The purpose of this research is to identify difficulties in understanding humor caused by deficits in language in relation to Learning Difficulties (LD) such as Non-Verbal Learning Disabilities (NVLD) with respect to the fields of semantics and pragmatics. The first phase of the paper assesses social development and perception of humor with regards to social, cognitive, and linguistic skills. The second phase pinpoints patterns of humor as well as the perception of humor by individuals with NVLD. The final phase involves surveying the fields of semantics and pragmatics of humor by identifying patterns and deficits, which are later used to identify solutions and suggestions. Seemingly, the ability to comprehend, assess, or develop humor is tied to social and cognitive skills, and any deficits in learning may hinder the understanding of humor. The studies examined in this paper illustrate that learners with NVLD find it difficult to comprehend or assess jokes that are phonological in nature. However, these learners can understand lexical and congruity jokes. Provided the context and linguistics patterns, learners with NVLD can perceive jokes and derive meaning through context. Hence, in order to reduce the effects of NVLD, learners should be provided with language awareness in order to overcome their learning difficulties. Moreover, adjustment tools can be taken into consideration, such as providing individuals with safe learning environments and developing curriculums that fit their needs. Since individuals with NVLD do not comprehend humor on the phonological level, they can gradually learn how to overcome this difficulty by probing the field of phonology. Also, learners with NVLD can also master lexicology and cognitive congruity in order to understand better the mechanics of humor and language.
| Published in | Arabic Language, Literature & Culture (Volume 3, Issue 4) |
| DOI | 10.11648/j.allc.20180304.11 |
| Page(s) | 43-47 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2019. Published by Science Publishing Group |
NVLD, Perception, Humor, Semantics, Pragmatics
| [1] | Piaget, J. (1995a). Explanation in Sociology. In J. Piaget (Ed.), Sociological Studies (pp. 30–96). London: Routledge. Piaget, J. (1995b). Problems of the Social Psychology of Childhood. In J. Piaget (Eds), Sociological Studies (pp. 287–318). London: Routledge. |
| [2] | Freud, S. (1930). Civilization and Its Discontents. New York: Norton. |
| [3] | Watson, J. B. (1924). Behaviorism. New York: The People's Institute. |
| [4] | Skinner, B. F. (1971). Beyond Freedom and Dignity. New York: Knopf. |
| [5] | Semrud-Clikeman, M., & Glass, K. (2008). Comprehension of Humor in Children with Nonverbal Learning Disabilities, Reading Disabilities, and without Learning Disabilities. Annals of Dyslexia, 58 (2). |
| [6] | Cruse, A. (2006). A Glossary of Semantics and Pragmatics. Edinburgh: Edinburgh University Press. |
| [7] | McGhee, P. E. (1979). Humor: Its Origin and Development. San Francisco: W. H. Freeman. |
| [8] | Chapman, A. J. (1976). Social Aspects of Humorous Laughter. In A. J. Chapman, & H. C. Foot (Eds.), Humor and Laughter: Theory, Research and Applications (pp. 155-186). New York: Wiley. |
| [9] | Martineau, W. H. (1972). A Model of the Social Functions of Humor. In J. H. Goldstein, & P. M. McGhee (Eds.), The psychology of Humor: Theoretical Perspectives and Empirical Issues (pp. 101-125). New York: Academic. |
| [10] | Masten, A. S. (1986). Humor and Competence in School-aged Children. Child Development, 57, 461-473. |
| [11] | Nash, W. (1985). The Language of humour. London: Longman. |
| [12] | Diesfield, K. (1999). International Ethical Safeguards: Genetics and People with Learning Disabilities. Disability and Society, 14 (1), 21–36. |
| [13] | Scottish Executive (2000). The Same As You? Review of Learning Disability Services in Scotland. Edinburgh: The Stationery Office. |
| [14] | Cole, M., & Kraft, M. B. (1964). Specific Learning Disability. Cortex, 1, 302-313. |
| [15] | Pennington, B. F. (1991). Diagnosing Learning Disorders. New York: Guilford. |
| [16] | 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. |
| [17] | Schultz, T. R. (1972). The Role of Incongruity and Resolution in Children's Appreciation of Cartoon Humor. Journal of Experimental Child Psychology, 13, 456-477. |
| [18] | Schultz, T. R., & Horibe, F. (1974). Development of the Appreciation of Verbal Jokes. Developmental Psychology, 10, 13-20. |
| [19] | McGhee, P. E. (1974). Cognitive Mastery and Children's Humor. Psychological Bulletin, 81, 44. |
| [20] | Bariaud, F. (1988). Age Differences in Children's Humor. Journal of Children in Contemporary Society, 20, 15-45. |
| [21] | McGhee, P. E. (1971). Development of the Humor Response. Psychological Bulletin, 76, 31. |
| [22] | Sroufe, L. A., & Waters, E. (1976). The Ontogenesis of Smiling and Laughter: A Perspective on the Organization of Development in Infancy. Psychological Review, 83, 173-189. |
| [23] | Sroufe, L. A., & Wunsch, J. P. (1972). The Development of Laughter in the First Year of Life. Child Development, 43, 1326-1344. |
| [24] | Bruno, R. M., Johnson, J. M., & Simon, J. (1987). Perception of Humor by Regular Class Students and Students with Learning Disabilities or Mild Mental Retardation. Journal of Learning Disabilities, 20 (9). |
| [25] | Raskin, V. (1985). Semantic Mechanisms of Humor. Dordrecht/Boston/Lancaster: D. Reidel. |
| [26] | Hakvoort, F. J. & Thoonen, G. (1999) [NLD en aspecten van schoolvaardigheden en -tekorten.] Congrespresentatie 10 december 1999: Het NLD-syndrooml theorie en praktijk, 20–21. Tilburg/ Oisterwijk: Katholieke Universiteit Brabant and De Hondsberg. |
| [27] | Molenaar-Klumper, M. (2002). Non-Verbal Learning Disabilities: Characteristics, Diagnosis, and Treatment within an Educational Setting. London: Jessica Kingsley. |
| [28] | Cardillo, R., Basso Garcia, R., Mammarella, I. C., & Cornoldi, C. (2018) Pragmatics of language and theory of mind in children with dyslexia with associated language difficulties or nonverbal learning disabilities, Applied Neuropsychology: Child, 7:3, 245-256, DOI: 10.1080/21622965.2017.1297946 |
APA Style
Rabih Joseph Nabhan, Mireille Garabed Sarkissian. (2019). Nonverbal Learning Disability in Relation to the Semantics and Pragmatics of Humor. Arabic Language, Literature & Culture, 3(4), 43-47. https://doi.org/10.11648/j.allc.20180304.11
ACS Style
Rabih Joseph Nabhan; Mireille Garabed Sarkissian. Nonverbal Learning Disability in Relation to the Semantics and Pragmatics of Humor. Arab. Lang. Lit. Cult. 2019, 3(4), 43-47. doi: 10.11648/j.allc.20180304.11
Share This Article
Twitter
Linked In
Facebook
Copy
Download@article{10.11648/j.allc.20180304.11,
author = {Rabih Joseph Nabhan and Mireille Garabed Sarkissian},
title = {Nonverbal Learning Disability in Relation to the Semantics and Pragmatics of Humor},
journal = {Arabic Language, Literature & Culture},
volume = {3},
number = {4},
pages = {43-47},
doi = {10.11648/j.allc.20180304.11},
url = {https://doi.org/10.11648/j.allc.20180304.11},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.allc.20180304.11},
abstract = {The purpose of this research is to identify difficulties in understanding humor caused by deficits in language in relation to Learning Difficulties (LD) such as Non-Verbal Learning Disabilities (NVLD) with respect to the fields of semantics and pragmatics. The first phase of the paper assesses social development and perception of humor with regards to social, cognitive, and linguistic skills. The second phase pinpoints patterns of humor as well as the perception of humor by individuals with NVLD. The final phase involves surveying the fields of semantics and pragmatics of humor by identifying patterns and deficits, which are later used to identify solutions and suggestions. Seemingly, the ability to comprehend, assess, or develop humor is tied to social and cognitive skills, and any deficits in learning may hinder the understanding of humor. The studies examined in this paper illustrate that learners with NVLD find it difficult to comprehend or assess jokes that are phonological in nature. However, these learners can understand lexical and congruity jokes. Provided the context and linguistics patterns, learners with NVLD can perceive jokes and derive meaning through context. Hence, in order to reduce the effects of NVLD, learners should be provided with language awareness in order to overcome their learning difficulties. Moreover, adjustment tools can be taken into consideration, such as providing individuals with safe learning environments and developing curriculums that fit their needs. Since individuals with NVLD do not comprehend humor on the phonological level, they can gradually learn how to overcome this difficulty by probing the field of phonology. Also, learners with NVLD can also master lexicology and cognitive congruity in order to understand better the mechanics of humor and language.},
year = {2019}
}
TY - JOUR T1 - Nonverbal Learning Disability in Relation to the Semantics and Pragmatics of Humor AU - Rabih Joseph Nabhan AU - Mireille Garabed Sarkissian Y1 - 2019/04/22 PY - 2019 N1 - https://doi.org/10.11648/j.allc.20180304.11 DO - 10.11648/j.allc.20180304.11 T2 - Arabic Language, Literature & Culture JF - Arabic Language, Literature & Culture JO - Arabic Language, Literature & Culture SP - 43 EP - 47 PB - Science Publishing Group SN - 2639-9695 UR - https://doi.org/10.11648/j.allc.20180304.11 AB - The purpose of this research is to identify difficulties in understanding humor caused by deficits in language in relation to Learning Difficulties (LD) such as Non-Verbal Learning Disabilities (NVLD) with respect to the fields of semantics and pragmatics. The first phase of the paper assesses social development and perception of humor with regards to social, cognitive, and linguistic skills. The second phase pinpoints patterns of humor as well as the perception of humor by individuals with NVLD. The final phase involves surveying the fields of semantics and pragmatics of humor by identifying patterns and deficits, which are later used to identify solutions and suggestions. Seemingly, the ability to comprehend, assess, or develop humor is tied to social and cognitive skills, and any deficits in learning may hinder the understanding of humor. The studies examined in this paper illustrate that learners with NVLD find it difficult to comprehend or assess jokes that are phonological in nature. However, these learners can understand lexical and congruity jokes. Provided the context and linguistics patterns, learners with NVLD can perceive jokes and derive meaning through context. Hence, in order to reduce the effects of NVLD, learners should be provided with language awareness in order to overcome their learning difficulties. Moreover, adjustment tools can be taken into consideration, such as providing individuals with safe learning environments and developing curriculums that fit their needs. Since individuals with NVLD do not comprehend humor on the phonological level, they can gradually learn how to overcome this difficulty by probing the field of phonology. Also, learners with NVLD can also master lexicology and cognitive congruity in order to understand better the mechanics of humor and language. VL - 3 IS - 4 ER -
Information
Email: