| Summary: | 碩士 === 國立高雄師範大學 === 特殊教育學系 === 106 === The purpose of this study was to understand the appreciation and comprehension of verbal jokes in the middle school students with learning disabilities. Referring to relevant researches, the researcher compiled a joke appreciation scale, which divided the joke into three types of jokes: "phonological jokes", " syntactic and semantic jokes ", "illogic jokes", and two types of non-jokes: " incongruitious jokes ", "incongruity-removed jokes"`, for investigating the participants’ appreciation performance of the five types. Then, the researcher compiled a joke comprehension test to understand participants’ comprehension performance of the three jokes types. Results are as follows:
1.There are significant differences in the appreciation performance between the five types (including jokes and non-jokes).
a. The appreciation of the three "joke types" of the students with learning disabilities is significantly higher than the two "non-joke types".
b. There are significant differences in the appreciation performance between the three "joke types". The appreciation scores from high to low are "phonological", "illogic jokes" and "syntactic and semantic jokes".
c.There are significant differences in the appreciation performance between the two "non-joke types". The scores from high to low are " incongruous jokes" and " incongruity-removed jokes ".
2.There are significant differences in the comprehension performance between the three jokes types for students with learning disabilities.
a. The comprehension of the "phonological jokes" of the students with learning disabilities is significantly higher than the " illogic jokes ".
b. The comprehension of the the "syntactic and semantic jokes" of the students with learning disabilities is significantly higher than the "illogic jokes ".
c.The scores of “syntactic and semantic jokes” are higher than “phonological jokes”, but they have no significant difference.
3. There is no significant difference in the appreciation performance of the five types between the students with learning disabilities and the normal students.
a. The performance of the five types of students with learning disabilities and normal students did not reach significant differences.
b. The students with learning disabilities have an interaction effect with normal students in jokes appreciation. The appreciation of "syntactic and semantic jokes" of the students with learning disabilities is significantly lower than the "illogic jokes". On the constract, the appreciation of "illogic jokes" of the normal students is lower but not significantly than "syntactic and semantic jokes".
4.There is a significant difference between the students with learning disabilities and the normal students in the comprehension of jokes.
a. The comprehension of the three joke types of the students with learning disabilities is significantly lower than the normal students.
b. Both the two groups performs better in the comprehension of "phonological jokes" and "syntactic and semantic jokes", and both are significantly better than the "illogic jokes".
According to the appreciation performance, first it is suggested that the students with learning disabilities who have difficulties in reading and comprehension can distinguish between jokes and non-jokes as well as incongruity and non-incongruity. Then the students with learning disabilities also can enjoy the fun in jokes, like the normal students do. Second, the comprehension perfromance of the students with learning disabilities is significantly lower than the normal students. It’s suggested that not only the students with learning disabilities have more poor comprehension performance in "phonology", "syntax and semantics" and "illogic" than the normal students, but also that they can enjoy jokes but not understand them completely. Between the three jokes types, the illogic jokes are the most difficult to understand for both two groups.
Keywords：humor, learning disabilities, joke, joke appreciation, joke comprehension
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