Comprensión humorística y comprensión causal: tendiendo puentes a través del funcionamiento cognitivo

This article presents findings of a pilot study on the relation between comprehension of humor and causal understanding in early childhood. Twenty children (aged between 3 to 5 years) were presented with eight single frame cartoons with no captions, which depicted possible and impossible incongruiti...

Full description

Autores:
Ordoñez Morales, Oscar
Marín Parra, Diana
Tipo de recurso:
Fecha de publicación:
2014
Institución:
Universidad de San Buenaventura
Repositorio:
Repositorio USB
Idioma:
spa
OAI Identifier:
oai:bibliotecadigital.usb.edu.co:10819/4891
Acceso en línea:
http://hdl.handle.net/10819/4891
Palabra clave:
Humor gráfico
Conocimiento físico
Procesos cognitivos
Pictorial humor
Physical knowledge
Cognitive processes
Infancia
Humorismo gráfico
Rights
License
Atribución-NoComercial-SinDerivadas 2.5 Colombia
id SANBUENAV2_348794c6959dc7d40cfaa573d83ca8eb
oai_identifier_str oai:bibliotecadigital.usb.edu.co:10819/4891
network_acronym_str SANBUENAV2
network_name_str Repositorio USB
repository_id_str
dc.title.spa.fl_str_mv Comprensión humorística y comprensión causal: tendiendo puentes a través del funcionamiento cognitivo
dc.title.alternative.spa.fl_str_mv Humor and causal understanding: building bridges through cognitive functioning
title Comprensión humorística y comprensión causal: tendiendo puentes a través del funcionamiento cognitivo
spellingShingle Comprensión humorística y comprensión causal: tendiendo puentes a través del funcionamiento cognitivo
Humor gráfico
Conocimiento físico
Procesos cognitivos
Pictorial humor
Physical knowledge
Cognitive processes
Infancia
Humorismo gráfico
title_short Comprensión humorística y comprensión causal: tendiendo puentes a través del funcionamiento cognitivo
title_full Comprensión humorística y comprensión causal: tendiendo puentes a través del funcionamiento cognitivo
title_fullStr Comprensión humorística y comprensión causal: tendiendo puentes a través del funcionamiento cognitivo
title_full_unstemmed Comprensión humorística y comprensión causal: tendiendo puentes a través del funcionamiento cognitivo
title_sort Comprensión humorística y comprensión causal: tendiendo puentes a través del funcionamiento cognitivo
dc.creator.fl_str_mv Ordoñez Morales, Oscar
Marín Parra, Diana
dc.contributor.author.none.fl_str_mv Ordoñez Morales, Oscar
Marín Parra, Diana
dc.subject.spa.fl_str_mv Humor gráfico
Conocimiento físico
Procesos cognitivos
Pictorial humor
Physical knowledge
Cognitive processes
topic Humor gráfico
Conocimiento físico
Procesos cognitivos
Pictorial humor
Physical knowledge
Cognitive processes
Infancia
Humorismo gráfico
dc.subject.lemb.spa.fl_str_mv Infancia
Humorismo gráfico
description This article presents findings of a pilot study on the relation between comprehension of humor and causal understanding in early childhood. Twenty children (aged between 3 to 5 years) were presented with eight single frame cartoons with no captions, which depicted possible and impossible incongruities.Results showed that when asked to choose among three choices –incongruent, congruent, and neutral– to compose the picture they thought was funnier, most of children selected the incongruent choice. Analyses of verbal production before all choices showed that incongruity triggered more high order cognitive functioning when compared with two other choices. Moreover, children offered varied reasons to explain possible incongruities; while they tended to reject impossible violations, sometimes by proposing alternative solutions in order ‘to adjust’ the situation to physical regularity. Findings suggest that pictorial humor constitutes an appropriate methodological resource for exploring young children’s cognitive functioning; especially in regard to the relations between their comprehension of humor and physical causal understanding.
publishDate 2014
dc.date.issued.none.fl_str_mv 2014-07
dc.date.accessioned.none.fl_str_mv 2017-11-07T19:24:38Z
dc.date.available.none.fl_str_mv 2017-11-07T19:24:38Z
dc.date.submitted.none.fl_str_mv 2017-11-07
dc.type.spa.fl_str_mv Artículo de revista
dc.type.coar.fl_str_mv http://purl.org/coar/resource_type/c_2df8fbb1
dc.type.spa.spa.fl_str_mv Artículo
dc.type.driver.spa.fl_str_mv info:eu-repo/semantics/article
dc.type.hasVersion.spa.fl_str_mv info:eu-repo/semantics/published
dc.identifier.issn.none.fl_str_mv 1794-192X
2256-3202 (en línea)
dc.identifier.uri.none.fl_str_mv http://hdl.handle.net/10819/4891
identifier_str_mv 1794-192X
2256-3202 (en línea)
url http://hdl.handle.net/10819/4891
dc.language.iso.spa.fl_str_mv spa
language spa
dc.relation.ispartofseries.none.fl_str_mv Revista Científica Guillermo de Ockham;Vol. 12, No 2. Julio-Diciembre 2014
dc.rights.coar.fl_str_mv http://purl.org/coar/access_right/c_abf2
dc.rights.cc.spa.fl_str_mv Atribución-NoComercial-SinDerivadas 2.5 Colombia
dc.rights.uri.spa.fl_str_mv http://creativecommons.org/licenses/by-nc-nd/2.5/co/
rights_invalid_str_mv Atribución-NoComercial-SinDerivadas 2.5 Colombia
http://creativecommons.org/licenses/by-nc-nd/2.5/co/
http://purl.org/coar/access_right/c_abf2
dc.format.spa.fl_str_mv pdf
dc.format.extent.spa.fl_str_mv 59 - 76 páginas
dc.format.medium.spa.fl_str_mv Recurso en linea
dc.format.mimetype.spa.fl_str_mv application/pdf
dc.publisher.spa.fl_str_mv Universidad de San Buenaventura
dc.publisher.faculty.spa.fl_str_mv Documento USB
dc.publisher.program.spa.fl_str_mv Documentos USB
dc.publisher.sede.spa.fl_str_mv Cali
dc.source.spa.fl_str_mv Revista Científica Guillermo de Ockham
institution Universidad de San Buenaventura
dc.source.bibliographicCitation.spa.fl_str_mv Ahn, W., Kalish, C. W., Medin, D. L., & Gelman, S. A. (1995). The role of covariation versus mechanism information in causal attribution. Cognition, 54, 299-352. doi:10.1016/0010-0277(94)00640-7 Baillargeon, R. (1994). How do infants learn about the physical world? Current Directions in Psychological Science, 3(5), 133-140. doi:10.1111/1467-8721.ep10770614 Bariaud, F. (1988). Age differences in children’s humor. Journal of Children in Contemporary Society, 20, 15-45. doi:10.1300/J274v20n01_03 Bergson, H. (1953). La risa: ensayo sobre la significación de lo cómico. Buenos Aires: Losada. Berlyne, D. E. (1969). Laughter, humor, and play. En G. Lindzey, & E. Aronson, (Eds.), The handbook of social psychology (2nd ed., Vol. 3, pp. 795-852). Reading, MA: Addison-Wesley. Boden, M. A. (1990). The creative mind: Myths and mechanisms. London: Routledge. Brewer, W. F., Chinn, C. A., & Samarapungavan, A. (2000). Explanation in scientists and children. En F. C. Keil & R. A. Wilson (Eds.), Explanation and cognition (pp. 279-298). Cambridge, MA: The MIT Press. Bruner, J. S., & Postman, L. (1949). On the perception of incongruity: A paradigm. Journal of Personality, 18(2), 206-223. doi:10.1111/j.1467-6494.1949.tb01241.x Carlson, K. A. (2011). The impact of humor on memory: Is the humor effect about humor? Humor: International Journal of Humor Research, 24, 21-41. doi:10.1515/humr.2011.002 Chapman, A. J., & Crompton, P. (1978). Humorous presentations of material and presentations of humorous material: A review of the humor and memory literature and two experimental studies. En M. M. Gruneber, P. E. Morris & R. N. Sikes (Eds.), Practical aspects of memory (pp. 84-92). London: Academic Press. Chinn, C. A., & Brewer, W. F. (1993). The role of anomalous data in knowledge acquisition: A theoretical framework and implications for science instruction. Review of Educational Research, 63, 1-49. doi:10.3102/00346543063001001 Chinn, C. A., & Brewer, W. F. (2001). Models of data: A theory of how people evaluate data. Cognition and Instruction, 19, 323-393. doi:10.1207/S1532690XCI1903_3 Chinn, C. A., & Malhotra, B. A. (2002). Children's responses to anomalous scientific data: How is conceptual change impeded? Journal of Educational Psychology, 94, 327-343. doi:10.1037//0022-0663.94.2.327 DeLoache, J. S., Miller, K. F., & Pierroutsakos, S. L. (1998). Reasoning and problem solving. En D. Kuhn & R. Siegler (Eds.), Handbook of child psychology, 5th Edition, Vol. 2: Cognition, perception, and language (pp. 801-850). NY: Wiley. De Mey, T. (2005). Tales of the unexpected: Incongruity-resolution in humor comprehension, scientific discovery and thought experimentation. Logic and Logical Philosophy, 14, 69-88. doi:10.12775/LLP.2005.006 Dewey, J. (1998). Cómo pensamos: nueva exposición de la relación entre pensamiento reflexivo y proceso educativo. Barcelona: Paidós. Dixon, J. A., & Kelley, E. (2007). Theory revision and redescription: Complementary processes in knowledge acquisition. Current Directions in Psychological Science, 16, 111-115. doi:10.1111/j.1467-8721.2007.00486.x Duckworth, E. (2000). Cuando surgen ideas maravillosas y otros ensayos sobre la enseñanza y el aprendizaje. Barcelona: Gedisa. Faw, T. T. & Wingard, J. A. (1977). Relation between conceptual development and visual exploration of incongruity. Developmental Psychology, 13, 137-142. doi:10.1037/0012-1649.13.2.137 Forabosco, G. (1992). Cognitive aspects of the humor process: The concept of incongruity. Humor: International Journal of Humor Research, 5, 45-68. doi:10.1515/humr.1992.5.1-2.45 Forabosco, G. (2008). Is the concept of incongruity still a useful construct for the advancement of humor research? Lodz Papers in Pragmatics, 4(1), 45-62. doi:10.2478/v10016-008-0003-5 Freud, S. (1986). Sigmund Freud-Obras completas: El chiste y su relación con lo inconsciente (Vol. 8). Buenos Aires: Amorrortu Editores. Guo, J., Zhang, X., Wang, Y., & Xeromeritou, A. (2011). Humour among Chinese and Greek preschool children in relation to cognitive development. International Electronic Journal of Elementary Education, 3(3), 153-170. Hempelmann, C. F., & Samson, A. C. (2008). Cartoons: Drawn jokes? En V. Raskin (Ed.), The primer of humor research (pp. 609-640). Berlin: Mouton de Gruyter. Huber, O., & Leder, H. (1997). Are more compact cartoons more humorous? Humor: International Journal of Humor Research, 10, 91-103. doi:10.1515/humr.1997.10.1.91 Jirout, J., & Klahr, D. (2012). Children’s scientific curiosity: In search of an operational definition of an elusive concept. Developmental Review, 32, 125-160. doi:10.1016/j.dr.2012.04.002 Karmiloff-Smith, A. (1988). The child is a theoretician, not an inductivist. Mind & Language, 3, 183-195. doi:10.1111/j.1468-0017.1988.tb00142.x Karmiloff-Smith, A., & Inhelder, B. (1975). If you want to get ahead, get a theory. Cognition, 3,195-212. doi:10.1016/0010-0277(74)90008-0 Klahr, D. (2000). Exploring science: The cognition and development of discovery processes. Cambridge, MA: The MIT Press. Klein, A. (1987). Children´s humor: A cognitive developmental perspective. En L. G. Katz (Ed.), Current topics in early childhood education (Vol. 7, pp. 126-149). Norwood, NJ: Ablex. Koestler, A. (1964). The act of creation. London: Hutchinson. Loizou, E. (2005). Humour: A different kind of play. European Early Childhood Education Research Journal, 13, 97-109. doi:10.1080/13502930585209701. Loizou, E. (2006). Young children’s explanation of pictorial humor. Early Childhood Education Journal, 33, 425-431. doi:10.1007/s10643-005-0053-z Loizou, E. (2008). Children's humour: A revised theoretical framework. En P. G. Grotewell & Y. R. Burton (Eds.), Early childhood education: Issues and developments (pp. 189-209) NY: Nova Science. Martin, R. A. (2007). The psychology of humor: An integrative approach. San Diego, CA: Elsevier Academic Press. Mayes, L. C., Klin, A., & Cohen, D. J. (1994). The effect of humor on children's developing theory of mind. British Journal of Developmental Psychology, 12, 555-561. doi:10.1111/j.2044-835X.1994.tb00655.x McGhee, P. E. (1971a). Development of the humor response: A review of the literature. Psychological Bulletin, 76, 328-348. doi:10.1037/h0031670 McGhee, P. E. (1971b). The role of operational thinking in children's comprehension and appreciation of humor. Child Development, 42, 733-744. doi:10.2307/1127444 McGhee, P. E. (1971c). Cognitive development and children's comprehension of humor. Child Development, 42, 123-138. doi:10.2307/1127069 McGhee, P. E. (1974). Cognitive mastery and children's humor. Psychological Bulletin, 81, 721-730. doi:10.1037/h0037015 McGhee, P. E. (1976). Children's appreciation of humor: A test of the cognitive congruency principle. Child Development, 47, 420-426. doi:10.2307/1128797 McGhee, P. E. (1979). Humor: Its origin and development. San Francisco, CA: W. H. Freeman. McGhee, P. E., & Chapman, A. J. (1980). Children's humour. Chichester, UK: Wiley. McGhee, P. E., & Panoutsopoulou, T. (2009). The role of cognitive factors in children’s metaphor and humor comprehension. Humor: International Journal of Humor Research, 3, 379-402. doi:10.1515/humr.1990.3.4.379 Morris, B. J., Croker, S., Masnick, A. M., & Zimmerman, C. (2012). The emergence of scientific reasoning. En H. Kloos, B. J. Morris & J. L. Amaral (Eds.), Current topics in children's learning and cognition (pp. 61-82). Rijeka, Croatia: InTech Newell, A., & Simon, H. A. (1972). Human problem solving. Englewood Cliffs, NJ: Prentice-Hall. Ordoñez, O., & Hernández, E. (1996). Comprensión de la historieta humorística en niños de 2 a 4 años en dos contextos culturales diferentes. Estudio exploratorio. (Trabajo de grado, Universidad del Valle, Cali, Colombia). Paulos, J. A. (1980). Mathematics and humor. Chicago, IL: The University of Chicago Press. Pollock, J. (2003). ¿Qué es el humor? Buenos Aires: Paidós. Puche-Navarro, R. (2001). Mutaciones, metáforas y humor visual en el niño. En R. Rosas (Ed.), La mente reconsiderada: en homenaje a Angel Rivière (pp. 181-202). Santiago de Chile: Psykhe. Puche-Navarro, R. (2004). Graphic jokes and children's mind: An unusual way to approach children's representational activity. Scandinavian Journal of Psychology, 45, 343-355. doi:10.1111/j.1467-9450.2004.00414.x Puche-Navarro, R. (2009). From implicit to explicit representation in children's response to pictorial humor. International Journal of Behavioral Development, 33, 543-555. doi:10.1177/0165025409343755 Puche-Navarro, R., Combariza, E., & Ossa, J. C. (2012). La naturaleza no lineal de los funcionamientos inferenciales: Un estudio empírico con base en el humor gráfico. Avances en Psicología Latinoamericana, 30, 27-38. Puche-Navarro, R., & Lozano, H. (1998). Paradigma y sintagma: chiste gráfico y tira cómica. Un estudio experimental. Infancia y Aprendizaje, 84, 99-113. doi:10.1174/021037098760378810 Puche-Navarro, R., & Lozano, H. (2002). El sentido del humor en el niño: estudio empírico. Bogotá, Colombia: Siglo del Hombre. Puche-Navarro, R., Torrado, M. C., & Ordoñez, O. (2002). El desarrollo representacional: ¿Un metachiste? Elementos para una discusión. En R. Puche-Navarro. & H. Lozano (Eds.), El sentido del humor en el niño: estudio empírico (pp. 137-161). Bogotá, Colombia: Siglo del Hombre. Raskin, V. (2008a). The primer of humor research. Berlin: Mouton de Gruyter. Raskin, V. (2008b). Theory of humor and practice of humor research: Editor’s notes and thoughts. En V. Raskin (Ed.), The primer of humor research (pp. 1-15). Berlin: Mouton de Gruyter. Reisenzein, R. (2000). The subjective experience of surprise. En H. Bless & J. P. Forgas (Eds.), The message within: The role of subjective experience in social cognition and behavior (pp. 262-279). Philadelphia, PA: Psychology Press. Rothbart, M. K., & Pien, D. (1977). Elephants and marshmallows: A theoretical synthesis of incongruity resolution and arousal theories of humour (pp. 37-40). En A. J. Chapman & H. C. Foot (Eds.), It’s a funny thing, humour Elmsford, NY: Pergamon. Roncancio, M., & Puche-Navarro, R. (2012). Humor gráfico y comprensión de deseos. Diversitas- Perspectivas en Psicología, 8, 345-360. Ruch, W. (2008). The psychology of humor. En V. Raskin (Ed.), The primer of humor research (pp. 17-100). Berlin: Mouton de Gruyter. Ruffman, T., Perner, J., Olson, D., & Doherty, D. (1993). Reflecting on scientific thinking: Children's understanding of the hypothesis-evidence relation. Child Development, 64, 1617-1636. doi:10.1111/j.1467-8624.1993.tb04203.x Samson, A. C. (2012). The influence of empathizing and systemizing on humor processing: Theory of Mind and humor. Humor: International Journal of Humor Research, 25, 75-98. doi:10.1515/HUMR.2012.005 Schmidt, S. R. (1994). Effects of humor on sentence memory. Journal of Experimental Psychology: Learning, Memory & Cognition, 20, 953-967. doi:10.1037/0278-7393.20.4.953 Schmidt, S. R. (2002). The humour effect: Differential processing and privileged retrieval. Memory, 10, 127-138. doi:10.1080/09658210143000263 Schmidt, S. R., & Williams, A. R. (2001). Memory for humorous cartoons. Memory & Cognition, 29, 305-311. doi:10.3758/BF03194924 Schützwohl, A., & Reisenzein, R. (1999). Children's and adults' reactions to a schema-discrepant event: A developmental analysis of surprise. International Journal of Behavioral Development, 23, 37-62. doi:10.1080/016502599383991 Shultz, T. R. (1972). The role of incongruity and resolution in children’s appreciation of cartoon humour. Journal of Experimental Child Psychology, 13, 456-477. doi:10.1016/0022-0965(72)90074-4 Shultz, T. R. (1974). Development of the appreciation of riddles. Child Development, 45, 100-105. doi:10.2307/1127755 Shultz, T. R. (1976). A cognitive-developmental analysis of humor. En A. H. Chapman & H. C. Foot (Eds.), Humour and laughter: Theory, research and application (pp. 11-36). London: Wiley. Shultz, T. R. & Horibe, F. (1974). Development of the appreciation of verbal jokes. Developmental Psychology, 10, 13-20. doi:10.1037/h0035549 Sigel, I. E. (1997). Modelo de distanciamiento y desarrollo de la competencia representativa. Infancia y Aprendizaje, 78, 13-29. doi:10.1174/021037097761403118 Sigel, I. E. (2002). The psychological distancing model: A study of the socialization of cognition. Culture & Psychology, 8, 189-214. doi:10.1177/1354067X02008002438 Sodian, B., Zaitchik, D., & Carey, S. (1991). Young children´s differentiation of hypothetical beliefs from evidence. Child Development, 62, 753-766. doi:10.1111/j.1467-8624.1991.tb01567.x Stiensmeier-Pelster, J., Martini, A., & Reisenzein, R. (1995). The role of surprise in the attribution process. Cognition and Emotion, 9, 5-31. doi:10.1080/02699939508408963 Strick, M., Holland, R. W., van Baaren, R., & van Knippenberg, A. (2010). Humor in the eye tracker: Attention capture and distraction from context cues. The Journal of General Psychology, 137, 37-48. doi:10.1080/00221300903293055 Suls, J. M. (1972). A two-stage model for the appreciation of jokes and cartoons. En J. H. Goldstein & P. E. McGhee (Eds.), The psychology of humor. NY: Academic Press. Suls, J. M. (1983). Cognitive processes in humor appreciation. En P. E. McGhee & J. H. Goldstein (Eds.), Handbook of humor research, Vol. 1: Basic issues (pp. 39-57). NY: Springer-Verlag. Takahashi, M., & Inoue, T. (2009). The effects of humor on memory for non- sensical pictures. Acta Psychologica, 132, 80-84. doi:10.1016/j.actpsy.2009.06.001 Thornton, S. (1998). La resolución infantil de problemas. Madrid: Morata. Whitt, J. K., & Prentice, N. M. (1977). Cognitive processes in the development of children's enjoyment and comprehension of joking riddles. Developmental Psychology, 13, 129-136. doi:10.1037/0012-1649.13.2.129 Zigler, E., Levine, J., & Gould, L. (1966). Cognitive processes in the development of children's appreciation of humor. Child Development, 37, 507-518. doi:10.2307/1126675 Zillmann, D., Masland, J. L., Weaver, J. B., Lacey, L. A., Jacobs, N. E., Dow, J. H., Klein, C. A., & Banker, S. R. (1984). Effects of humorous distortions on children's learning from educational television. Journal of Educational Psychology, 76, 802-812. doi:10.1037/0022-0663.76.5.802 Ziv, A. (1976). Facilitating effects of humor on creativity. Journal of Educational Psychology, 68, 318-322. doi:10.1037/0022-0663.68.3.318 Ziv, A. (1983). The influence of humorous atmosphere on divergent thinking. Contemporary Educational Psychology, 8, 68-75. doi:10.1016/0361-476X(83)90035-8
dc.source.instname.spa.fl_str_mv Universidad de San Buenaventura - Cali
dc.source.other.spa.fl_str_mv Cali, Hemeroteca 3er. piso
dc.source.reponame.spa.fl_str_mv Biblioteca Digital Universidad de San Buenaventura
bitstream.url.fl_str_mv https://bibliotecadigital.usb.edu.co/bitstreams/1d2851b3-0fb5-405e-a30b-6756e6e68ff2/download
https://bibliotecadigital.usb.edu.co/bitstreams/0ac2d757-c492-45d4-930a-a017dbd8ada7/download
https://bibliotecadigital.usb.edu.co/bitstreams/fad08d66-e837-422b-8ed1-57fac64ccc3e/download
https://bibliotecadigital.usb.edu.co/bitstreams/99f226cf-9193-47b2-8860-74e6c519b638/download
bitstream.checksum.fl_str_mv b6dea7819420dcd8071b63efd7d576ab
0c7b7184e7583ec671a5d9e43f0939c0
b2e9d36ef886a11960f9ef98ea1091de
2b7fbe4699798101360947db65451131
bitstream.checksumAlgorithm.fl_str_mv MD5
MD5
MD5
MD5
repository.name.fl_str_mv Repositorio Institucional Universidad de San Buenaventura Colombia
repository.mail.fl_str_mv bdigital@metabiblioteca.com
_version_ 1837099240269021184
spelling Comunidad Científica y AcadémicaOrdoñez Morales, Oscar25bfcdd5-3a66-4c7b-9ccf-88c9c9cbcdba-1Marín Parra, Dianaaf7cf0a2-ba52-44aa-a32c-6a267f8557db-12017-11-07T19:24:38Z2017-11-07T19:24:38Z2014-072017-11-07This article presents findings of a pilot study on the relation between comprehension of humor and causal understanding in early childhood. Twenty children (aged between 3 to 5 years) were presented with eight single frame cartoons with no captions, which depicted possible and impossible incongruities.Results showed that when asked to choose among three choices –incongruent, congruent, and neutral– to compose the picture they thought was funnier, most of children selected the incongruent choice. Analyses of verbal production before all choices showed that incongruity triggered more high order cognitive functioning when compared with two other choices. Moreover, children offered varied reasons to explain possible incongruities; while they tended to reject impossible violations, sometimes by proposing alternative solutions in order ‘to adjust’ the situation to physical regularity. Findings suggest that pictorial humor constitutes an appropriate methodological resource for exploring young children’s cognitive functioning; especially in regard to the relations between their comprehension of humor and physical causal understanding.Este artículo presenta los resultados de un estudio piloto sobre la relación entre comprensión humorística y comprensión causal en la primera infancia. A veinte niños entre los tres y los cinco años, les fueron presentados ocho chistes gráficos con incongruencias posibles e imposibles. Los resultados mostraron que al escoger entre tres opciones: incongruente, congruente y neutra para componer la imagen que les pareciera más graciosa, la mayoría de los niños eligió la alternativa incongruente. El análisis de la producción verbal mostró que la incongruencia disparó más funcionamientos cognitivos de alto orden que las otras dos opciones. Adicionalmente, los niños ofrecieron razones para explicar las incongruencias posibles y tendieron a rechazar las violaciones imposibles, ofreciendo en ocasiones, alternativas para “ajustar” la situación a la regularidad física. Los resultados sugieren que el chiste gráfico constituye un recurso metodológico apropiado para explorar los funcionamientos cognitivos de los niños pequeños y las relaciones entre su comprensión humorística y su comprensión causal.Universidad de San Buenaventura - Calipdf59 - 76 páginasRecurso en lineaapplication/pdf1794-192X2256-3202 (en línea)http://hdl.handle.net/10819/4891spaUniversidad de San BuenaventuraDocumento USBDocumentos USBCaliRevista Científica Guillermo de Ockham;Vol. 12, No 2. Julio-Diciembre 2014Atribución-NoComercial-SinDerivadas 2.5 ColombiaPor medio de este formato manifiesto mi voluntad de AUTORIZAR a la Universidad de San Buenaventura, Sede Bogotá, Seccionales Medellín, Cali y Cartagena, la difusión en texto completo de manera gratuita y por tiempo indefinido en la Biblioteca Digital Universidad de San Buenaventura, el documento académico-investigativo objeto de la presente autorización, con fines estrictamente educativos, científicos y culturales, en los términos establecidos en la Ley 23 de 1982, Ley 44 de 1993, Decisión Andina 351 de 1993, Decreto 460 de 1995 y demás normas generales sobre derechos de autor. Como autor manifiesto que el presente documento académico-investigativo es original y se realiza sin violar o usurpar derechos de autor de terceros, por lo tanto, la obra es de mi exclusiva autora y poseo la titularidad sobre la misma. La Universidad de San Buenaventura no será responsable de ninguna utilización indebida del documento por parte de terceros y será exclusivamente mi responsabilidad atender personalmente cualquier reclamación que pueda presentarse a la Universidad. Autorizo a la Biblioteca Digital de la Universidad de San Buenaventura convertir el documento al formato que el repositorio lo requiera (impreso, digital, electrónico o cualquier otro conocido o por conocer) o con fines de preservación digital. Esta autorización no implica renuncia a la facultad que tengo de publicar posteriormente la obra, en forma total o parcial, por lo cual podrá, dando aviso por escrito con no menos de un mes de antelación, solicitar que el documento deje de estar disponible para el público en la Biblioteca Digital de la Universidad de San Buenaventura, así mismo, cuando se requiera por razones legales y/o reglas del editor de una revista.http://creativecommons.org/licenses/by-nc-nd/2.5/co/http://purl.org/coar/access_right/c_abf2Revista Científica Guillermo de OckhamAhn, W., Kalish, C. W., Medin, D. L., & Gelman, S. A. (1995). The role of covariation versus mechanism information in causal attribution. Cognition, 54, 299-352. doi:10.1016/0010-0277(94)00640-7 Baillargeon, R. (1994). How do infants learn about the physical world? Current Directions in Psychological Science, 3(5), 133-140. doi:10.1111/1467-8721.ep10770614 Bariaud, F. (1988). Age differences in children’s humor. Journal of Children in Contemporary Society, 20, 15-45. doi:10.1300/J274v20n01_03 Bergson, H. (1953). La risa: ensayo sobre la significación de lo cómico. Buenos Aires: Losada. Berlyne, D. E. (1969). Laughter, humor, and play. En G. Lindzey, & E. Aronson, (Eds.), The handbook of social psychology (2nd ed., Vol. 3, pp. 795-852). Reading, MA: Addison-Wesley. Boden, M. A. (1990). The creative mind: Myths and mechanisms. London: Routledge. Brewer, W. F., Chinn, C. A., & Samarapungavan, A. (2000). Explanation in scientists and children. En F. C. Keil & R. A. Wilson (Eds.), Explanation and cognition (pp. 279-298). Cambridge, MA: The MIT Press. Bruner, J. S., & Postman, L. (1949). On the perception of incongruity: A paradigm. Journal of Personality, 18(2), 206-223. doi:10.1111/j.1467-6494.1949.tb01241.x Carlson, K. A. (2011). The impact of humor on memory: Is the humor effect about humor? Humor: International Journal of Humor Research, 24, 21-41. doi:10.1515/humr.2011.002 Chapman, A. J., & Crompton, P. (1978). Humorous presentations of material and presentations of humorous material: A review of the humor and memory literature and two experimental studies. En M. M. Gruneber, P. E. Morris & R. N. Sikes (Eds.), Practical aspects of memory (pp. 84-92). London: Academic Press. Chinn, C. A., & Brewer, W. F. (1993). The role of anomalous data in knowledge acquisition: A theoretical framework and implications for science instruction. Review of Educational Research, 63, 1-49. doi:10.3102/00346543063001001 Chinn, C. A., & Brewer, W. F. (2001). Models of data: A theory of how people evaluate data. Cognition and Instruction, 19, 323-393. doi:10.1207/S1532690XCI1903_3 Chinn, C. A., & Malhotra, B. A. (2002). Children's responses to anomalous scientific data: How is conceptual change impeded? Journal of Educational Psychology, 94, 327-343. doi:10.1037//0022-0663.94.2.327 DeLoache, J. S., Miller, K. F., & Pierroutsakos, S. L. (1998). Reasoning and problem solving. En D. Kuhn & R. Siegler (Eds.), Handbook of child psychology, 5th Edition, Vol. 2: Cognition, perception, and language (pp. 801-850). NY: Wiley. De Mey, T. (2005). Tales of the unexpected: Incongruity-resolution in humor comprehension, scientific discovery and thought experimentation. Logic and Logical Philosophy, 14, 69-88. doi:10.12775/LLP.2005.006 Dewey, J. (1998). Cómo pensamos: nueva exposición de la relación entre pensamiento reflexivo y proceso educativo. Barcelona: Paidós. Dixon, J. A., & Kelley, E. (2007). Theory revision and redescription: Complementary processes in knowledge acquisition. Current Directions in Psychological Science, 16, 111-115. doi:10.1111/j.1467-8721.2007.00486.x Duckworth, E. (2000). Cuando surgen ideas maravillosas y otros ensayos sobre la enseñanza y el aprendizaje. Barcelona: Gedisa. Faw, T. T. & Wingard, J. A. (1977). Relation between conceptual development and visual exploration of incongruity. Developmental Psychology, 13, 137-142. doi:10.1037/0012-1649.13.2.137 Forabosco, G. (1992). Cognitive aspects of the humor process: The concept of incongruity. Humor: International Journal of Humor Research, 5, 45-68. doi:10.1515/humr.1992.5.1-2.45 Forabosco, G. (2008). Is the concept of incongruity still a useful construct for the advancement of humor research? Lodz Papers in Pragmatics, 4(1), 45-62. doi:10.2478/v10016-008-0003-5 Freud, S. (1986). Sigmund Freud-Obras completas: El chiste y su relación con lo inconsciente (Vol. 8). Buenos Aires: Amorrortu Editores. Guo, J., Zhang, X., Wang, Y., & Xeromeritou, A. (2011). Humour among Chinese and Greek preschool children in relation to cognitive development. International Electronic Journal of Elementary Education, 3(3), 153-170. Hempelmann, C. F., & Samson, A. C. (2008). Cartoons: Drawn jokes? En V. Raskin (Ed.), The primer of humor research (pp. 609-640). Berlin: Mouton de Gruyter. Huber, O., & Leder, H. (1997). Are more compact cartoons more humorous? Humor: International Journal of Humor Research, 10, 91-103. doi:10.1515/humr.1997.10.1.91 Jirout, J., & Klahr, D. (2012). Children’s scientific curiosity: In search of an operational definition of an elusive concept. Developmental Review, 32, 125-160. doi:10.1016/j.dr.2012.04.002 Karmiloff-Smith, A. (1988). The child is a theoretician, not an inductivist. Mind & Language, 3, 183-195. doi:10.1111/j.1468-0017.1988.tb00142.x Karmiloff-Smith, A., & Inhelder, B. (1975). If you want to get ahead, get a theory. Cognition, 3,195-212. doi:10.1016/0010-0277(74)90008-0 Klahr, D. (2000). Exploring science: The cognition and development of discovery processes. Cambridge, MA: The MIT Press. Klein, A. (1987). Children´s humor: A cognitive developmental perspective. En L. G. Katz (Ed.), Current topics in early childhood education (Vol. 7, pp. 126-149). Norwood, NJ: Ablex. Koestler, A. (1964). The act of creation. London: Hutchinson. Loizou, E. (2005). Humour: A different kind of play. European Early Childhood Education Research Journal, 13, 97-109. doi:10.1080/13502930585209701. Loizou, E. (2006). Young children’s explanation of pictorial humor. Early Childhood Education Journal, 33, 425-431. doi:10.1007/s10643-005-0053-z Loizou, E. (2008). Children's humour: A revised theoretical framework. En P. G. Grotewell & Y. R. Burton (Eds.), Early childhood education: Issues and developments (pp. 189-209) NY: Nova Science. Martin, R. A. (2007). The psychology of humor: An integrative approach. San Diego, CA: Elsevier Academic Press. Mayes, L. C., Klin, A., & Cohen, D. J. (1994). The effect of humor on children's developing theory of mind. British Journal of Developmental Psychology, 12, 555-561. doi:10.1111/j.2044-835X.1994.tb00655.x McGhee, P. E. (1971a). Development of the humor response: A review of the literature. Psychological Bulletin, 76, 328-348. doi:10.1037/h0031670 McGhee, P. E. (1971b). The role of operational thinking in children's comprehension and appreciation of humor. Child Development, 42, 733-744. doi:10.2307/1127444 McGhee, P. E. (1971c). Cognitive development and children's comprehension of humor. Child Development, 42, 123-138. doi:10.2307/1127069 McGhee, P. E. (1974). Cognitive mastery and children's humor. Psychological Bulletin, 81, 721-730. doi:10.1037/h0037015 McGhee, P. E. (1976). Children's appreciation of humor: A test of the cognitive congruency principle. Child Development, 47, 420-426. doi:10.2307/1128797 McGhee, P. E. (1979). Humor: Its origin and development. San Francisco, CA: W. H. Freeman. McGhee, P. E., & Chapman, A. J. (1980). Children's humour. Chichester, UK: Wiley. McGhee, P. E., & Panoutsopoulou, T. (2009). The role of cognitive factors in children’s metaphor and humor comprehension. Humor: International Journal of Humor Research, 3, 379-402. doi:10.1515/humr.1990.3.4.379 Morris, B. J., Croker, S., Masnick, A. M., & Zimmerman, C. (2012). The emergence of scientific reasoning. En H. Kloos, B. J. Morris & J. L. Amaral (Eds.), Current topics in children's learning and cognition (pp. 61-82). Rijeka, Croatia: InTech Newell, A., & Simon, H. A. (1972). Human problem solving. Englewood Cliffs, NJ: Prentice-Hall. Ordoñez, O., & Hernández, E. (1996). Comprensión de la historieta humorística en niños de 2 a 4 años en dos contextos culturales diferentes. Estudio exploratorio. (Trabajo de grado, Universidad del Valle, Cali, Colombia). Paulos, J. A. (1980). Mathematics and humor. Chicago, IL: The University of Chicago Press. Pollock, J. (2003). ¿Qué es el humor? Buenos Aires: Paidós. Puche-Navarro, R. (2001). Mutaciones, metáforas y humor visual en el niño. En R. Rosas (Ed.), La mente reconsiderada: en homenaje a Angel Rivière (pp. 181-202). Santiago de Chile: Psykhe. Puche-Navarro, R. (2004). Graphic jokes and children's mind: An unusual way to approach children's representational activity. Scandinavian Journal of Psychology, 45, 343-355. doi:10.1111/j.1467-9450.2004.00414.x Puche-Navarro, R. (2009). From implicit to explicit representation in children's response to pictorial humor. International Journal of Behavioral Development, 33, 543-555. doi:10.1177/0165025409343755 Puche-Navarro, R., Combariza, E., & Ossa, J. C. (2012). La naturaleza no lineal de los funcionamientos inferenciales: Un estudio empírico con base en el humor gráfico. Avances en Psicología Latinoamericana, 30, 27-38. Puche-Navarro, R., & Lozano, H. (1998). Paradigma y sintagma: chiste gráfico y tira cómica. Un estudio experimental. Infancia y Aprendizaje, 84, 99-113. doi:10.1174/021037098760378810 Puche-Navarro, R., & Lozano, H. (2002). El sentido del humor en el niño: estudio empírico. Bogotá, Colombia: Siglo del Hombre. Puche-Navarro, R., Torrado, M. C., & Ordoñez, O. (2002). El desarrollo representacional: ¿Un metachiste? Elementos para una discusión. En R. Puche-Navarro. & H. Lozano (Eds.), El sentido del humor en el niño: estudio empírico (pp. 137-161). Bogotá, Colombia: Siglo del Hombre. Raskin, V. (2008a). The primer of humor research. Berlin: Mouton de Gruyter. Raskin, V. (2008b). Theory of humor and practice of humor research: Editor’s notes and thoughts. En V. Raskin (Ed.), The primer of humor research (pp. 1-15). Berlin: Mouton de Gruyter. Reisenzein, R. (2000). The subjective experience of surprise. En H. Bless & J. P. Forgas (Eds.), The message within: The role of subjective experience in social cognition and behavior (pp. 262-279). Philadelphia, PA: Psychology Press. Rothbart, M. K., & Pien, D. (1977). Elephants and marshmallows: A theoretical synthesis of incongruity resolution and arousal theories of humour (pp. 37-40). En A. J. Chapman & H. C. Foot (Eds.), It’s a funny thing, humour Elmsford, NY: Pergamon. Roncancio, M., & Puche-Navarro, R. (2012). Humor gráfico y comprensión de deseos. Diversitas- Perspectivas en Psicología, 8, 345-360. Ruch, W. (2008). The psychology of humor. En V. Raskin (Ed.), The primer of humor research (pp. 17-100). Berlin: Mouton de Gruyter. Ruffman, T., Perner, J., Olson, D., & Doherty, D. (1993). Reflecting on scientific thinking: Children's understanding of the hypothesis-evidence relation. Child Development, 64, 1617-1636. doi:10.1111/j.1467-8624.1993.tb04203.x Samson, A. C. (2012). The influence of empathizing and systemizing on humor processing: Theory of Mind and humor. Humor: International Journal of Humor Research, 25, 75-98. doi:10.1515/HUMR.2012.005 Schmidt, S. R. (1994). Effects of humor on sentence memory. Journal of Experimental Psychology: Learning, Memory & Cognition, 20, 953-967. doi:10.1037/0278-7393.20.4.953 Schmidt, S. R. (2002). The humour effect: Differential processing and privileged retrieval. Memory, 10, 127-138. doi:10.1080/09658210143000263 Schmidt, S. R., & Williams, A. R. (2001). Memory for humorous cartoons. Memory & Cognition, 29, 305-311. doi:10.3758/BF03194924 Schützwohl, A., & Reisenzein, R. (1999). Children's and adults' reactions to a schema-discrepant event: A developmental analysis of surprise. International Journal of Behavioral Development, 23, 37-62. doi:10.1080/016502599383991 Shultz, T. R. (1972). The role of incongruity and resolution in children’s appreciation of cartoon humour. Journal of Experimental Child Psychology, 13, 456-477. doi:10.1016/0022-0965(72)90074-4 Shultz, T. R. (1974). Development of the appreciation of riddles. Child Development, 45, 100-105. doi:10.2307/1127755 Shultz, T. R. (1976). A cognitive-developmental analysis of humor. En A. H. Chapman & H. C. Foot (Eds.), Humour and laughter: Theory, research and application (pp. 11-36). London: Wiley. Shultz, T. R. & Horibe, F. (1974). Development of the appreciation of verbal jokes. Developmental Psychology, 10, 13-20. doi:10.1037/h0035549 Sigel, I. E. (1997). Modelo de distanciamiento y desarrollo de la competencia representativa. Infancia y Aprendizaje, 78, 13-29. doi:10.1174/021037097761403118 Sigel, I. E. (2002). The psychological distancing model: A study of the socialization of cognition. Culture & Psychology, 8, 189-214. doi:10.1177/1354067X02008002438 Sodian, B., Zaitchik, D., & Carey, S. (1991). Young children´s differentiation of hypothetical beliefs from evidence. Child Development, 62, 753-766. doi:10.1111/j.1467-8624.1991.tb01567.x Stiensmeier-Pelster, J., Martini, A., & Reisenzein, R. (1995). The role of surprise in the attribution process. Cognition and Emotion, 9, 5-31. doi:10.1080/02699939508408963 Strick, M., Holland, R. W., van Baaren, R., & van Knippenberg, A. (2010). Humor in the eye tracker: Attention capture and distraction from context cues. The Journal of General Psychology, 137, 37-48. doi:10.1080/00221300903293055 Suls, J. M. (1972). A two-stage model for the appreciation of jokes and cartoons. En J. H. Goldstein & P. E. McGhee (Eds.), The psychology of humor. NY: Academic Press. Suls, J. M. (1983). Cognitive processes in humor appreciation. En P. E. McGhee & J. H. Goldstein (Eds.), Handbook of humor research, Vol. 1: Basic issues (pp. 39-57). NY: Springer-Verlag. Takahashi, M., & Inoue, T. (2009). The effects of humor on memory for non- sensical pictures. Acta Psychologica, 132, 80-84. doi:10.1016/j.actpsy.2009.06.001 Thornton, S. (1998). La resolución infantil de problemas. Madrid: Morata. Whitt, J. K., & Prentice, N. M. (1977). Cognitive processes in the development of children's enjoyment and comprehension of joking riddles. Developmental Psychology, 13, 129-136. doi:10.1037/0012-1649.13.2.129 Zigler, E., Levine, J., & Gould, L. (1966). Cognitive processes in the development of children's appreciation of humor. Child Development, 37, 507-518. doi:10.2307/1126675 Zillmann, D., Masland, J. L., Weaver, J. B., Lacey, L. A., Jacobs, N. E., Dow, J. H., Klein, C. A., & Banker, S. R. (1984). Effects of humorous distortions on children's learning from educational television. Journal of Educational Psychology, 76, 802-812. doi:10.1037/0022-0663.76.5.802 Ziv, A. (1976). Facilitating effects of humor on creativity. Journal of Educational Psychology, 68, 318-322. doi:10.1037/0022-0663.68.3.318 Ziv, A. (1983). The influence of humorous atmosphere on divergent thinking. Contemporary Educational Psychology, 8, 68-75. doi:10.1016/0361-476X(83)90035-8Universidad de San Buenaventura - CaliCali, Hemeroteca 3er. pisoBiblioteca Digital Universidad de San BuenaventuraHumor gráficoConocimiento físicoProcesos cognitivosPictorial humorPhysical knowledgeCognitive processesInfanciaHumorismo gráficoComprensión humorística y comprensión causal: tendiendo puentes a través del funcionamiento cognitivoHumor and causal understanding: building bridges through cognitive functioningArtículo de revistaArtículoinfo:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedhttp://purl.org/coar/resource_type/c_2df8fbb1PublicationORIGINAL63-961-1-PB.pdf63-961-1-PB.pdfapplication/pdf309176https://bibliotecadigital.usb.edu.co/bitstreams/1d2851b3-0fb5-405e-a30b-6756e6e68ff2/downloadb6dea7819420dcd8071b63efd7d576abMD51LICENSElicense.txtlicense.txttext/plain; charset=utf-82071https://bibliotecadigital.usb.edu.co/bitstreams/0ac2d757-c492-45d4-930a-a017dbd8ada7/download0c7b7184e7583ec671a5d9e43f0939c0MD52TEXT63-961-1-PB.pdf.txt63-961-1-PB.pdf.txtExtracted texttext/plain82813https://bibliotecadigital.usb.edu.co/bitstreams/fad08d66-e837-422b-8ed1-57fac64ccc3e/downloadb2e9d36ef886a11960f9ef98ea1091deMD53THUMBNAIL63-961-1-PB.pdf.jpg63-961-1-PB.pdf.jpgGenerated Thumbnailimage/jpeg12986https://bibliotecadigital.usb.edu.co/bitstreams/99f226cf-9193-47b2-8860-74e6c519b638/download2b7fbe4699798101360947db65451131MD5410819/4891oai:bibliotecadigital.usb.edu.co:10819/48912023-04-12 16:47:19.631http://creativecommons.org/licenses/by-nc-nd/2.5/co/https://bibliotecadigital.usb.edu.coRepositorio Institucional Universidad de San Buenaventura Colombiabdigital@metabiblioteca.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

Publicaciones similares