. 5.28. 65. 15.25. 8.55. 16.14. 16.69. 65. 6.14. 3.01. 65. 9.63. 4.27. 65. 6.03. 5.48. 65. 12.78. 9.52. 65. 1.89. 1.79. 65. 1.28. 1.54. 7.18 9.98. 10.34 5.97. 14.49. 13.92 1.67. 1.42. 1.23. 3. *. Wilks’. Sig.. .965. .658. .956. .526. .924. .166. .894. .045. .889. .035. .957. .535. .979. .852. p < .01. 4. 7, 1 , 124. .01. 5 t t. 5. p < .01. 0 0. = .828. p<.
(12) 24. 4 Df. SSCP. 7. 698.16. 369.15. 487.60. 146.58. 96.27. 114.07. 49.40. 369.15. 195.82. 77.50. 77.50. 50.91. 60.30. 26.12. 487.60. 257.82. 340.54. 102.37. 67.23. 79.65. 34.50. 146.58. 77.50. 102.37. 30.77. 20.21. 23.94. 10.37. 1. 124. 96.27. 50.90. 67.23. 20.11. 13.27. 15.73. 6.81. 114.05. 60.30. 79.65. 23.94. 15.73. 18.63. 8.07. 49.40. 26.12. 34.50. 10.37. 6.81. 8.07. 3.50. 1315.52 590.01. 1215.43 875.47. 474.54. 793.68. 83.09. 590.01. 543.06. 207.26. 342.47. 41.60. 269.11. 370.75. 1235.43 543.06. 1304.38 1201.52 518.48. 1013.86 124.03. 875.47. 370.75. 1021.52 1647.15 676.08. 1985.42 204.55. 474.54. 207.26. 518.48. 830.81. 793.68. 342.47. 1013.86 1985.42 830.81. 83.09. 41.60. 124.03. 676.08. 204.55. 304.58. 76.21. 76.62. 3113.67 173.34 173.34. 75.79. 4999.95 2243.81 4170.22 2386.53 969.45. 1694.19 138.95. 2243.81 1220.91 1792.75 1158.18 461.10. 899.16. 4170.22 1792.75 4529.46 1766.56 719.16. 1195.38 102.02. 51.39. 2386.53 1158.18 1766.56 6355.19 2877.62 5810.92 341.79 969.45. *. 461.10. 719.16. 2877.62 1702.50 2550.00 161.67. 1694.19 899.16. 1195.38 5810.92 2550.00 8698.30 281.36. 134.95. 102.02. 51.39. 341.79. 161.67. 281.36. 311.11. p < .01. 0. 77. .346*. .828*.
(13) 25. 5 95 t coeff. *. 5.24. 1.26. 4.16*. 2.75. 7.73. 2.77. .62. 4.45*. 1.54. 4.00. 3.66. 1.20. 3.05*. 1.29. 6.03. 1.10. 1.42. .77. -1.71. 3.91. .72. .73. .98. -.73. 2.18. .86. 1.66. .52. -2.43. 4.14. -.37. .31. -1.18. -.99. .25. p < .01. 1. 139. 70. 69 6. 2. 7. 7. p. p < .01 p. > .01. 6. N. M. SD. 70. 3.34. .58. 70. 3.38. .57. 70. 3.35. .79. 70. 3.45. .78. 70. 3.07. .80. 70. 3.20. .75. 70. 3.36. .73. 70. 3.39. .73. 70. 3.93. .65. 70. 3.83. .63. 70. 3.01. .65. 70. 3.17. .73. 3.39 3.45 3.21 3.40 3.81 3.17. N. M. SD. 69. 3.33. .60. 69. 3.47. .54. 69. 3.36. .74. 69. 3.46. .87. 69. 3.12. .77. 69. 3.19. .88. 69. 3.44. .60. 69. 3.40. .74. 69. 3.85. .80. 69. 3.78. .71. 69. 2.91. .81. 69. 3.11. .84. 3.33 3.46. 3.43 3.36. 3.46. 3.46 3.09. 3.18. 3.19 3.40. 3.39. 3.39 3.89. 3.79. 3.80 2.96. 3.12. 3.14.
(14) 26. 7 Wilks’. *. Sig.. .838. .001*. .935. .223. .945. .328. .937. .246. .963. .600. .958. .512. p < .01. 0. 8. 0. 6, 6, 131. = .490. 8. p < .01. 0 8. 6, 1, 131 = .993 p > .01. 8 df. 6. 1. 131. *. p < .01. SSCP. 4.53. 6.02. 6.17.. 4.32. 3.01. 3.68. 6.02. 16.05. 16.08. 10.02. 6.57. 15.30. 6.17. 16.08. 16.32. 10.32. 6.28. 15.20. 4.32. 10.02. 10.32. 10.93. 5.34. 11.02. 3.01. 6.57. 6.28. 5.34. 7.71. 8.59. 3.68. 15.30. 15.20. 11.02. 8.59. 18.58. .132. .09. .08. .04. .05. .11. .009. .01. .01. .01. .01. .01. .080. .01. .05. .02. .03. .06. .035. .01. .02. .01. .01. .03. .048. .03. .03. .01. .02. .04. .106. .07. .06. .03. .04. .09. 37.68. 26.40. 18.55. 15.12. 16.26. 10.04. 26.40. 78.32. 61.22. 49.12. 37.90. 42.95. 18.55. 61.22. 75.19. 50.52. 33.79. 47.16. 15.12. 49.12. 50.52. 62.44. 32.79. 33.95. 16.26. 37.90. 33.79. 32.79. 54.14. 22.63. 10.04. 42.95. 47.16. 33.95. 22.63. 66.41. .490*. .993.
(15) 27. 0 77 1. 72. 33. 39. 9 9. N. M. SD. 33. 2.40. .64. 33. 2.57. .50. 33. 2.67. .75. 33. 3.24. .68. 33. 3.02. .42. 33. 3.13. .59. 33. 3.05. .38. 33. 2.44. .48. 2.52 3.19 3.09 2.54. N. M. SD. 39. 2.42. .49. 39. 2.51. .62. 39. 2.69. .62. 39. 3.26. .85. 39. 2.74. .47. 39. 3.15. .62. 39. 2.99. .50. 39. 2.45. .60. 2.41 2.55. 2.68 3.31. p. 3.19. p < .01. 3.14 3.02. 2.36. 10. > .01. 10. *. 3.25 2.87. 2. 10. 2.54. Wilks’. Sig.. .770. .024. .906. .207. .967. .729. .925. .321. 2.33.
(16) 28. 0. 11. 0. 4, 4, 66. = .640. 11. p < .01. 0 11. 4, 1, 66 = .962. .01. 11 df. 4. 1. 66. *. SSCP. 1.88. 1.88. 1.92. 1.83. 2.42. 3.47. 2.40. 2.00. 1.92. 2.40. 2.33. 1.85. 1.83. 2.00. 1.85. 2.40. .01. .04. .03. .06. .04. .13. .12. .21. .03. .12. .10. .19. .06. .21. .19. .34. 21.04. 26.82. 18.39. 8.13. 26.82. 38.82. 26.24. 11.11. 18.39. 26.24. 23.62. 14.79. 8.13. 11.11. 14.79. 18.39. .640*. .962. p < .01. 90. 92. p>.
(17) 29. 91. Cann. Calhoun. Banks. 1997 Kane. Suls. Tedesch 1977.
(18) 30. 76 87 85 87 77 80. 3. 44-45. 90a. 9. 215-251. 90b 92. 90-95. 80 85 90. 123. 42-44. 4. 66-69. 12. 89 92 80 84. 24. 240-261 90. 284. 92. 20-23 2003. 294-317 88 197-236 91. 69. 54-60. 79 84. 4. 123-146 89. 68. 8-17. Cann, A., Calhoun, L. G., & Banks, J. S. (1997). On the role of humor appreciation in interpersonal attraction: It’s no joking matter. Humor: International Journal of Humor Research, 10(1), 77-89. Cornett, C. E. (1986). Learning through laughter: Humor in the classroom. Bloonington, IN: Phi Delta Kappa Educational Foundation (ERIC No. ED276028).
(19) 31. Coser, R. L. (1960). Laughter among colleagues. Psychiatry, 23, 81-95. Foot, H. C. (1991). The psychology of humor and laughter. In R. Cochrane & D. Caroll (Eds.), Psychology and Social Issues (pp. 1-14). London: Falmer Press. Freud, S. (1960). Jokes and their relation to the unconscious. New York: Norton. Giora, R. (1991). On the cognitive aspects of joke. Journal of Pragmatics, 16(5), 465-485. Goodman, J. (1983). How to get more smileage out of your life: Making sense of humor, then serring It. In P. E. McGhee & J. H. Goldstein (Eds.), Handbook of humor research (Vol. 2). New York: SpringerVerlag. Honig, A. S. (1998). Research in review: Humor development in children. Young Children, 43(4), 60-73. Jurcova, M. (1998). Humor and creativity: Possibilities and problems in studying humor. Studia Psychologica, 40(4), 312-316. Kane, T. R., Suls, J., & Tedesch, J. T. (1977). Humor as a tool of social interaction. In A. J. Chapman & H. C. Foot (Eds.), It’s a funny thing, humor. Oxford, England: Pergamon. Lefcourt, H. M. & Martin, R. A. (1986). Humor and Life Stress: Antidote to Adversity. New York: SpringerVerlag. Long, D. L. & Graesser, A. C. (1988). Wit and humor in discourse processing. Discourse processes, 11, 3560. Martineau, W. H. (1972). A model of the social functions of humor. In J. H. Goldstein & P. E. McGhee (Eds.), The psychology of humor: Theoretical perspectives and empirical issues (pp. 116-119). New York: Academic Press. Nazareth, J. (1988). The psychology of military humor. New Delhi: Lonor. Nerhardt, G. (1976). Incongruity and funniness: Towards a new descriptive model. In A. J. Chapman, & H. C. Foot. (Eds), Humor and laughter: Theory, research and applications. London: Willy. Nerhardt, G. (1977). Operationalzation of incongruity in humour research: A critique and suggestions. In A . J. Chapman & H. Foot (Eds.), It’s a funny thing, humour. London: Pergamon Press. Nevo, O., Aharonson, H., & Klingaman, A. (1998). The development and evaluation of a systematic program for improving sense of humor. In R, Willibald (Ed.), The sense of humor: Explorations of a personality characteristic (pp. 385-404). Berlin, Germany: Walter De Gruyter & Co. x, 498. Powell, C. (1977). Humour as a form of social control: A deviance approach. In A. J. Chapman & H. C. Foot (Eds.), It’s a funny thing, humour. Oxford: Pergamon Press. Robinson, V. M. (1977). Humor and the health profession. NJ: Slack. Salameh, W. A. (1987). Co-authored with Fry, W. F. Handbook of humor and Psychotherapy (pp. 195-240). Sarasota, FL: Professional Resources Exchange, Inc. Sherman, L. W. (1988). Moderating influence of gender on the relationship between humour and peer acceptance in elementary school children. Paper presented at the National Conference on Humor: WHIN. (7th, Lafayette, In April 1- 4, 1988) (ERIC No. ED295738). Suls, J. (1972). A Two-stage model for the appreciation of jokes and cartoons: An Information processing analysis. In J. H. Goldstein & P. E. McGhee (Eds.), The psychology of humor. New York & London: Academic press. Suls, J. (1983). Cognitive processes in humor appreciation. In P. E. McGhee & H. H. Goldstein (Eds.), Handbook of humor research. New York: Springer-Verlag..
(20) 32. Torrance, E. P. (1984). The role of creativity in identification of the gifted and talented. Gifted Child Quarterly, 28(4), 153-156. Wilson, C. P. (1979). Jokes form, content, use and function. New York, London: Academic Press. Warnars-Kleverlaan. N., Oppenheimer. L. & Sherman. L. (1996). To be or not to be humorous: Does it make a difference? Humor: International Journal of Humor Research, 9(2), 117-141. Wyer, Jr. R. S., & Collins. , J. E. (1992). A theory of Humor Elicitation. Psychological Review, 99, 663-338.. Ziv, A. (1976). Facilitating effects of humor on creativity. Journal of Educational Psychology, 68(3), 318322. Ziv, A. (1983). The influence of humorous atmosphere on divergent thinking. Contemporary Educational Psychology, 8, 68-75. Ziv, A. (1988). Using humor to develop creative thinking. Journal of Children in a Contemporary Society, 20(1-2), 99-116. 2003. 10. 30. 2004. 02. 20. 2004. 02. 24. 2004. 02. 24.
(21) 33. Bulletin of Educational Psychology, 2004, 36(1), 13-33 National Taiwan Normal University, Taipei, Taiwan, R.O.C.. The Effect of a Humor Training Curriculum Blended into on Integrated Activities Course on 7th-Grade Students’ Creative Thinking and Interpersonal Coping Skills. CHIN-YUAN CHANG. HSUEH-CHIH CHEN. Department of Educational Psychology Department of Educational Psychology and Counseling and Counseling National Taiwan Normal University National Taiwan Normal University/ Center for Creativity and Innovation Studies National Chengchi University. YI-YING HUANG Institute of Teacher Education/ Center for Creativity and Innovation Studies National Chengchi University. The purposes of this study were (1) to design a humor-training curriculum for 7th-grade students and (2) to investigate the effect of this curriculum on the creative thinking and the interpersonal coping skills of 7thgrade students. For these aims, the researchers first divided 4 classes of 7th-grade students into the experimental group and control group. The experimental group was trained using a new intergrated-activities curriculum, which was embedded with humor-training skills. In contrast, the control group was trained with the usual integrated activities curriculum. The dependent variables included participants’ performances on the New Creativity Test. , the. Interpersonal Coping Inventory. Multidimensional Sence of Humor Scale. , and the. Humoristic-. . After one year of training, the researchers found that: (1) in terms of. creative thinking, the experimental group significantly outperformed the control group on linguistic creative thinking, although they both performed equally well on pictorial creative thinking and (2) for interpersonal coping skills, there was no difference between the performances of the experimental and control group on the multi-component humor inventory and the humoristic- interpersonal coping inventory.. KEY WORDS: interpersonal coping, humor training curriculum incorporated into integrated activities, creative thinking.
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