Aproximaciones a estudios sobre la Burla desde la Perspectiva del Desarrollo
El propósito de este artículo es presentar un balance bibliográfico de estudios que abordan la emergencia de la burla en niños preescolares y escolares a partir de un inventario de artículos de investigación y artículos teóricos que analizan esta problemática. Fichas de reseñas empíricas y de reseñas teóricas son la unidad de trabajo que permite identificar las plataformas conceptuales, metodológicas e instrumentales que subyacen a cada trabajo. La discusión presenta las perspectivas de los estudios a partir de las modalidades de análisis: centradas en el sujeto, investigaciones que describen el desempeño de los niños y las niñas a partir de sus habilidades cognitivas y sociales para comprender la burla. Relacionales, estudios que revelan e... Ver más
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Corporación Universitaria Iberoamericana - 2020
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Aproximaciones a estudios sobre la Burla desde la Perspectiva del Desarrollo Kolojarceva, L. A., y Artemyeva, T. V. (2017). Funny in animated films and literature: what the russian children laugh at. Journal of Fundamental and Applied Sciences, 9(7S), 1266-1276. Available online at: https://www.jfas.info/index.php/jfas/article/view/3545/2017. Nwokah, Evangeline E., Sandra E. Burnette y Kelly N. Graves. 2013. Joke telling, humor creation, and humor recall in children with and without hearing loss. Humor: International Journal of Humor Research 26(1). 69–96. https://doi.org/10.1515/humor-2013-0005 Mills, C. B., y Carwile, A. M. (2009). The good, the bad, and the borderline: Separating teasing from bullying. Communication Education, 58(2), 276-301 https://doi.org/10.1080/03634520902783666 Mills, C. B. (2016). Child’s play or risky business? The development of teasing functions and relational implications in school-aged children. Journal of Social and Personal Relationships, 35(3), 287–306. doi:10.1177/0265407516683557 Marques, C. A. E., da Silva, L. M. F., de Almeida Oliveira, M. T., y Vinha, T. P. (2018). Investigando a provocação entre pares. Educação (UFSM), 43(1), 127-140 https://doi.org/10.5902/1984644428067 Loizou, E. y Kyriakou, M. (2016). Young children’s appreciation and production of verbal and visual humor. Humor, 29 (1), 99 – 124. Doi: 10.1515/humor-2015-0131 Loizou, E. (2011). Disposable cameras, humour and children's abilities. Contemporary Issues in Early Childhood, 12(2), 148-62. https://doi.org/10.2304/ciec.2011.12.2.148 Ljuštanović, J., & Pešikan-Ljuštanović, L. (2017). Laughing Children and Funny Children: Laughter and Early Childhood. Narodna umjetnost: hrvatski časopis za etnologiju i folkloristiku, 54(1), 29-47 Keltner, D., Capps, L., Kring, A.M., Young, R.C., & Heerey, E.A. (2001). Just teasing: a conceptual analysis and empirical review. Psychological Bulletin, 127(2), 229–248. https://doi.org/10.1037//0033-2909.127.2.229 Platt, T., Wagner, L., y Ruch, W. (2016). The association between class clown dimensions, school experiences and accomplishment. Learning and Individual Differences, 51, 327-332.Psychology of Education, 12, 495- 510. https://doi.org/10.1016/j.lindif.2016.08.036 processes. En: J. Valsiner & K. J. Conolly (Eds.), Handbook of developmentalpsychology (pp. 640-672). Londres: Sage. Helgeland, A., & Lund, I. (2017). Children’s Voices on Bullying in Kindergarten. Early Childhood Education Journal, 45(1), 133–141. https://doi.org/10.1007/s10643-016-0784-z Haugh, M. (2016). “Just kidding”: Teasing and claims to non-serious intent. Journal of Pragmatics, 95, 120–136. doi:10.1016/j.pragma.2015.12.004 Haugh (2010) Jocular mockery, (dis)affiliation and face. J. Pragmat. 42, 2106--2119. Harwood, D (2010) The Phenomenon of Sibling Teasing: Three Mothers' Perceptions of Their Children's Teasing Behaviors, Journal of Research in Childhood Education, 24:4, 366-385, DOI: 10.1080/02568543.2010.510080 Harwood, D., Bosacki, S., & Borcsok, K. (2010). An investigation of young children's perceptions of teasing within peer relationships. International Electronic Journal of Elementary Education, 2(2), 237-260. Recuperado de : https://files.eric.ed.gov/fulltext/EJ1052053.pdf Harwood, D., y Copfer, S. (2015). “Your Lunch Pail Is Silly!” Children’s and Teachers’ Views on Teasing. Journal of Research in Childhood Education, 29(1), 26-41. Harwood, D., y Copfer, S. (2011). Teasing in Schools: What Teachers have to Say. International Journal of Interdisciplinary Social Sciences, 6(3). Paulus, M., Wörle, M., y Christner, N. (2020). The Emergence of Human Altruism:Preschool Children Develop a Norm for Empathy-based Comforting. Journal of Cognition y Development, 21(1), 104–124. https://doi-/10.1080/15248372.2019.1693375 Reddy, V., Williams, E., & Vaughan, A. (2001). Sharing laughter: The humour of pre-school children with Down syndrome. Down Syndrome Research and Practice, 7(3), 125–128. https://doi.org/10.3104/reports.121 Da Silva, L. M. F., y Vinha, T. P. (2017). Conflicts among students from 8 to 9 years old: teasing and annoying behavior. Revista Ibero-Americana de Estudos em Educação, 12(3), 1901-1918. http://dx.doi.org/10.21723/riaee.v12.n.3.2017.10368 info:eu-repo/semantics/article Text http://purl.org/coar/access_right/c_abf2 info:eu-repo/semantics/openAccess http://purl.org/coar/version/c_970fb48d4fbd8a85 info:eu-repo/semantics/publishedVersion http://purl.org/redcol/resource_type/ARTREF http://purl.org/coar/resource_type/c_6501 Warm, T. R. (1997). The role of teasing in development and vice versa. Journal of Developmental and Behavioral Pediatrics, 18, 97–101. doi:10.1097/00004703-199704000-00004. Simão, (2010). Ensaios dialógicos: compartilhamento e diferença nas relações eu-outro.. Sao Paulo Brazil: HUCITEC. Walters, G. D., Kremser, J., & Runell, L. (2020). The Fear of Being Bullied on the School Bus: Perceptions, Correlations, and Sex Differences. International Journal of Bullying Prevention. doi:10.1007/s42380-020-00066-3 Voss, L. S. (1997). Teasing, disputing, and playing: Cross-gender interactions and space utilization among first and third graders. Gender & Society, 11, 238–256. Van Geert, P. (2003). Dynamic systems approaches and modeling of developmental processes. Handbook of developmental psychology, 640672. Valsiner, J (2014). An invitation to cultural Psychology. SAGE publications. Valsiner, J. (1998). The development of the concept of development: Historical and epistological perspective es. En: Handbook of Child Psychology, 1. New York: John Wiley & Sons, Inc. Valsiner, J. (2004). El desarrollo de las teorías del desarrollo: la “Hollywoodización” de la ciencia y su Impacto. Infancia y Aprendizaje, 27(2), 147-154. Tucker L. Jones, Taylor W. Wadian, Mark A. Barnett, Mary K. Hellmer y Lauren N. Pino (2018) Young Children's ability to Discriminate between Antisocial and Prosocial Teases, The Journal of Genetic Psychology, 179:1, 1-8, DOI: 10.1080/00221325.2017.1392280 Simão, L. M. (2012). 18 The Other in the Self: A Triadic Unit. The Oxford handbook of culture and psychology, 403 Dowling, J. S. (2014). School-age children talking about humor: Data from focus groups. Humor, 27(1), 121-139. https://doi.org/10.1515/humor-2013-0047 Cortés-Conde, F. (2014). Teasing. In S. Attardo (Ed.), Encyclopedia of humor studies (pp. 758-758). Thousand Oaks,: SAGE Publications, Inc. doi: 10.4135/9781483346175.n339 Publication Revista iberoamericana de psicología El propósito de este artículo es presentar un balance bibliográfico de estudios que abordan la emergencia de la burla en niños preescolares y escolares a partir de un inventario de artículos de investigación y artículos teóricos que analizan esta problemática. Fichas de reseñas empíricas y de reseñas teóricas son la unidad de trabajo que permite identificar las plataformas conceptuales, metodológicas e instrumentales que subyacen a cada trabajo. La discusión presenta las perspectivas de los estudios a partir de las modalidades de análisis: centradas en el sujeto, investigaciones que describen el desempeño de los niños y las niñas a partir de sus habilidades cognitivas y sociales para comprender la burla. Relacionales, estudios que revelan el vínculo burlón-burlado a partir de la interpretación de las intenciones humorísticas. Socioculturales, trabajos que se centran en el reconocimiento de agentes y contenidos humorísticos de comunidades específicas. Finalmente, el artículo propone una reflexión acerca de las acciones humorísticas que abren el entramado de significados de la experiencia inquietante del encuentro con el otro en la relación dialógica burlón-burlado en el ciclo cultura-individuo-cultura. Reyes Rojas, Monica Sanchez Rios, Hernan Mathias Simão, Lívia burla modelos de desarrollo niños 13 2 Núm. 2 , Año 2020 : Revista Iberoamericana de Psicología Artículo de revista Bosacki, S., Harwood, D., y Sumaway, C. (2012). Being mean: Children’s gendered perceptions of peer teasing. Journal of Moral Education, 41(4), 473-489. https://doi.org/10.1080/03057240.2012.690728 Bogotá: Corporación Universitaria Iberoamericana application/pdf https://reviberopsicologia.ibero.edu.co/article/view/rip.13213 Addyman, C., Fogelquist, C., Levakova, L., y Rees, S. (2018). Social facilitation of laughter and smiles in preschool children. Frontiers in psychology, 9, 1048. https://doi.org/10.3389/fpsyg.2018.01048 Barnett, M. A., Nichols, M. B., Sonnentag, T. L., &Wadian, T.W. (2013). Factors associated with early adolescents’ anticipated emotional and behavioral responses to ambiguous teases on Facebook. Computers inHuman Behavior, 29, 2225–2229. doi:10.1016/j.chb.2013.05.003. Barnett, M. A., Barlett, N. D., Livengood, J. L., Murphy, D. L., y Brewton, K. E. (2010). Factors Associated With Children’s Anticipated Responses to Ambiguous Teases. Journal of Genetic Psychology, 171(1), 54–72. https://doi.org/10.1080/00221320903300395 Español Barnett, M. A., Burns, S. R., Sanborn, F. W., Bartel, J. S., y Wilds, S. J. (2004). Antisocial and prosocial teasing among children: Perceptions and individual differences. Social Development, 13, 292-310. https://doi.org/10.1111/j.1467-9507.2004.000268.x Barnett, L. A. (2018). The Education of Playful Boys: Class Clowns in the Classroom. Frontiers in psychology, 9, 232. https://doi.org/10.3389/fpsyg.2018.00232 https://creativecommons.org/licenses/by-nc-sa/4.0/ Corporación Universitaria Iberoamericana - 2020 Artemyeva, T. V. (2015). Child concept of comic content analysis. The Social Sciences, 10(4), 402-406. https://doi.org/10.1007/bf00287463 Airenti, G. (2016). Playing with expectations: A conceptual view of humor development. Frontiers in Psychology, 7, 1 – 12. https://doi.org/10.3389/fpsyg.2016.01392 The teasing emerges as a symbolic action in the interaction between a teaser and teased. It is Usually expressed in a hostile or in a friendly mode. The purpose of this article is to reflex about the development concept that underlies the teasing studies. To fulfill this objective, we were adopted Jaan Valsiner's postulates about the guided axioms in the developing research and also we adopted the psychological thought matrices that give meaning to the re-organization of theories of development in three models: Differentiation, Balance and Teaching and Learning. The review shows a distribution of studies of teasing in the evolutive axiom. The studies in the evolutive axiom are characterized by the identification of cognitive and social capabilities and abilities which complexitfy with the age. In this type of researches the teasing expression is subordinated respect to other humoristic expression as: the sarcasm, the satire and the irony. The theorical – methodological referents in the evolutive axiom are approach to the Balance Model. The conclusion focus on the pertinence to hold coherence in the psychological thought matrices for the researches that inquire in the development subject. teasing development models and children Mockery Studies from a Development Perspective Journal article 2500-6517 https://reviberopsicologia.ibero.edu.co/article/download/rip.13213/1595 135 2020-07-31T00:00:00Z 2020-07-31T00:00:00Z 2020-07-31 https://doi.org/10.33881/2027-1786.rip.13213 10.33881/2027-1786.rip.13213 2027-1786 146 |
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CORPORACIÓN UNIVERSITARIA IBEROAMERICANA |
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Revista Iberoamericana de Psicología |
| title |
Aproximaciones a estudios sobre la Burla desde la Perspectiva del Desarrollo |
| spellingShingle |
Aproximaciones a estudios sobre la Burla desde la Perspectiva del Desarrollo Reyes Rojas, Monica Sanchez Rios, Hernan Mathias Simão, Lívia burla modelos de desarrollo niños teasing development models and children |
| title_short |
Aproximaciones a estudios sobre la Burla desde la Perspectiva del Desarrollo |
| title_full |
Aproximaciones a estudios sobre la Burla desde la Perspectiva del Desarrollo |
| title_fullStr |
Aproximaciones a estudios sobre la Burla desde la Perspectiva del Desarrollo |
| title_full_unstemmed |
Aproximaciones a estudios sobre la Burla desde la Perspectiva del Desarrollo |
| title_sort |
aproximaciones a estudios sobre la burla desde la perspectiva del desarrollo |
| title_eng |
Mockery Studies from a Development Perspective |
| description |
El propósito de este artículo es presentar un balance bibliográfico de estudios que abordan la emergencia de la burla en niños preescolares y escolares a partir de un inventario de artículos de investigación y artículos teóricos que analizan esta problemática. Fichas de reseñas empíricas y de reseñas teóricas son la unidad de trabajo que permite identificar las plataformas conceptuales, metodológicas e instrumentales que subyacen a cada trabajo. La discusión presenta las perspectivas de los estudios a partir de las modalidades de análisis: centradas en el sujeto, investigaciones que describen el desempeño de los niños y las niñas a partir de sus habilidades cognitivas y sociales para comprender la burla. Relacionales, estudios que revelan el vínculo burlón-burlado a partir de la interpretación de las intenciones humorísticas. Socioculturales, trabajos que se centran en el reconocimiento de agentes y contenidos humorísticos de comunidades específicas. Finalmente, el artículo propone una reflexión acerca de las acciones humorísticas que abren el entramado de significados de la experiencia inquietante del encuentro con el otro en la relación dialógica burlón-burlado en el ciclo cultura-individuo-cultura.
|
| description_eng |
The teasing emerges as a symbolic action in the interaction between a teaser and teased. It is Usually expressed in a hostile or in a friendly mode. The purpose of this article is to reflex about the development concept that underlies the teasing studies. To fulfill this objective, we were adopted Jaan Valsiner's postulates about
the guided axioms in the developing research and also we adopted the psychological thought matrices that give meaning to the re-organization of theories of development in three models: Differentiation, Balance and Teaching and Learning. The review shows a distribution of studies of teasing in the evolutive axiom. The studies in the evolutive axiom are characterized by the identification of cognitive and social capabilities and abilities which complexitfy with the age. In this type of researches the teasing expression is subordinated respect to other humoristic expression as: the sarcasm, the satire and
the irony. The theorical – methodological referents in the evolutive axiom are approach to the Balance Model. The conclusion focus on the pertinence to hold coherence in the psychological thought matrices for the researches that inquire in the development subject.
|
| author |
Reyes Rojas, Monica Sanchez Rios, Hernan Mathias Simão, Lívia |
| author_facet |
Reyes Rojas, Monica Sanchez Rios, Hernan Mathias Simão, Lívia |
| topicspa_str_mv |
burla modelos de desarrollo niños |
| topic |
burla modelos de desarrollo niños teasing development models and children |
| topic_facet |
burla modelos de desarrollo niños teasing development models and children |
| citationvolume |
13 |
| citationissue |
2 |
| citationedition |
Núm. 2 , Año 2020 : Revista Iberoamericana de Psicología |
| publisher |
Bogotá: Corporación Universitaria Iberoamericana |
| ispartofjournal |
Revista iberoamericana de psicología |
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https://reviberopsicologia.ibero.edu.co/article/view/rip.13213 |
| language |
Español |
| format |
Article |
| rights |
http://purl.org/coar/access_right/c_abf2 info:eu-repo/semantics/openAccess https://creativecommons.org/licenses/by-nc-sa/4.0/ Corporación Universitaria Iberoamericana - 2020 |
| references |
Kolojarceva, L. A., y Artemyeva, T. V. (2017). Funny in animated films and literature: what the russian children laugh at. Journal of Fundamental and Applied Sciences, 9(7S), 1266-1276. Available online at: https://www.jfas.info/index.php/jfas/article/view/3545/2017. Nwokah, Evangeline E., Sandra E. Burnette y Kelly N. Graves. 2013. Joke telling, humor creation, and humor recall in children with and without hearing loss. Humor: International Journal of Humor Research 26(1). 69–96. https://doi.org/10.1515/humor-2013-0005 Mills, C. B., y Carwile, A. M. (2009). The good, the bad, and the borderline: Separating teasing from bullying. Communication Education, 58(2), 276-301 https://doi.org/10.1080/03634520902783666 Mills, C. B. (2016). Child’s play or risky business? The development of teasing functions and relational implications in school-aged children. Journal of Social and Personal Relationships, 35(3), 287–306. doi:10.1177/0265407516683557 Marques, C. A. E., da Silva, L. M. F., de Almeida Oliveira, M. T., y Vinha, T. P. (2018). Investigando a provocação entre pares. Educação (UFSM), 43(1), 127-140 https://doi.org/10.5902/1984644428067 Loizou, E. y Kyriakou, M. (2016). Young children’s appreciation and production of verbal and visual humor. Humor, 29 (1), 99 – 124. Doi: 10.1515/humor-2015-0131 Loizou, E. (2011). Disposable cameras, humour and children's abilities. Contemporary Issues in Early Childhood, 12(2), 148-62. https://doi.org/10.2304/ciec.2011.12.2.148 Ljuštanović, J., & Pešikan-Ljuštanović, L. (2017). Laughing Children and Funny Children: Laughter and Early Childhood. Narodna umjetnost: hrvatski časopis za etnologiju i folkloristiku, 54(1), 29-47 Keltner, D., Capps, L., Kring, A.M., Young, R.C., & Heerey, E.A. (2001). Just teasing: a conceptual analysis and empirical review. Psychological Bulletin, 127(2), 229–248. https://doi.org/10.1037//0033-2909.127.2.229 Platt, T., Wagner, L., y Ruch, W. (2016). The association between class clown dimensions, school experiences and accomplishment. Learning and Individual Differences, 51, 327-332.Psychology of Education, 12, 495- 510. https://doi.org/10.1016/j.lindif.2016.08.036 processes. En: J. Valsiner & K. J. Conolly (Eds.), Handbook of developmentalpsychology (pp. 640-672). Londres: Sage. Helgeland, A., & Lund, I. (2017). Children’s Voices on Bullying in Kindergarten. Early Childhood Education Journal, 45(1), 133–141. https://doi.org/10.1007/s10643-016-0784-z Haugh, M. (2016). “Just kidding”: Teasing and claims to non-serious intent. Journal of Pragmatics, 95, 120–136. doi:10.1016/j.pragma.2015.12.004 Haugh (2010) Jocular mockery, (dis)affiliation and face. J. Pragmat. 42, 2106--2119. Harwood, D (2010) The Phenomenon of Sibling Teasing: Three Mothers' Perceptions of Their Children's Teasing Behaviors, Journal of Research in Childhood Education, 24:4, 366-385, DOI: 10.1080/02568543.2010.510080 Harwood, D., Bosacki, S., & Borcsok, K. (2010). An investigation of young children's perceptions of teasing within peer relationships. International Electronic Journal of Elementary Education, 2(2), 237-260. Recuperado de : https://files.eric.ed.gov/fulltext/EJ1052053.pdf Harwood, D., y Copfer, S. (2015). “Your Lunch Pail Is Silly!” Children’s and Teachers’ Views on Teasing. Journal of Research in Childhood Education, 29(1), 26-41. Harwood, D., y Copfer, S. (2011). Teasing in Schools: What Teachers have to Say. International Journal of Interdisciplinary Social Sciences, 6(3). Paulus, M., Wörle, M., y Christner, N. (2020). The Emergence of Human Altruism:Preschool Children Develop a Norm for Empathy-based Comforting. Journal of Cognition y Development, 21(1), 104–124. https://doi-/10.1080/15248372.2019.1693375 Reddy, V., Williams, E., & Vaughan, A. (2001). Sharing laughter: The humour of pre-school children with Down syndrome. Down Syndrome Research and Practice, 7(3), 125–128. https://doi.org/10.3104/reports.121 Da Silva, L. M. F., y Vinha, T. P. (2017). Conflicts among students from 8 to 9 years old: teasing and annoying behavior. Revista Ibero-Americana de Estudos em Educação, 12(3), 1901-1918. http://dx.doi.org/10.21723/riaee.v12.n.3.2017.10368 Warm, T. R. (1997). The role of teasing in development and vice versa. Journal of Developmental and Behavioral Pediatrics, 18, 97–101. doi:10.1097/00004703-199704000-00004. Simão, (2010). Ensaios dialógicos: compartilhamento e diferença nas relações eu-outro.. Sao Paulo Brazil: HUCITEC. Walters, G. D., Kremser, J., & Runell, L. (2020). The Fear of Being Bullied on the School Bus: Perceptions, Correlations, and Sex Differences. International Journal of Bullying Prevention. doi:10.1007/s42380-020-00066-3 Voss, L. S. (1997). Teasing, disputing, and playing: Cross-gender interactions and space utilization among first and third graders. Gender & Society, 11, 238–256. Van Geert, P. (2003). Dynamic systems approaches and modeling of developmental processes. Handbook of developmental psychology, 640672. Valsiner, J (2014). An invitation to cultural Psychology. SAGE publications. Valsiner, J. (1998). The development of the concept of development: Historical and epistological perspective es. En: Handbook of Child Psychology, 1. New York: John Wiley & Sons, Inc. Valsiner, J. (2004). El desarrollo de las teorías del desarrollo: la “Hollywoodización” de la ciencia y su Impacto. Infancia y Aprendizaje, 27(2), 147-154. Tucker L. Jones, Taylor W. Wadian, Mark A. Barnett, Mary K. Hellmer y Lauren N. Pino (2018) Young Children's ability to Discriminate between Antisocial and Prosocial Teases, The Journal of Genetic Psychology, 179:1, 1-8, DOI: 10.1080/00221325.2017.1392280 Simão, L. M. (2012). 18 The Other in the Self: A Triadic Unit. The Oxford handbook of culture and psychology, 403 Dowling, J. S. (2014). School-age children talking about humor: Data from focus groups. Humor, 27(1), 121-139. https://doi.org/10.1515/humor-2013-0047 Cortés-Conde, F. (2014). Teasing. In S. Attardo (Ed.), Encyclopedia of humor studies (pp. 758-758). Thousand Oaks,: SAGE Publications, Inc. doi: 10.4135/9781483346175.n339 Bosacki, S., Harwood, D., y Sumaway, C. (2012). Being mean: Children’s gendered perceptions of peer teasing. Journal of Moral Education, 41(4), 473-489. https://doi.org/10.1080/03057240.2012.690728 Addyman, C., Fogelquist, C., Levakova, L., y Rees, S. (2018). Social facilitation of laughter and smiles in preschool children. Frontiers in psychology, 9, 1048. https://doi.org/10.3389/fpsyg.2018.01048 Barnett, M. A., Nichols, M. B., Sonnentag, T. L., &Wadian, T.W. (2013). Factors associated with early adolescents’ anticipated emotional and behavioral responses to ambiguous teases on Facebook. Computers inHuman Behavior, 29, 2225–2229. doi:10.1016/j.chb.2013.05.003. Barnett, M. A., Barlett, N. D., Livengood, J. L., Murphy, D. L., y Brewton, K. E. (2010). Factors Associated With Children’s Anticipated Responses to Ambiguous Teases. Journal of Genetic Psychology, 171(1), 54–72. https://doi.org/10.1080/00221320903300395 Barnett, M. A., Burns, S. R., Sanborn, F. W., Bartel, J. S., y Wilds, S. J. (2004). Antisocial and prosocial teasing among children: Perceptions and individual differences. Social Development, 13, 292-310. https://doi.org/10.1111/j.1467-9507.2004.000268.x Barnett, L. A. (2018). The Education of Playful Boys: Class Clowns in the Classroom. Frontiers in psychology, 9, 232. https://doi.org/10.3389/fpsyg.2018.00232 Artemyeva, T. V. (2015). Child concept of comic content analysis. The Social Sciences, 10(4), 402-406. https://doi.org/10.1007/bf00287463 Airenti, G. (2016). Playing with expectations: A conceptual view of humor development. Frontiers in Psychology, 7, 1 – 12. https://doi.org/10.3389/fpsyg.2016.01392 |
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