Humorous lectures and humorous examples: some effects upon comprehension and retention. created by Robert M. Kaplan and Gregory C. Pascoe

By:

Kaplan, Robert M [author]

Contributor(s):

Pascoe, Gregory C [co-author]

Material type: Text

TextSeries: An international journal of experimental educational psychology ; Volume 69 , number 1,Washington, D.C. American Psychological Association, 1977Content type:

text

Media type:

unmediated

Carrier type:

volume

ISSN:

0144-3410

Subject(s):

Higher education -- Humor -- Lecture method

LOC classification:

LB1051 JOU

Online resources:

Click here to access online

Abstract: Studied the effect of humor and humorous examples on the comprehension and retention of lecture material. Intact classes of university students ( N = 508) viewed either a serious lecture or 1 of 3 versions of a humorous lecture. The 3 versions of the humorous lecture included humorous examples related to the concepts in the lecture (concept humor), unrelated to the concepts (nonconcept humor), or a combination of concept and nonconcept examples (mixed humor). A test of comprehension and retention was given twice: immediately after the lecture and 6 wks later. Immediate comprehension was not facilitated by the use of humorous examples. Upon retesting, however, retention of concept humor material was significantly improved by viewing a lecture with humorous examples illustrating concepts. Earlier research findings are accounted for in terms of these results.

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Holdings
Item type	Current library	Call number	Vol info	Status	Notes	Date due	Barcode
Journal Article	Main Library - Special Collections	LB1051 JOU (Browse shelf(Opens below))	Vol. 69, no.1 (pages61-65)	Not for loan	For in house use only

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Studied the effect of humor and humorous examples on the comprehension and retention of lecture material. Intact classes of university students ( N = 508) viewed either a serious lecture or 1 of 3 versions of a humorous lecture. The 3 versions of the humorous lecture included humorous examples related to the concepts in the lecture (concept humor), unrelated to the concepts (nonconcept humor), or a combination of concept and nonconcept examples (mixed humor). A test of comprehension and retention was given twice: immediately after the lecture and 6 wks later. Immediate comprehension was not facilitated by the use of humorous examples. Upon retesting, however, retention of concept humor material was significantly improved by viewing a lecture with humorous examples illustrating concepts. Earlier research findings are accounted for in terms of these results.

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