顽皮的大脑:幼儿幽默的发展
原文作者 McGhee, Paul，President, Laughter Remedy, Wilmington, Delaware, USA
摘要：文章探讨了儿童早期笑声与心理幽默体验以及儿童幽默感发展阶段之间的关系。
作为幼儿的家长和教育者，我们最大的乐趣之一就是分享他们富有感染力的笑声。这种笑声对父母与婴儿早期的亲密关系做出了巨大的贡献，同时也揭示了他们早年生活中最显著的特征的另一方面——他们对玩耍的热爱。在这篇文章中，我们将探索这种早期的笑声什么时候第一次与幽默的心理体验相联系，以及智力发展的潜在进步如何产生他们幽默感发展的新阶段。
婴儿什么时候第一次体验幽默?
所以你如何决定当一个婴儿第一次经历幽默?这完全取决于你如何定义幽默。我自己的观点是，幽默包含了我们从已经学过的扭曲心智的事物中获得的乐趣(当我们处于玩耍的精神状态时)。幽默的体验包括意识到正在描述的事情或正在做的事情与孩子先前与事件相关的学习/知识完全不一致。只要这种幽默发生在一个熟悉的、安全的环境中，并本着娱乐或玩耍的精神，它就很有可能被认为是有趣的(尽管在幼儿中也会出现一种不同的幽默，涉及到“禁忌”事物的言行)。因此，幽默实际上是一种游戏心理游戏，或与思想游戏(McGhee, 1979, 2003a)。
在孩子成长的过程中，与新的身心能力玩耍是他们的生物遗传。这种传统使他们在理解世界的过程中，从精神扭曲中获得快乐。使用大脑成像技术的证据表明，幽默会激活大脑中已知的奖赏或愉悦中心。(莫伯斯,2003)。正是新兴智力能力的潜在变化决定了他们幽默感的发展变化。虽然所有的儿童早期教育工作者都敏锐地意识到的重要性为学习(和快乐经历了从学习通过玩耍),这是同样重要的是要注意精神的快乐经历乾坤颠倒他们已经学到了什么(扭曲或做/说它“错误”)。
没有幽默感的笑声
当被问及孩子最早的幽默时，父母通常会指婴儿最早的笑声。这里的问题是,你可以让婴儿笑仅仅通过物理刺激(如痒),它似乎是建立在人类笑(尤其是当情况非常熟悉,玩线索的存在)的释放产生的内在“唤醒”等积极的刺激。笑声在第三个月开始，有时更早。3到5个月大的婴儿确实会对父母做出的不寻常的行为/声音发笑，当他们这样做的时候，他们的父母通常也会笑。在六个月大的时候，当父母也笑的时候，婴儿对“正常”和“奇怪/不寻常”的行为同样笑(Mireault, et al.， 2014)。因此，在这一点上，婴儿不区分正常和不寻常的事件作为笑的原因;他们用别人的笑声作为笑的暗示。
查看一下Youtube上许多婴儿笑的视频就会发现，大多数婴儿笑的时候，他们的声音和视觉都是由父母发出的，要么很有活力，要么很不寻常(通常是突然的、侵入性的)。这一事件的不寻常之处在于，它可能是一种非常早期的幽默形式，它也可能是一种内在的倾向，即通过笑来缓解紧张，从而解释了这种笑。
最早的幽默:嘲笑不同寻常
5、6个月大时，即使父母在笑，婴儿也开始对“正常”行为笑得更少，而对古怪/不寻常的行为笑得更多，即使父母没有笑。经历过的最早形式的幽默通常发生在父母做了“错误的”或不同于他们以前所做的事情的时候(Loizou, 2005;McGhee 2003;Sroufe amp; Wunsch, 1972)。任何不寻常的父母行为(例如，母亲像企鹅一样“摇摇摆摆”，吮吸婴儿的奶瓶，把碗放在她的头上)是这种早期幽默的主要来源。
一到七岁的发育变化
最早的幼儿式幽默——在第二年的开始，孩子们开始形成他们自己的幽默。20采取了一种非常类似于假装玩物体的形式(也是在这个时候开始的)，但是不同。区别在于重点。例如，在假装喝洗发水瓶子里的牛奶时，孩子完全意识到这不是一个用来喝牛奶的婴儿瓶，但却觉得假装喝牛奶很有趣。把乐趣变成乐趣的过程包括把注意力转移到“愚蠢”或“错误”上，就像你喝婴儿奶瓶里的水一样。把你的鞋子放在你的手上而不是你的脚上，或者用梳子刷牙也会是这样的例子。这里的重点是故意“做错事”。这种对错误的戏谑强调使它从单纯的假装变成了有趣的假装——即幽默。
错误的标记——当孩子们对语言的理解能力增强时，这种内在的玩想法的动力就会延伸到玩单词。所以在两岁左右的时候，他们开始有目的地用错误的名字称呼事物(把猫叫做狗，把苹果叫做香蕉，等等)。他们的笑声或有趣的面部表情告诉你这是为了搞笑。在美国，这种幽默的新基础最早出现在“让我看看你的鼻子”(Show me your nose)游戏中。即使你总是“直来直去”地玩游戏(总是指着正确的身体部位)，总有一天孩子会被淘气地看一眼，然后指着错误的身体部位。这个傻笑或微笑会立刻告诉你这不是错误。故意做错这件事很有趣(有时还要等待父母的反应)。在这种情况下，孩子实际上并没有说错单词，但她的行为显然指向了一个有目的的对单词的误解，这是说错单词的前兆。在接下来的几年里，叫错任何熟悉的物体或事件的名字仍然是一大乐趣(例如，“你喜欢我的小猫吗?”——手里拿着一个毛绒玩具狗)。在这个时候，对一些孩子来说，做与你要求的完全相反的事情(被要求站起来时坐下来)也很有趣。
扭曲熟悉的物体、人和动物的特征——到三岁的时候，在不正确地描述熟悉的物体和事件的特定特征的基础上制造不一致比简单地叫错名字要有趣得多。所以，现在让一只猫像猪一样发出“呼噜呼噜”的声音比叫一只猫是猪更有趣。其他的例子包括笑对狗的头在人的身体上的描绘，一只穿着旱冰鞋的牛，或一辆方形轮子的自行车。虽然这种幽默直到三岁才变得普遍，一些孩子在两岁时就开始欣赏它(Hoicka amp; Akhtar, 2012)。这是有道理的,因为婴儿已经开始变得敏感(意识到)对象和事件的不同特性之间的关系在十二个月开始有一个公司的发展必不可少的先决条件足够的了解这些功能应该一起去扭曲他们的关系中找到幽默以某种方式(费利克斯amp;奥克斯2011)。
同样地，婴儿正在学习某些动作与某些物体相匹配，而不是与其他物体相匹配。例如，你用杯子喝水，而不是用手机。因此，在关键关系的任何方面出错，现在都是开怀大笑的基础。许多针对三、四岁儿童的儿童读物(如《用橙汁洗脸》)都侧重于这种幽默。即使是非常小的孩子也会有这样的想法:用橙汁洗脸和用牙刷梳头都是可以被嘲笑的行为，我们被告知Clicketty Cane(哈哈大笑)这是在玩一个愚蠢的游戏。
理解双关语:向成人幽默的转变——最早向成人幽默形式的转变(平均)发生在7岁左右，那时孩子们开始理解双关语作为幽默的基础。(如果你和四至六岁的孩子一起工作，你就会知道他们在真正理解这些笑话之前就已经开始讲了。)所以他们现在从分享下面的笑话中获得无尽的乐趣。什么是灰色的，有四条腿和一个躯干?你为什么不能在沙漠里饿死呢?因为沙子(三明治)在那里。为了培养孩子们想出自己原创的谜语式笑话的能力，试着给他们讲下面的笑话，提供线索，但不给出答案。当小独木舟淘气的时候会发生什么?_____。第一条线索:这是一种打屁股。第二条线索:为“桨”另找一个词。第三条线索:和“battle”押韵。”(摘自McGhee, 2003b)。答:游)。
外文文献出处：Educating Young Children: Learning amp; Teaching in the Early Childhood Years; 2015, Vol. 21 Issue 2, p20-22, 3p
附外文文献原文
The playful brain: Development of young childrens humour
As parents and educators of young children, one of our greatest delights is the sharing of their infectious laughter. This laughter makes a powerful contribution to the early bonding of parents with their infants and also reveals another aspect of the most striking feature of their early years—their love of play. In this article, we will explore when this early laughter first becomes associated with the mental experience of humour and how underlying progress in intellectual development generates new stages of development of their sense of humour. When do infants first experience humour?
So how do you decide when an infant first experiences humour? It all depends on how you define humour. My own view is that humour involves the enjoyment we get (when in the spirit of play) from mentally distorting things that have already been learned. The experience of humour involves the realisation that something is being depicted or done that is totally inconsistent (incongruous) with the childrsquo;s prior learning/knowledge in connection with the event. As long as this occurs in a familiar, safe, setting and in the spirit of fun or play, it is a good candidate for being experienced as funny (although a different kind of humour also emerges among toddlers involving the doing or saying of lsquo;taboorsquo; things). So humour is actually a form of play—mental play, or play with ideas (McGhee, 1979, 2003a). It is childrenrsquo;s biological heritage to play with new physical and mental abilities as they develop. This heritage leads them to derive pleasure from mentally distorting the world as they come to understand it. Evidence using brain imaging technology shows that humour activates known reward or pleasure centers in the brain. (Mobbs, 2003.) And it is underlying changes in emerging intellectual abilities that determine developmental changes in their sense of humour. While all early childhood educators are keenly aware of the importance of play for learning (and the joy experienced from learning through play), it is just as important to be aware of the joy experienced from mentally turning upside down what they have already learned (distorting it or doing/saying it lsquo;wrongrsquo;).
Laughter without humour
Parents usually point to their infantrsquo;s earliest laughter when asked about the childrsquo;s earliest humour. The problem with this is that you can make infants laugh simply by physically stimulating them (e.g. tickling), and it seems to be built into humans to laugh (especially when
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The playful brain: Development of young childrens humour
As parents and educators of young children, one of our greatest delights is the sharing of their infectious laughter. This laughter makes a powerful contribution to the early bonding of parents with their infants and also reveals another aspect of the most striking feature of their early years—their love of play. In this article, we will explore when this early laughter first becomes associated with the mental experience of humour and how underlying progress in intellectual development generates new stages of development of their sense of humour. When do infants first experience humour?
So how do you decide when an infant first experiences humour? It all depends on how you define humour. My own view is that humour involves the enjoyment we get (when in the spirit of play) from mentally distorting things that have already been learned. The experience of humour involves the realisation that something is being depicted or done that is totally inconsistent (incongruous) with the childrsquo;s prior learning/knowledge in connection with the event. As long as this occurs in a familiar, safe, setting and in the spirit of fun or play, it is a good candidate for being experienced as funny (although a different kind of humour also emerges among toddlers involving the doing or saying of lsquo;taboorsquo; things). So humour is actually a form of play—mental play, or play with ideas (McGhee, 1979, 2003a). It is childrenrsquo;s biological heritage to play with new physical and mental abilities as they develop. This heritage leads them to derive pleasure from mentally distorting the world as they come to understand it. Evidence using brain imaging technology shows that humour activates known reward or pleasure centers in the brain. (Mobbs, 2003.) And it is underlying changes in emerging intellectual abilities that determine developmental changes in their sense of humour. While all early childhood educators are keenly aware of the importance of play for learning (and the joy experienced from learning through play), it is just as important to be aware of the joy experienced from mentally turning upside down what they have already learned (distorting it or doing/saying it lsquo;wrongrsquo;).
Laughter without humour
Parents usually point to their infantrsquo;s earliest laughter when asked about the childrsquo;s earliest humour. The problem with this is that you can make infants laugh simply by physically stimulating them (e.g. tickling), and it seems to be built into humans to laugh (especially when the situation is very familiar and lsquo;play cuesrsquo; are present) as a means of releasing the inner lsquo;arousalrsquo; generated by such active stimulation. Laughter begins by the third month, and sometimes earlier. Three- to five-month-olds do laugh at unusual behaviors/sounds made by their parents, who usually also laugh when they do them. As late as six months, infants laugh similarly at both lsquo;normalrsquo; and lsquo;odd/unusualrsquo; behavior when parents laugh too (Mireault, et al., 2014). So at this point infants do not discriminate between normal and unusual events as a cause of laughter; they use the laughter of others as a cue to laugh. An examination of the many Youtube videos of young babies laughing shows that most of the things very young infants are laughing at involve some kind of vigorous or unusual (often sudden and intrusive) sounds and sights (e.g. laughing at a blown-up balloon flying around when the air is suddenly let out of it) initiated by parents. While the unusualness of the event may qualify it as a very early form of humour, it could also be the built-in tendency to laugh to reduce tension that explains this laughter.
Earliest humour: Laughing at unusual
behavior of parents By five or six months, infants are beginning to laugh less at lsquo;normalrsquo; behaviors even if a parent is laughing, and laughing more at odd/unusual behaviors even if their parent is not laughing. The earliest form of humour experienced typically occurs in connection with parents doing things that are lsquo;wrongrsquo; or different from the way theyrsquo;ve been done before (Loizou, 2005; McGhee, 2003a; Sroufe amp; Wunsch, 1972). Any unusual parent behavior (e.g. mother lsquo;waddlingrsquo; like a penguin, sucking on a babyrsquo;s bottle, putting a bowl on her head) is the main source of this earliest humour.
Developmental changes between one to seven years of age
Earliest infant-initiated humour – By the beginning of the second year, children begin to initiate their own humour. It takes on a form very similar to pretend play with objects (which also begins at this time), and yet is different. The difference is a matter of emphasis. In pretending to drink milk from a shampoo bottle (for example), the child is fully aware that this is not a baby bottle for drinking milk, but finds it fun to go through the motions of pretending to drink from it. What changes FUN to FUNNY involves a shifting of attention to the lsquo;sillinessrsquo; or lsquo;wrongnessrsquo; of drinking from it like you drink from a baby bottle. Putting your shoe on your hand instead of your foot or going through the motions of brushing your teeth with a hairbrush would also be examples of this. The emphasis here is on intentionally lsquo;doing it wrongrsquo;. This playful emphasis on the wrongness of it is what changes it from just pretend to funny pretend— i.e. humour.
Mislabeling things – As children become more competent in their understanding of language, this built-in drive to play with ideas gets extended to playing with words. So by age two or so, they begin purposefully calling things by the wrong name (calling a cat a dog, an apple a banana, etc.). Their accompanying laughter or playful facial expression tells you this is meant to be funny. In the USA, the earliest example of this new basis for humour usually comes up is in the context o
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