University of Southern California Dissertations and Theses

The Relation Of Sense Of Humor To Creativity, Intelligence, And Achievement

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The Relation Of Sense Of Humor To Creativity, Intelligence, And Achievement

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Content This dissertation has been microfilmed exactly as received 6 8 -1 2 ,0 6 5 WILSON, Milton Page, 1924- THE RELATION OF SENSE OF HUMOR TO CREATIVITY, INTELLIGENCE, AND ACHIEVEMENT. U niversity of Southern California, Ph.D „ 1968 Education, psychology University Microfilms, Inc., Ann Arbor, Michigan TH E R ELA TIO N OF SENSE O F HUMOR TO C R EA TIV ITY , IN T E L L IG E N C E , AND A CH IEV EM EN T b y M ilto n P ag e W ilson A D is s e rta tio n P re s e n te d to the FA C U L T Y O F THE GRADUATE SCHOOL UNIVERSITY O F SOUTHERN CA LIFO RN IA ’" I n P a r tia l F u lfillm e n t of the R e q u ire m e n ts fo r the D e g re e DOCTOR O F PH ILO SO PH Y (E d u ca tio n al P sy ch o lo g y ) Ja n u a ry , 1968 UNIVERSITY O F SOU TH ERN CALIFORNIA T H E GRADUATE SCH O O L U N IV ER SITY PARK LOS A N G ELES, CA LIFO R N IA 9 0 0 0 7 This dissertation, written by under the direction of A -is~ Dissertation Com mittee, and approved by all its members, has been presented to and accepted by the Graduate School, in partial fulfillment of requirements for the degree of DO CTO R OP P H IL O SO P H Y MILTON PAGE WILSON Dean DISSERTATION COMMITTEE Chairman ACKNOW LEDGMENTS The w r ite r of th is d is s e rta tio n is g re a tly in d eb ted to D r. Newton S. M e tfe ss e l, who e n co u rag e d h im to re tu r n to g rad u a te stu d y a f te r an a b se n c e of ten y e a rs , and who k ep t h is a s p ira tio n and in s p ira tio n high. The w r ite r is m o s t g ra te fu l fo r the advice and a s s is ta n c e given b y the fa c u lty of the U n iv e rsity in p re p a ra tio n fo r th is stu d y , p a rtic u la rly a fte r h is y e a rs aw ay fro m r e s e a r c h d esig n and s ta tis tic s . M any th an k s go to the s ta ff of P r o je c t P o te n tia l a t the U ni v e rs ity of S outhern C a lifo rn ia fo r p e rm is s io n to u se the c re a tiv ity te s t developed th e re , and to the N atio n al C ouncil of the Boy Scouts of A m e ric a fo r p e rm is s io n to re p ro d u c e m an y jokes fro m B o y s' L ife m ag a zin e fo r u se in the se n se of h u m o r te s t em ployed in th is study. S p ecial re c o g n itio n is due M r. H a rry E . B la ir, county su p e rin te n d e n t of sch o o ls fo r K e rn C ounty, C a lifo rn ia , fo r h is c o o p e ra tio n , and the b o a rd s of tru s te e s and a d m in is tra to rs of the sch o o l d is tr ic ts who p e rm itte d th e ir stu d e n ts to p a rtic ip a te in this r e s e a r c h , e s p e c ia lly M r. D ean V anZ ant, M r. B ry c e R athbun, and M r. B ru c e C raw fo rd . The a u th o r's g r e a te s t p e rs o n a l in d eb ted n ess goes to h is wife R o b e rta , fo r b e a rin g up so b eau tifu lly d u rin g the p a s t th re e y e a rs of co m m u tin g and com puting. CONTENTS P age ACKNOW LEDGMENTS li L IST OF TABLES VI LIST OF ILLUSTRATIONS v n C h a p te r I. INTRODUCTION 1 The P ro b le m W hat Is S ense of H um or ? H ypotheses D efin itio n of T e rm s M ethod H. REVIEW OF THE L IT E R A T U R E ................................. 9 T h e o re tic a l P a p e rs T e stin g In stru m e n ts D o c to ra l D is s e rta tio n s S tudies of In d iv id u al D iffere n ce s S tudies of S tim u lu s D iffere n ce s S u m m ary HI. PU RPO SE AND ORGANIZATION OF-THIS STUDY . 77 P u rp o se O rg an izatio n P ag e C h a p te r IV. PR O C ED U R ES AND FINDINGS FR O M THE P IL O T P ro c e d u re s F in d in g s fro m the P ilo t Study D ata C o lle c te d A n a ly sis T ech n iq u es F in d in g s P e r tin e n t to E a c h H y p o th esis S u m m a ry of R e la tio n sh ip s O b se rv e d A n a ly sis of R e la tio n sh ip s O b se rv e d M a jo r F in d in g s D isc u ss io n C o n clu sio n s Im p lic a tio n s R e co m m e n d a tio n s STUDY 85 V. RESU LTS 116 VI. SUMMARY 152 R E F E R E N C E S 174 A PPE N D IX 183 L IST OF TA BLES T able P a g e 1. A s s e s s e d V a lu atio n p e r A v erag e D aily A tten d an ce of D is tr ic ts S e le c te d fo r Sam ple of S u b j e c t s ............................................................... 91 2. C o m p o sitio n of S am p le P o p u l a t i o n ............................... 92 3. G roup T e s t of C re a tiv ity (S h o rt F o rm ) S caled S c o re E q u iv a le n ts f o r Raw S c o re s (8th G rad e N o rm s) .................................. 96 4. S am ple Q u e stio n n a ire Q u e stio n s and R e la te d L e v e ls of A ffectiv e B e h a v io r a s D efined by K ra th w o h l ( 1 9 6 4 ) ....................................... 99 5. C o m p o sitio n of D ata C o l l e c t e d ..............................................H® 6. P e a rs o n C o rre la tio n s b e tw ee n V a ria b le s . . . . 136 , n 7. K o lm o g o ro v -S m irn o v T e s t x V a l u e s ............................... 137 8. S p e a rm a n C o rre la tio n s b e tw e e n T e a c h e r s ’ and P e e r s ' Q u e stio n n a ire R a t i n g s ....................................... 138 9. S u m m a ry of F a c to r ia l A n a ly sis of V a ria n c e . . . 147 vi LIST O F ILLUSTRATIO NS F ig u re P age 1. C o rre la tio n a l D ia g ra m Show ing the R e la tio n of G e tz e ls and J a c k s o n 's " C re a tiv e " to "In te llig e n t" S t u d e n t s ....................................................................................... ^ 9 2. S ense of H u m o r a s a S u b se t of C re a tiv ity b u t N ot of In te llig e n c e . ■.................................................................... 80 3. S ense of H u m o r a s a S u b set of In te llig e n c e b u t N ot of C r e a t i v i t y .............................................................................. 81 4. S en se of H u m o r a s a S u b set of C re a tiv ity and of In te llig e n c e ............................................................... 81 5. The L a d d e r of I n t e l li g e n c e ................................................... 8(3 6. The L a d d e r of C r e a tiv ity ........................................................ 87 7. The In te rtw in in g of S ense of H u m o r w ith C re a tiv ity and I n te llig e n c e ............................. 88 8. An " in te llig e n t" S ense of H u m o r ......................... 89 9. A " C re a tiv e " S e n se of H u m o r . .......................... 99 10. A " C re a tiv e -In te llig e n t" S en se of H u m o r..................... 99 11. D is trib u tio n of S ense of H u m o r T e s t S c o re s . . . ^ 9 12. D is trib u tio n of C re a tiv ity T e s t S c o r e s .......................... 13. D istrib u tio n of T o ta l IQ S c o re s on the CTM M In te llig e n c e T e s t ..........................................................................122 14. D is trib u tio n of T o ta l IQ P e r c e n tile S c o re s on the SCAT In te llig e n c e T e s t ............................................................123 v ii F ig u re 15. D istrib u tio n of T o tal G rade P la c e m e n t S c o res on the C A T ...................................................................................... 16. D istrib u tio n of P e rc e n tile S c o re s on the S T E P H eading T e s t ............................................................................ 17. F re q u e n c y of S tudents R eceiv in g G iven N um ber of V otes on P e e r S ense of H u m o r Q u e stio n n aire . . . 18. F re q u e n c y of S tudents R eceiv in g G iven N u m b er of V otes on P e e r C re a tiv ity Q u e s t i o n n a i r e ................... 19. D istrib u tio n of S c o re s Showing High and Low G roups on S p ecific T e s t s .................................................... 20. F o u rfo ld D istrib u tio n of S tudents S co rin g High and Low in C re a tiv ity and In te llig e n c e ................................. 21. F o u rfo ld D istrib u tio n of S tudents S co rin g H igh and Low in A ch iev em en t and I n t e l l i g e n c e ........................ 22. F o u rfo ld D istrib u tio n of Students S co rin g High and Low in A ch iev em en t and C r e a t i v i t y ............................. 23. D istrib u tio n of S tudents S c o rin g High and Low in S ense of H um or and C r e a t i v i t y ...................................... 24. D istrib u tio n of S tudents S co rin g H igh and Low in S ense of H u m o r and I n t e l l i g e n c e ................................. 25. D istrib u tio n of S tudents S c o rin g H igh and Low in S ense of H um or and A c h ie v e m e n t................................. 26. M ean S ense of H um or S c o re s fo r H igh and Low In te llig e n c e G roups fo r E a c h L ev el of C re a tiv ity . 27. M ean S ense of H u m o r S c o re s fo r H igh and Low In tellig e n ce G roups fo r E ac h L ev el of A chievem ent 28. M ean S ense of H u m o r S c o re s fo r H igh and Low C re a tiv ity G roups fo r E ac h L ev el of A c h ie v e m e n t. v iii P age 125 126 129 131 139 140 140 141 142 142 143 148 149 150 I. INTRODUCTION The P ro b le m In th e ir c o n tro v e rs ia l book C re a tiv ity and In tellig en ce G e tze ls and Ja c k so n (1962) re p o rte d th a t "se n se of h u m o r" w as one of the v a ria b le s w hich b e s t d is c rim in a te d the h ighly c re a tiv e stu d e n t fro m the highly in te llig e n t. The h ighly c re a tiv e stu d e n ts ra te d se n se of h u m o r n e a r the top of a l is t of d e s ira b le p e rs o n a lity tr a i ts , w hile h ighly in te llig e n t stu d e n ts and th e ir te a c h e rs p lac ed th is c h a r a c te r is tic n e a r the bottom of th e ir lis ts (G etzels and Ja c k so n , 1962:37). F ro m the l i s t of th irte e n q u a litie s , the c re a tiv e stu d e n ts ra te d s e n s e of h u m o r th ir d ; in te llig e n t stu d e n ts r a te d it n in th . B oth g ro u p s, h o w ev er, ran k e d se n se of h u m o r ninth am ong the q u a litie s th ey b e liev e te a c h e rs w ould lik e to se e in c h ild re n , and tenth am ong the q u a litie s th ey b eliev e w ould lea d to s u c c e s s in ad u lt life . Is th is p re fe re n c e fo r s e n s e of h u m o r r e a lly a d is c rim in a tin g v a ria b le , o r only w ish fu l thin k in g ? A cco rd in g to G e tz e ls and Ja c k so n (1962:37), the p ro m in e n ce of se n se of h u m o r in the s e lf-id e a l of the c r e ativ e a d o le sc e n t a s c o m p a re d w ith the high IQ a d o le sc e n t is v e ry strik in g , and indeed fo r no o th e r group th a t we have stu d ie d does s e n s e of h u m o r a tta in a ran k in g h ig h e r th an 7. 5. 2 B u t the s a lie n c y of h u m o r fo r th e high c re a tiv e s is n o t o n ly a m a tte r of s e lf - r e p o r t o r c h o ic e --o f w ish fu l th in k in g , p e r h a p s - - a s m ig h t be p o ss ib le on an in s tru m e n t lik e th e O u tstan d in g T r a its T e s t. H u m o r p e rv a d e s a ll th e ir f r e e - r e s p o n s e p r o to c o ls , . . . and . . . fa n ta s y m a te r ia l. The im p lic a tio n s of th is o b sc u re finding could have t r e m en d o u s im p o rta n c e and p e rtin e n c e in the a r e a s of e d u c a tio n a l guidance and sc h o o l p sy ch o lo g y . G e tz e ls and Ja c k s o n s u g g e st th a t th e h ig h ly in te llig e n t stu d e n t is sa y in g , in e ffe c t (1962:36), "I know w h at m a k e s fo r s u c c e s s and w hat te a c h e r s lik e , and I w ant th e se q u a litie s too, " w hile th e h ig h ly c re a tiv e stu d e n t is sa y in g , "I know as w ell a s the H igh IQ w hat m a k e s fo r c o n v en tio n al s u c c e s s and w hat te a c h e rs lik e , b u t th e se a r e not n e c e s s a r ily th e q u a litie s I w ant fo r m y s e lf. " T h ese im p lie d a ttitu d e s a r e r e la te d to two o th e r c u r r e n t c o n c e rn s in e d u ca tio n , te a c h e r a c c e p ta n c e and the in te ra c tio n b e tw een c re a tiv ity and sc h o o l a c h ie v e m e n t. If the a c c e p ta n c e of s tu d en ts in the c la s s ro o m is re la te d to the c o n g ru e n c y o r d is c re p a n c y b etw een th e ir v a lu e s and th e ir te a c h e r s ' v a lu e s, in the lig h t of G e tz e ls and J a c k s o n 's d ata it is h a rd ly s u r p r is in g th a t o u r h ig h ly in te llig e n t stu d e n ts a r e m o re fa v o re d b y te a c h e rs th an o u r h ig h ly c re a tiv e stu d e n ts . If the m o tiv a tio n r e p r e s e n te d b y a c o n c e rn w ith a d u lt s u c c e s s and a d e s ire to e m u la te te a c h e rs is a b s e n t o r w eak am ong the h ig h ly c re a tiv e s tu d e n ts , the re la tio n of c r e a tiv ity to sch o o l a ch iev e m e n t b e c o m e s a ll the m o re sig n ific a n t. If s e n s e of h u m o r is one v a ria b le d is c rim in a tin g b etw een the q u a litie s p r e f e r r e d by the m o re in te llig e n t stu d e n ts and the m o re c re a tiv e , and if th e se q u a litie s a re d ire c tly re la te d to te a c h e r a c cep tan ce and sch o o l a ch iev e m e n t, th en p e rh a p s we should know m o re about se n se of h u m o r and its re la tio n to c re a tiv ity , to in te l lig e n ce , and to a ch iev e m e n t. W hat Is Sense of H u m o r ? Is se n se of h u m o r a su b s e t of c re a tiv ity but not of in te l lig en ce ? O r is s e n s e of h u m o r a s u b s e t of in te llig e n c e b u t n o t of c re a tiv ity ? O r is s e n s e of h u m o r a s u b s e t both of c re a tiv ity and 1 in te llig e n c e ? Is s e n s e of h u m o r p r im a r ily affectiv e o r c o g n itiv e, d iv e rg e n t o r c o n v erg en t, o rg a n is m ic o r e n v iro n m e n ta l? T h ese q u e stio n s have n o t b e e n a n sw e re d . S ense of h u m o r h as been d e s c rib e d a s an a sp e c t of g ifte d n e s s , a d e s ira b le p e rs o n a l c h a r a c te r is tic , and a p o sitiv e t r a i t to ra te on p e rs o n n e l e v alu atio n fo rm s ; it h as b een found to be p o s i tiv e ly c o rre la te d w ith in te llig e n c e in so m e s tu d ie s , n e g ativ e ly c o r re la te d w ith in te llig e n c e in o th e rs ; it a p p e a rs as a v a ria b le in m an y te s ts of p e rs o n a lity w ithout b ein g defined, and som e te s ts have b e en ; d esig n ed to m e a s u re th is t r a i t alone. R e s e a rc h h as b e e n p u b lish ed on the d ev elo p m en t of fo rm a l and in fo rm a l in s tru m e n ts to m e a s u re se n se of h u m o r. D o c to ra l d is s e rta tio n s have b een w ritte n on v a rio u s a s p e c ts of h u m o r. S tudies have been m ade of in d iv id u al d iffe re n c e s, stim u lu s m a te r ia l, and m o d es of h u m o r p re s e n ta tio n . M any th e o re tic a l p a p e rs have b e en p re s e n te d to ex p lain the n a tu re of se n se of h u m o r and joking. One of the s im p le s t c o n ce p ts w as e x p re s s e d by F re u d (1963:11) o v e r six ty y e a r s ago: A fa v o u rite d efin itio n of joking h as long b een the a b ility to find s im ila r ity b etw een d is s im ila r th in g s -- th a t is , hidden s im ila r itie s . J e a n P a u l h a s e x p re s s e d th is thought its e lf in a joking fo rm : 'Jo k in g is the d isg u ise d p r i e s t who w eds e v e ry couple. ' V isc h e r c a r r ie s th is fu rth e r: 'H e lik e s b e s t to w ed couples w hose union th e ir re la tiv e s fro w n upon. 1 Is se n se of h u m o r e s s e n tia lly the a b ility to "find s im ila r ity b etw een d is s im ila r th in g s " ? If so , p e rh a p s s e n s e of h u m o r is a connecting lin k b etw een F re u d and G uilford, b etw een c re a tiv ity and in te llig e n c e . P e rh a p s the stu d e n t who lau g h s in c la s s is not being d isc o u rte o u s, only d isc rim in a tin g . The p u rp o se of th is stu d y w as to in v e stig a te fu r th e r the m e a s u re m e n t of se n se of h u m o r and its re la tio n to c re a tiv ity , to in te llig e n c e , and to sc h o o l a ch iev em en t. H ypotheses i i B a sic a lly , th is in v e stig a tio n w ill be b a se d upon nine sp e - cific r e s e a r c h h y p o th e se s, s ta te d a s follow s: (1) s e n s e of h u m o r is p o sitiv e ly c o rre la te d w ith c re a tiv ity ; (2) se n se of h u m o r is p o s i tiv e ly c o rre la te d w ith in te llig e n c e ; (3) se n se of h u m o r is p o sitiv e ly j ! c o rre la te d w ith sc h o o l a ch iev e m e n t, a s m e a s u re d by sta n d a rd iz e d a ch iev e m e n t te s t s c o re s ; (4) se n se of h u m o r is n e g a tiv e ly c o r r e la te d w ith sch o o l a ch iev e m e n t, as m e a s u re d b y r e p o r t- c a r d m a rk s ; (5) stu d e n ts ra te d b y th e ir p e e rs as high in s e n s e of h u m o r w ill s c o re h ig h on a t e s t of se n se of h u m o r; (6) stu d e n ts r a te d b y th e ir p e e rs as h ig h in c re a tiv ity w ill s c o re high on a te s t of c re a tiv ity ; (7) ra tin g s of te a c h e rs w ill d iffe r fro m ra tin g s of p e e r s in id e n tify ing se n se of h u m o r and c re a tiv ity in the sa m e stu d e n ts; (8) c r e a tiv ity is p o sitiv e ly c o rre la te d w ith in te llig e n c e ; (9) c re a tiv ity is p o sitiv e ly c o rre la te d w ith ach iev e m e n t. D efinition of T e rm s Sense of h u m o r is defined a s the a b ility to d is c rim in a te b e tw een p a ir s of jo k es re p re s e n tin g v a ry in g d e g re e s of fu n n in e ss, a s m e a s u re d by a te s t of se n se of h u m o r. L ev e l of h u m o r is in d ic a te d by the s c o re obtained on the te s t, d e s c rib e d below . C re a tiv ity is defined as the a b ility to p e rfo rm ta s k s r e q u ire d on a t e s t of c re a tiv ity involving s ix fa c to rs in clu d ed in c r e ative b e h a v io r. L ev el of c re a tiv ity is in d ic ate d b y the to ta l s c o re i ~ 6 o b tain ed on th e te s t, d e s c rib e d below . In te llig e n c e is defin ed a s th e a b ility to p e rfo rm the ta s k s re q u ire d on a s ta n d a rd iz e d g ro u p t e s t of in te llig e n c e . L ev el of in te llig e n c e is in d ic a te d b y the T o ta l IQ s c o r e o b tain ed by th e s t u d ent on th e te s t, a s d e s c rib e d below . A c h iev e m e n t is defin ed a s the a b ility to p e rfo rm the ta s k s r e q u ir e d on a s ta n d a rd iz e d g ro u p t e s t of a c a d e m ic a c h ie v e m e n t. L e v e l of a c h ie v e m e n t is in d ic a te d b y th e to ta l of the s c o re s o b ta in e d on a ll s u b te s ts , a s d e s c rib e d below . T e a c h e r 's p e rc e p tio n of s e n s e of h u m o r in stu d e n ts i s d e fin ed a s the d e g re e to w hich s tu d e n ts a r e p e rc e iv e d b y the te a c h e r a s e x h ib itin g five le v e ls of h u m o ro u s b e h a v io r in the c la s s ro o m . L e v e l of p e rc e iv e d s e n s e of h u m o r is in d ic a te d by th e to ta l n u m b e r of v o te s re c e iv e d b y a stu d e n t on a q u e s tio n n a ire d e sig n ed to id en tify s e n s e of h u m o r, d e s c rib e d below . P e e r s ' p e rc e p tio n of s e n s e of h u m o r in stu d e n ts is d efin e d id e n tic a lly to te a c h e r 's p e rc e p tio n , e x c e p t th a t the ra tin g s a r e a s sig n e d b y th e o th e r stu d e n ts in the c la s s . T e a c h e r's p e rc e p tio n of c re a tiv ity is d efin ed , lik e w ise , as the d e g re e to w hich stu d e n ts a re s e e n by th e te a c h e r as e x h ib itin g five le v e ls of c re a tiv e b e h a v io r. L e v e l of p e rc e iv e d c re a tiv ity is in d ic a te d b y the v o te s re c e iv e d on a s im ila r q u e stio n n a ire d e sig n e d 7 to id en tify c re a tiv ity , d e sc rib e d below . P e e r s 1 p e rc e p tio n of c re a tiv ity in stu d e n ts is defin ed s im i la r ly , e x ce p t th a t the ra tin g s a re a ssig n e d b y the o th e r stu d e n ts in the c la s s . R atings of stu d e n ts r e f e r to n u m b e r o r ra n k o r d e r of v o tes re c e iv e d b y stu d e n ts on the q u e stio n n a ire s u se d to id en tify c re a tiv ity o r se n se of h u m o r in the c la s s ro o m . A low ra tin g is defined as re c e iv in g no v o tes (z e ro ) on the q u e stio n n a ire ; a high ra tin g is d e fin ed as p lac in g in the group of stu d e n ts re c e iv in g the m o s t v o te s on the q u e stio n n a ire . The s iz e of th is g ro u p w as a r b itr a r ily s e t a t any n u m b er to eq u al the low ra tin g group, re p re s e n tin g the high a r e a in the d istrib u tio n c u rv e of q u e stio n n a ire v o tes f o r the to ta l sa m p le . A high s c o re on a te s t m e a n s s c o rin g one s ta n d a rd d e v ia tion above the to ta l sa m p le m ea n , o r h ig h e r; a low s c o re m ea n s s c o rin g a t le a s t one s ta n d a rd d ev iatio n below the to ta l g roup m ean , in se n se of h u m o r, c re a tiv ity , in te llig e n c e , o r a ch iev em en t. M ethod T e s ts of s e n s e of h u m o r and c re a tiv ity w ere a d m in is te re d to 634 e ig h th -g ra d e stu d e n ts fro m fo u r p u b lic sch o o ls in K ern County, C a lifo rn ia . E ac h stu d e n t and h is te a c h e r a ls o co m p lete d a q u e stio n n a ire fo r id en tify in g se n se of h u m o r and c re a tiv ity . In te l 8 lig e n ce te s t and a c h ie v e m e n t t e s t s c o re s w e re o b tain ed fro m sch o o l r e c o rd s , a s w ell as r e p o r t- c a r d m a rk s w h ere a v a ila b le . C o r r e la tio n s and in te ra c tio n s betw een th e se v a rio u s m e a s u re s w e re a n a ly zed fo r the sig n ific a n c e of s im ila r itie s and d iffe re n c e s, a s s u g g e ste d b y a re v ie w of the lite r a tu r e . II. REVIEW O F THE LITERA TU RE E n g lish and E n g lish (1958) define s e n s e as "a s p e c ia l kind of a w a r e n e s s ,1 1 and h u m o r a s "an e x p re s s io n , v e rb a l o r o th e rw ise , th a t p o rtra y s a situ a tio n w ith a m ix tu re of sy m p a th y and a m u s e m en t. " In h is c o m p re h e n siv e rev ie w of h u m o r in g e n e ra l, F lu g e l (1954:709) o b se rv e d th a t th is " se n se of so m e th in g lu d ic ro u s" h a s alw ays b een of in te r e s t to p h ilo so p h e rs and p sy c h o lo g ists, who have long sp e c u la te d upon its c a u s e s , its n a tu re , and its function, and have e n d e a v o re d to d e s c rib e and c la s s ify the situ a tio n s and m e n ta l s ta te s w ith w hich it is a s s o c ia te d . Since 1900, e x p e rim e n ta l m eth o d s have b een u se d to th ro w c o n sid e ra b le lig h t upon so m e a s p e c ts of h u m o r and la u g h te r, a l though little h a s b een done to e x p la in the u ltim a te n a tu re of the phenom ena c o n ce rn e d . E x p e rim e n ta tio n h a s g e n e ra lly taken the fo rm of p re s e n tin g "h u m o ro u s" s tim u li, th en a sk in g the su b je c t to ra n k the stim u lu s ite m s in o rd e r of fu n n in ess (a h u m o ro u s te rm in its e lf), o r to r a te them a c c o rd in g to som e p re d e te rm in e d s c a le . S o m etim es the r e s u lts ob tain ed have been su b je c te d to e la b o ra te s ta tis tic a l tre a tm e n ts , often u n w a rra n te d by the d ata. As v a r ia tio n s in m eth o d , c h ild re n have b een a sk e d to r e p o r t th e ir h u m o ro u s 9 10 e x p e rie n c e s , to "draw so m e th in g funny, " to supply h u m o ro u s c a p tio n s to c a rto o n s, o r to s e le c t the b e st punch line fro m m u ltip le - choice joke endings. Such in te re s tin g a s p e c ts of h u m o r as la u g h te r and sm ilin g , : p le a s u re and w ell-b e in g , p la y and u n r e a lis m , sex and o b scen ity , re le a s e of e n erg y , in c o n g ru ity , s u r p r is e , and s e n su o u s n e s s m u st be le ft to F lu g e l and o th e r s , f o r la c k of sp a c e alo n e. T h is rev iew is lim ite d to a c o n sid e ra tio n of s e le c te d r e s e a r c h w hich h a s f u r th e r ed o u r s ta te of know ledge about th is s o - c a lle d se n se of h u m o r. C a tte ll (1947) c au tio n e d u s th a t any study of s e n s e of h u m o r m u s t c o n sid e r these e ig h t "p o w erfu l e x tra n e o u s f o r c e s " : so c ia l con v en tio n s, in te llig e n c e , b ack g ro u n d know ledge, in h ib itio n s, p a ssin g a p p e tite s and m o o d s, s o c ia l and p e rs o n a l in v o lv em en t, fa m ilia rity w ith the m a te r ia l, and the fo rm of the s tim u lu s . T aking th e se e ig h t fo rc e s as a r e a s on w hich r e s e a r c h m ig h t fo c u s, the follow ing a r b itr a r y c a te g o r ie s of r e s e a r c h w e re s e le c te d fo r a r e view of the lite ra tu re : (1) th e o re tic a l p a p e r s , (2) r e s e a r c h re la te d to the developm ent of te s tin g in s tru m e n ts to m e a s u re th e s e fo rc e s , (3) r e s e a r c h in the fo rm of d o c to ra l d is s e rta tio n s in v o lv in g one o r m o re of th e se fo rc e s , (4) stu d ie s r e la te d to d iffe re n c e s w ithin the in d iv id u al re g a rd in g th e s e fo rc e s , (5) s tu d ie s re la te d to d iffe r e n c e s in stim u lu s m a te r ia l o r m ode of p re s e n ta tio n . T h e o re tic a l P a p e rs A co m p lete re v ie w of th e lite r a tu r e on the th e o re tic a l a s p e c ts of h u m o r w ould be beyond the sco p e of th is c h a p te r. A s e le c te d re v ie w of so m e of the m o re re c e n t books and a r tic le s is in cluded, e s p e c ia lly th o se p u b lic a tio n s c o n sid e re d im p o rta n t as b a c k ground in fo rm a tio n o r re fe re n c e s o u rc e s fo r a b e tte r u n d e rsta n d in g of the re la tio n of s e n s e of h u m o r to c re a tiv ity , in te llig e n c e , and a ch iev e m e n t. T h e o re tic a l p a p e rs in clu d e e s s a y s and p o sitio n sta te m e n ts on su c h to p ic s a s jo k e s , la u g h te r, and d ev elo p m en t of h u m o r, folk h u m o r, u n d e rsta n d in g h u m o r, and h u m o r in g e n e ra l. E s s e n tia lly , th e o re tic a l p re s e n ta tio n s do n o t r e p r e s e n t e x p e rim e n ta l r e s e a r c h n o r the r e s u lts of p sy c h o lo g ic al in v e stig a tio n s. F o r re v ie w p u rp o se s p a p e rs a re grouped u n d e r fo u r m ain h ead in g s: S tra c h e y 's tra n s la tio n of F r e u d 's Jo k e s and T h e ir R e la tion to the U n co n scio u s, o rig in s of h u m o r, the d ev elo p m en t of h u m o r, and h u m o r and la u g h te r. S tra c h e y 's T ra n s la tio n of F r e u d 's Jo k e s and T h e ir R e la tio n to the U nconscious The p u b lic atio n in 1963 of S tra c h e y 's a u th o rita tiv e new tra n s la tio n of F r e u d 's 1905 c la s s ic , P e r W itz und se in e B eziehung 12 zum U nbew ussten, ten d ed to re n d e r o b so le te the o th e r e x istin g e d i tions,, a ll of w hich w ere r e p r in ts of the o rig in a l E n g lish tra n s la tio n b y A. A. B r i ll of 1916. T h is b a s ic w o rk on the th e o ry of w it and h u m o r lie s s o m e w h at a p a rt fro m the r e s t of F re u d 's w ritin g s . M o st of the m a te r ia l in it a p p e a rs now here e ls e in h is w o rk s . It is c o n s id e re d by m a n y c r itic s to be h is m a jo r c o n trib u tio n to th e n o n -m e d ic a l lite r a tu r e of p s y c h o a n a ly sis, although E r n e s t Jo n e s d e sc rib e d it a s the l e a s t know n of F r e u d 's w o rk s, e s p e c ia lly am o n g n o n -G e rm a n r e a d e r s (F re u d , 1963:6). A nalytic P a r t In h is In tro d u c tio n to the f i r s t p a r t of th e book, the A n a ly tic P a rt, F re u d m en tio n ed som e of th e e a rly w o rk of h is c o n te m p o r a r ie s , who had noted b e fo re the tu r n of the c e n tu ry som e id e a s on hu m o r an d jo k e s th a t s e e m s tra n g e ly s im ila r to the re c e n t id ea s of G uilford o r G etzels an d Ja ck so n . T he id eas th a t "a joke is a p lay fu l ju d g m en t, " th a t jo k in g is " m e re ly p laying w ith id e a s, " th at jo k in g is th e a b ility to fin d "hidden s im ila r itie s , " o r th at jo k in g is an a b ility p o s s e s s e d by th e jo k e r and n o t in h e re n t in the jo k es th a t he m ak e s, m a y cause th e r e a d e r to w o n d er why th e re la tio n of h u m o r to c re a tiv ity and to in te llig e n c e and to the s tru c tu re of in te l le c t has b e e n re la tiv e ly so n e g le c te d f o r o v er s ix ty y e a rs. 13 W ith c h a r a c te r is tic th o ro u g h n e s s, F re u d lis te d w h at he c o n s id e re d the c r i t e r i a and c h a r a c te r is tic s of jo k e s : a c tiv ity , r e la tio n to thought, p lay fu l ju d g m en t, co u p lin g of d is s im ila r th in g s, c o n tra s tin g id e a s , s e n s e in n o n se n se , th e s u c c e s s io n of b e w ild e r m e n t and e n lig h te n m e n t, b rin g in g fo rw a rd w hat i s hidden, and b re v ity . He added, h o w e v e r, th a t know ledge of th e s e c h a r a c t e r is tic s is n o t enough w ith o u t "in sig h t in to the co n n ectio n th a t p r e su m a b ly e x is ts b e tw ee n the s e p a ra te d e te rm in a n ts . " F re u d h im s e lf s e e m e d to be e n c o u ra g in g fu r th e r r e s e a r c h on s e n s e of h u m o r, w hen he sa id (F re u d , 1963:15): Is the s u b je c t of jo k es w o rth s o m uch tro u b le ? T h e re can, I think, be no doubt of it. L ea v in g on one s id e the p e rs o n a l m o tiv e s w hich m a k e m e w ish to g a in an in s ig h t into the p r o b le m s of jo k e s and w h ich w ill com e to lig h t in the c o u rs e of th e se s tu d ie s , I c an a p p ea l to the fa c t th a t th e r e is an in tim a te c o n n ec tio n b etw een a ll m e n ta l h a p p e n in g s --a fa c t w hich g u a ra n te e s th a t a p sy c h o lo g ic a l d is c o v e ry e v e n in a re m o te fie ld w ill be of an u n p re d ic ta b le v alu e in o th e r fie ld s. F r e u d 's c h a p te r on The T echnique of Jo k e s w as an e x c e l le n t, though a t tim e s te d io u s, a n a ly s is of the v a rio u s s e m a n tic and lin g u istic m e a n s by w hich a r e m a r k a tta in s the s ta tu s of a jo k e, e ith e r th ro u g h the th o u g h t e x p re s s e d o r the w o rd in g in w hich it is e x p re s s e d . M any e x c e lle n t e x a m p le s of v a rio u s joke tec h n iq u e s w e re given, m o s tly in G e rm a n , b u t a ll ex p la in e d a d e q u a te ly b y S tra c h e y 's fo o tn o te s. T h ese tec h n iq u e s in clu d ed : c o n d en sa tio n , 14 m u ltip le u s e of th e s a m e m a te r ia l, d isp la c e m e n t, a b s u rd ity , u n ifi cation, r e p r e s e n ta tio n by the o p p o site , re p re s e n ta tio n b y the s im i la r, f a u lty re a so n in g , and an alo g y . In The P u rp o s e s of J o k e s F re u d d iffe re n tia te d b e tw ee n the joke t h a t is an end in its e lf and th e joke th a t s e r v e s a p u rp o s e . Jokes of th e f ir s t k in d he c a lle d "in n o cen t, 1 1 jo k e s of the se co n d kind " te n d e n tio u s" o r in s tru m e n ta l. In th is c h a p te r F re u d e x p r e s s ed h is o ft-m is q u o te d id e a th a t a l l jo k es m a y be c la s s ifie d in to th re e c a te g o rie s , co m m o n ly la b e le d a g g re s s iv e , se x u a l, and n o n se n se . W hat F r e u d re a lly s a id w as th is (1963:96-97): W h e re a joke is n o t an a im in i ts e lf - - th a t is , w h e re it is not an in n o c e n t o n e - - th e r e a re o n ly two p u rp o se s th a t it m a y s e rv e , a n d th e se two c a n th e m s e lv e s be su b su m e d u n d e r a sin g le h e a d in g . It is e ith e r a h o stile jo k e (se rv in g th e p u rp o se of a g g r e s s iv e n e s s , s a t i r e , o r d e fe n ce ) o r an o b sc en e joke (s e rv in g the p u rp o s e of e x p o su re ), F re u d 's a n a ly s is of o b sc e n e jo k es an d h is p sy c h o a n a ly tic a l e x p la n a tio n of th e ir fu n ctio n w a s d iffic u lt to follow , b u t the g e n e ra l th e s is c a m e th ro u g h (1963:101): W h en we lau g h a t a re fin e d o b scen e jo k e, we a re lau g h in g a t the s a m e thing th a t m a k e s a p e a s a n t laugh a t a c o a rs e p ie c e of s m u t. In both c a s e s the p le a s u r e s p rin g s fro m the sa m e s o u r c e . W e, h o w e v er, c o u ld n e v e r b rin g o u rs e lv e s to laugh a t th e c o a rs e s m u t; we sh o u ld fe e l a sh a m e d o r it w ould se e m to u s d isg u stin g . We can o n ly lau g h w hen a joke h as co m e to o u r h e lp . The e x p la n a tio n of th e ro le th a t h o s tile jo k es p la y in our 15 | c u ltu re w as e a s ie r to u n d e rsta n d , s in c e it is m o re re la te d to o u r u s e of h u m o r in e v e ry d a y life . It w a s e a sy to co m p reh en d the id ea th a t we te n d to ren o u n c e h o stility b y d eeds, su b s titu tin g a new te c h nique of in v ec tiv e by u s in g jokes to e x p lo it so m e th in g rid ic u lo u s w hich we co u ld not a tta c k openly o r c o n sc io u sly . The joke th en r e p r e s e n ts a re b e llio n a g a in st a u th o rity , a lib e ra tio n fro m p re s s u re . In ad d itio n to a g g re s s iv e jo k e s and e x p o sin g jo k es, F re u d p ro p o se d th a t th e re w e re two o th e r c la s s e s of in s tru m e n ta l jo k e s, th e c y n ic a l, w hich r e b e l a g ain st in s titu tio n s ("A w ife is lik e an u m b re lla -" S o o n e r o r l a t e r one ta k e s a cab. "), and the s k e p tic a l, w hich a tta c k the c e rta in ty of o u r know ledge its e lf. S om e of the illu s tra tio n s m a d e it a p p a re n t th at a joke m a y be d ifficu lt to c la s s ify , com bining fe a tu re s of s e v e r a l types of joke. : C o n sid e r th is exam ple (1963:68): S e re n is s im u s (the nam e c o n v en tio n a lly given to R oyal P e rs o n a g e s by c o m ic p e rio d ic a ls u n der th e G erm an E m p ire ) w as m a k in g a to u r through h is p ro v in c e s and n o ticed a m a n in the c ro w d who b o re a s trik in g re s e m b la n c e to his own e x a lte d p e rs o n . He b eck o n ed to him a n d asked: "W as your m o th e r a t one tim e in s e r v ic e in the P a la c e ? " - - "N o, yo u r H ig h n e ss, " w as th e re p ly , "b u t m y fa th e r w a s. " S ynthetic P a r t T he S ynthetic P a r t of F r e u d 's book b e g in s w ith a c h a p te r oh The M e ch a n ism of P le a s u r e and th e P sy c h o g e n e sis of Jo k e s. In this! c h a p te r th e a u th o r a tte m p te d to e x p la in how jo k e s give u s p le a s u re , : 16 th ro u g h su c h te c h n iq u e s a s the r e d is c o v e ry of th e f a m ilia r , to p ic a l a llu s io n s , and a r e t u r n to n o n se n se . On th is l a s t p o in t F re u d m ad e an in trig u in g a n alo g y b etw een th e p le a s u re d e riv e d fro m h u m o r and th a t d e riv e d fro m a lc o h o l (1963:127): A c h e e rfu l m o o d , w h e th e r it is p ro d u c e d en d o g en o u sly o r to x ic - a lly , re d u c e s th e in h ib itin g f o r c e s , c r itic is m am ong th em , and m a k e s a c c e s s ib le once a g ain s o u rc e s of p le a s u re w hich w e re u n d e r the w eig h t of s u p p re s s io n . It is m o s t in s tru c tiv e to ob s e r v e how th e s ta n d a rd s of joking s in k a s s p ir its r i s e . F o r h ig h s p ir its re p la c e jo k e s, ju s t a s jo k e s m u s t tr y to re p la c e h ig h s p ir its , in w hich p o s s ib ilitie s of e n jo y m en t w hich a re o th e rw is e in h ib ite d --a m o n g th em th e p le a s u re in n o n s e n s e -- c an com e in to th e i r own. In the c h a p te r on The M o tiv es of J o k e s - - J o k e s a s a S o cial P r o c e s s , F re u d d efin ed "w it" a s a s p e c ia l c a p a c ity , n o t a t e v e ry o n e 's co m m an d , and in d ep en d en t of in te llig e n c e . In th is c h a p te r F re u d m ad e so m e o b se rv a tio n s th a t show su c h in s ig h t th a t we c an n o t h e lp b u t m a r v e l a t h is g e n iu s, w h e th er o r n o t we a c c e p t h is th e o ry . F o r e x a m p le , he o b se rv e d th a t "no one can be c o n te n t w ith h av in g m ad e a joke fo r h im s e lf a lo n e, " th a t "a joke lo s e s its e ffe c t of la u g h te r e v en in th e th ird p e rs o n as soon a s he is re q u ir e d to m ak e an e x p e n d itu re of in te lle c tu a l w o rk in co n n ectio n w ith it, " and "we s c a r c e ly e v e r know w hat we a re la u g h in g a t in a jo k e, " th a t jo k e s "only p ro d u ce th e ir fu ll e ffe c t on the h e a r e r if th e y a r e new to h im , if th e y com e a s a s u r p r is e , " and th a t " e v e ry joke c a lls fo r a p u b lic of its own and lau g h in g a t the 17 s a m e jo k es is ev id en ce of f a r - r e a c h in g p sy c h ic a l c o n fo rm ity . " T h e o re tic P a r t The re la tio n of jo k e s to d re a m s and to the u n c o n scio u s c o m p ris e s the f i r s t c h a p te r in the T h e o re tic P a r t, in w hich F re u d expanded h is id e a s of the " f a r - r e a c h in g a g re e m e n t" betw een the p r o c e s s e s o p e ra tin g in jo k es and in d re a m s . A fter a b rie f s u m m a r y of "the m o s t e s s e n tia l in fo rm a tio n about d re a m s , " he c o m p a re d the fo rm a tio n of jo k es w ith the fo rm a tio n of d re a m s , a d m it tin g th a t (1963:161): a th e o ry w hich is n o v e l, w hich la c k s sim p lic ity and w hich ru n s j c o u n te r to o u r h a b its of thought, c a n s c a rc e ly gain in c la r ity j fro m a c o n c ise p re s e n ta tio n . | Som e of the p r o c e s s e s lin k in g jo k es and d re a m s in clu d e < c o n d en satio n , d isp la c e m e n t, and tra n s fo rm a tio n , w hile the b a s ic j w ay in w hich d re a m s and jo k e s a re fo rm e d is th is : a p re c o n sc io u s ; j thought is given o v e r fo r a m o m en t to u n co n scio u s re v is io n , and the outcom e of th is is a t once g ra s p e d b y co n scio u s p e rc e p tio n . _ ! T h is "u n co n scio u s re v is io n " F re u d e x p la in e d a s no th in g m o re th an r e g r e s s io n to in fan tile p le a s u re . D isp la c e m e n t in d re a m s is f a r j m o re c o m p re h e n siv e than in jo k es, b e c a u se jo k es can avoid in h ib i- I tio n s th ro u g h the u se of am b ig u ity an d "se n se in n o n se n se " . T r a n s fo rm a tio n in clu d es re p re s e n ta tio n b y the opposite and th e u se of n o n se n se , u se d p re c is e ly th e sam e w a y in jokes as in d re a m s . j 18 T h ere a r e im p o rta n t d iffe re n c e s, h o w ev er, b etw een jo k es and d re a m s . F o r ex am p le (1963:179-180): A d re a m is a c o m p le te ly a s o c ia l m e n ta l p ro d u ct; it h as nothing < to co m m u n icate to anyone e ls e ; . . . A joke, on the o th e r hand, is th e m o st s o c ia l of a ll the m e n ta l functions th a t aim a t a y ie ld of p le a s u re . . . . A d re a m s till re m a in s a w ish, even though one th a t h a s been m ad e u n re c o g n iz a b le ; a joke is a developed p lay . . . . D re a m s s e rv e p re d o m in a n tly fo r the avoidance of u n p le a s u re , jo k es fo r the a tta in m e n t of p le a s u re ; b u t a ll o u r m e n ta l a c tiv itie s c o n v erg e in th e se two a im s. In F r e u d 's fin a l c h a p te r, Jo k e s and the S p ecies of the C o m ic, he a tte m p te d to re la te h is id e a s about jo k es in p a rtic u la r to h u m o r in g e n e ra l, h e re c a lle d "the co m ic. " The type of h u m o r w hich is m o st lik e jo k es is n aiv e h u m o r, w hich o c c u rs m o st often in c h ild re n , and " is th en c a r r ie d o v e r to u n ed u cated a d u lts. " One im p o rta n t fa c to r in the d e te rm in a tio n of w hat is h u m o r ous is se lf-c o m p a ris o n : a p e rs o n a p p e a rs funny to u s if, in c o m p a ris o n w ith o u rs e lv e s , he e x e rts too g re a t an e x p en d itu re of p h y sic a l e ffo rt and too little m e n ta l, and o u r la u g h te r e x p re s s e s o u r s u p e rio rity . T hus, one can m ake h im se lf a p p e a r c o m ic a l to a m u se o th e rs , o r one can m ak e o th e r people a p p e a r funny by a p r a c tic a l joke, o r th ro u g h m im ic ry , c a ric a tu r e , p a ro d y , tra v e s ty , o r u n m ask in g . Some of the conditions fav o ra b le to the p ro d u ctio n of com ic p le a s u re w ere fin a lly e n u m e ra te d (1963:218-221), including a g e n e ra lly c h e e rfu l m ood, an e x p e c ta tio n of so m e th in g funny, and 19 p re s e n c e of o th e r p le a s u ra b le c irc u m s ta n c e s . C onditions u n fa v o r able fo r h u m o r, on the o th e r hand, include p re o c c u p a tio n w ith s e rio u s in te lle c tu a l w o rk , focus of atten tio n on the ex p ected h u m o r- I ous m o v em en t o r e v en t, and the sim u lta n eo u s p re s e n c e of s tro n g affect. F re u d fin a lly concluded th a t he w as a t the end of h is ta sk , having re d u c e d the m e c h a n ism of d e riv in g p le a s u re fro m jo k e s and fro m h u m o r to a sim p le a tte m p t to re g a in a s ta te of e u p h o ria th a t is (1963:236): n o th in g o th e r th an the m ood of a p e rio d of life in w hich we w ere a c c u sto m e d to d e al w ith o u r p sy c h ic a l w o rk in g e n e ra l w ith a s m a ll e x p e n d itu re of e n e rg y --th e m ood of o u r childhood, w hen ; we w e re ig n o ra n t of th e co m ic, w hen we w e re in cap ab le of jo k e s and w hen we h ad no n eed of h u m o u r to m ake u s fe e l h appy in o u r life . O rig in s of H um or S im m ons (1963) c o m m en te d on the o rig in s of p ro te s t h u m o r, concluding th a t it is c re a te d by m in o rity groups and d ire c te d a g a in st th e m s e lv e s , s e rv in g as su b lim a tio n fo r the r e le a s e of h o s tility and a g g re s s io n a g a in st the m a jo rity g ro u p . In th is s e n s e , such h u m o r p r e s e r v e s the in te g rity of the m in o rity group, h elp in g to p r e s e r v e its m e n ta l h e a lth . In c o n sid e rin g p ro te s t h u m o r a fo rm of "fo lk lo ristic re a c tio n to p re ju d ic e , " Sim m ons a g re e s w ith the id e a s of F re u d (1963:111) about Je w ish jo k es c re a te d by Je w s and 20 d ire c te d a g a in st th e m se lv e s. In h is book on the o rig in s of w it and h u m o r Rapp (1951) com eluded th a t h u m o r is e s s e n tia lly a re -e n a c tm e n t of the e v o lu tio n a ry ; eq u iv a le n t of a p rim itiv e v ic to ry . F o r ex am p le, rid ic u le as a fo rm of h u m o r w as o rig in a lly d ire c te d to w a rd p h y sic a l m ish a p and d e fo rm ity u n til it b ecam e c o n tro lle d b y s o c ia l p r e s s u r e . W it, r i d d le s, and puns a r e m o d e rn su b stitu tio n s of cognitive com bat fo r p h y sic a l. L a u g h te r a t se x u a l o r o th e r in h ib ited o r r e p r e s s e d to p ic s is defined as the r e s u lt of te m p o ra ry v ic to ry o v e r s o c ia l tab o o s. M ost of R ap p 's th e o ry is p r im a r ily F re u d ia n , e s p e c ia lly h is v iew s on the p u rp o se s of a g g re s s iv e jo k es. The D evelopm ent of H um or A s m a ll book w ith the u n lik ely title of P sy ch o lo g y and "T he G re a t God F u n t T is a c o lle c tio n of n in e te e n in fo rm a l case stu d ie s of young peo p le. W ritte n by H am ilton (1955) and b a s e d upon h is p riv a te p ra c tic e e x p e rie n c e s w ith c h ild re n , it d e m o n s tra te s the sig n ific an c e and u se fu ln e ss of ra tio n a l u n d e rsta n d in g and h u m o r in a d u lt-c h ild re la tio n s . The d ev elo p m en t of se n se of h u m o r in c h ild re n h a s long b een one of the in te r e s ts of M a rth a W olfenstein. In The P s y e h o a n a -l ly tic Study of the C hild, h e r a rtic le on c h ild re n 's u n d e rsta n d in g of jo k es (W olfenstein, 1954) noted th a t joke co m p reh en sio n v a rie s n o t 21 o n ly w ith a g e, in te llig e n c e , and in te r e s t, but a ls o w ith the p a r tic u l a r jo k e, its te c h n ic a l d iffic u lty , and its th e m e . W hen a joke w as l e s s d is tu rb in g in its c o n te n t o r s im p le r in its tec h n iq u e , sh e found th a t i t w as e a s i e r fo r the ch ild to re s p o n d to it a p p ro p ria te ly . H e r c o n c lu sio n , th a t u n til a d o le sc e n c e c h ild re n a re u n c e rta in how to ta k e jo k es b e c a u se th e y a r e s till s tru g g lin g w ith the e ffo rt to m a k e s e n s e out of th in g s in re a s o n a b le t e r m s , does n o t se e m to be too co n v in cin g . A n o th e r stu d y b y W o lfen stein (1951) in th e sa m e s e r i e s fo c u se d on the d ev elo p m e n t of c h ild r e n 's se n se of h u m o r. U sin g illu s tr a tio n s of the jo k es and h u m o r m e c h a n ism s u se d by c h ild re n of v a rio u s a g e s , she show ed how c h ild r e n 's jo k e s change as th e y grow o ld e r. W ith a ten d e n cy to o v e r-a n a ly z e h u m o r th at is co m m o n am o n g m an y p sy c h o lo g is ts , sh e o b s e rv e d th a t "th e joke w hich p e r m its im p u lse g ra tific a tio n p ro b a b ly a ls o p ro v id e s a lle v ia tio n of the a n x ie ty a s s o c ia te d w ith th e im p u lse . ” H u m o r and L a u g h te r A s ta n d a rd re fe re n c e on th e "p sy ch o lo g y of la u g h te r" is the book b y th e sa m e title b y P id d in g to n (1963), a re v ie w of a ll of the h y p o th e se s and " sc h o o ls" of la u g h te r sin c e b e fo re F re u d . P e rh a p s its g r e a te s t f e a tu re is its c o m p re h e n siv e appendix, c o n tain in g s ix ty -n in e p a g e s on th e o rie s of la u g h te r. ..................................................................... " " ~ ............................................................ ........................2 2 .; S um m o (1958) s u m m a riz e d s e le c te d p h ilo so p h ic a l and e x p e rim e n ta l a p p ro a c h e s to h u m o r in an e s s a y c a lle d "H u m o r in R e view . " A ttem p tin g to fo rm u la te an e c le c tic th e o ry of h u m o r fro m its v a rio u s p h y sio lo g ic a l, s ta tis tic a l, in te g ra tiv e , and e d u c a tio n a l a s p e c ts , h e concluded th a t, w ith o r w ith o u t F re u d ia n te rm in o lo g y , th e p re v a le n t b e lie f is th a t "h u m o r is a r e le a s e of te n s io n o r an x iety . " Who can q u a r r e l w ith th a t? A co m p lete c o lle c tio n of th e o rie s of h u m o r and la u g h te r a p p e a r s in th e c h a p te r b y F lu g e l (1954) in L in d z e y 's H andbook of S o cial P sy c h o lo g y . F lu g e l re v ie w e d th e p ro m in e n t r e s e a r c h th e o rie s an d c la s s ifie d th e lite r a tu r e u n d e r the r u b r ic s of a ffe c tiv e , co n ativ e, an d co g n itiv e. An im p o rta n t a s p e c t of F lu g e l's anthology w as h is e m p h a s is on s o c ia l fa c to rs and in d iv id u a l d iffe re n c e s in u n d e rs ta n d in g h u m o r and la u g h te r. A n o th e r fe a tu re w o rth r e c o m m en d in g is the tw o -p ag e b ib lio g ra p h y w hich a c c o m p a n ie s h is r e view . T e s tin g In s tru m e n ts T he w r ite r 's i n te r e s t in th e m e a s u re m e n t of s e n s e of h u m o r w a s f i r s t aw ak en ed tw enty y e a r s ago by the "S en se of H um or" p o rtio n of th e old G eo rg e W ashington U n iv e rs ity S o c ial In te llig e n c e T e s t, by M o ss and o th e rs (1930). A re v ie w of the te s ts lis te d by B u r os (1959) in the F ifth M e n tal M e a s u re m e n ts Y earb o o k and la te r by B u ro s (1965) in the S ix th M ental M e a s u re m e n ts Y earbook show ed no te s ts u se d to m e a s u re s e n s e of h u m o r. F u r th e r rev ie w of th e l ite r a tu r e re v e a le d only one p u b lish ed te s t, the IP A T H u m o r T e s t f i r s t re p o rte d b y C a tte ll and L u b o rsk y (1947) of th e In stitu te fo r P e rs o n a lity an d A b ility Testing. A rtic le s r e f e r r in g to the u s e of o rig in a l te s tin g in s tru m e n ts w e re n u m e ro u s , h o w e v er, w ith o v e r fifte e n r e fe re n c e s a p p e a rin g in P sy c h o lo g ic a l A b s tra c ts b e tw ee n 1951 and 1967. F o r p r a c tic a l p u rp o s e s , th e re fo re , te s tin g in s tru m e n ts c o n s is t of the G eorge W ash in g to n U n iv e rs ity te s t, the IP AT te s t, and o rig in a l in s tru m e n ts re p o rte d in r e s e a r c h . The G eo rg e W ashington U n iv e rs ity S e n se of H um or T e s t T his te s t, r e v is e d in 1949, fe a tu re d an u n u su a lly c le v e r l is t of jo k es w ith m u ltip le -c h o ic e e n d in g s. The s u b je c t w as d ir e c t ed to "pick out the one of the fo u r su g g e ste d c o m p letio n s th a t m a k e s the b e s t joke" (M oss, 1930:6). C o n sid e r th e s e e x a m p le s: 3. L ady in a lo w e r b e rth of p u llm a n tr a in on being a n n o y ed by s n o rin g of m a n a b o v e, tap p ed on the u p p e r w all, A n sw e r fro m above: (1) "Who p aid fo r th is u p p e r b e r th ? " (2) "A ll rig h t, c lo se y o u r w indow . " (3) "I d o n 't lik e yo u r s n o rin g e ith e r , " (4) " S o rry , lady. I saw you w hen you c a m e in . " 16. H e rb e rt: "W ould you m a r r y an id io t fo r the sak e of h is m o n e y ? " She: (1) "O f c o u rs e n o t. " (2) "How m u ch does he h a v e ? " (3) " I'd t r y an y th in g o nce. " (4) "Oh, th is is so sudden. " 24 | D e sp ite the c le v e rn e s s of the a p p ro a c h , H. R . T a y lo r c o n clu d ed in h is re v ie w of the t e s t f o r B u ro s (1953:197) in the F o u rth M e n ta l M e a s u re m e n ts Y earb o o k th a t it "ca n only fu n c tio n a s a s o m e : w h a t d isg u ise d , and to th a t e x te n t im p e rfe c t, m e a s u re of v e rb a l in te llig e n c e . " The IP AT H u m o r T e s t D e sig n ed fo r u s e w ith stu d e n ts in g ra d e s n in e th ro u g h c o l leg e and a d u lts , th is t e s t y ie ld s th ir te e n s c o r e s r e la tin g h u m o r p re fe r e n c e s to p e rs o n a lity f a c to r s . A c c o rd in g to th e re v ie w s in B u ro s (1953:61), the IP A T te s t: (1) does n o t m e a s u re s e n s e of h u m o r, and is of q u e stio n a b le r e lia b ility and v a lid ity ; (2) is good f o r r e s e a r c h only, and is "n o t d e p en d a b le "; (3) is "not d e fin ite ly known to be of any p r a c tic a l u se w h a tso e v e r, " b u t (4) s e e m s to be a good id ea , d e sp ite la c k of re lia b ility , v a lid ity , o r ad eq u ate i n t e r c o rr e la tio n of c lu s te r s . R e g a rd le s s of its in a d e q u a c ie s, an o b jec tiv e re v ie w of the IP A T t e s t w as c o n s id e re d v a lu a b le , if only to p oint out the n e e d fo r b e tte r o rig in a l s ta n d a rd iz e d in s tru m e n ts in th is fie ld . S e v e ra l fe a tu re s in its d ev elo p m en t, ra tio n a le , and fo rm a t sh o u ld be n o te d . F o r e x a m p le , a l is t of "100 e a s ily u n d e rs to o d and j re la tiv e ly tim e le s s jo k e s " w e re p r e s e n te d to s u b je c ts in s ta n d a rd o r d e r . E a c h s u b je c t th en r a te d a ll the jo k e s as e ith e r (1) "a f a i r o r , 25 m o d e ra te ly good jo k e, " o r (2) "a v e ry good jo k e. " T h is type of sim p le dichotom ous o rd in a l s c a le is p re fe ra b le to a p s e u d o in te rv a l s c a le a s s ig n in g p o in t v a lu e s o r n u m e ric a l ra tin g s . S u b je cts w e re fifty m e n and fifty w om en s e le c te d fo r d iv e rs ity of e d u c a tio n , of m a jo r fie ld , and of g e o g ra p h ic a l o rig in . T hey w e re fro m 17 to 28 y e a rs of ag e, w ith se v e n ty p e r, cen t fro m 18 to 20 y e a r s . A ll w e re u n m a rrie d . It a p p e a rs th a t age and m a r ita l s ta tu s w e re r a th e r r e s t r i c te d , and m a y have a ffe c te d the g e n e ra liz a b ility of r e s u lts o b tain ed w ith th is te s t. In d iv id u al s c o r e s w e re c o rr e la te d w ith p e rs o n a lity f a c to r s , b u t the d e ta ils w e re n o t p re s e n te d too c le a r ly . The a u th o rs id e n ti fie d th ir te e n c lu s te r s re p re s e n tin g tr a its of p e rs o n a lity ; ■ 1. D e b o n air se x u a lity 2. De r i s ion - su p e r io rity 3. B rin g in g a p e rs o n b lu n tly to r e a lity 4. D is r e g a rd f o r co n v en tio n s 5. A n ti-a u th o rita ria n is m , rid ic u le 6. R e p re s s e d m a le s u p e r io rity v e r s u s p a s s iv ity 7. S tu rd y iro n y and d o m in an ce 8. P la y fu ln e ss 9. S u rp r is e and d is c o m fo rt to o th e rs 10. E x tr a v e r t "h a le fello w " a g g re s s io n j 11. C y n icism 12. N aive s e lf-c o m p o s u re 13. U n so p h istic a te d g o o d -n a tu re d p la y A p p a re n tly the d ev elo p m en t of the IP A T H u m o r T e st w as b a s e d a lm o s t e n tir e ly upon one r e s e a r c h stu d y of C a tte ll and L u b o rsk y (1947). It is a ls o a p p a re n t th a t, d e sp ite th o se u n fav o ra b le " ~ " 26 ! re v ie w s in B u ro s, th is te s t co n tin u es to be pu b lish ed an d to be u se d . In the 1963 E d itio n , d esig n ed b y T o llefso n and C a tte ll (1963), th e re a re 104 p a irs of jo k es. In e a c h p a ir the su b je c t s e le c ts w hich joke h e c o n s id e rs fu n n ie r, w ith sp e c ific d ire c tio n s to "ch e c k w hich you c o n sid e r m o re am u sin g , n o t w hich you c o n sid e r m o re c le v e r, o r ta s te fu l, o r in te lle c tu a l. " A cco rd in g to the H andbook fo r the IP A T H u m o r T e s t of P e rs o n a lity , p u b lish ed by IP A T (1963), the te s t p ro v id e s a s s e s s m e n ts of "tw elve dynam ic o r te m p e ra m e n ta l d im e n sio n s" in ad d itio n to a "rough in d ic a tio n of in te llig e n c e le v e l. " The th irte e n fa c to rs lis te d in the H andbook (1963:18-21) a re : F a c to r 1. A nxious C o n sid e ra te n e ss v s. D eb o n air Sexual and G e n e ra l U n in h ib ited n ess F a c to r 2. D ry W it v s . G o o d -N atu red P lay F a c to r 3. C o m p en satio n v s. Tough S e lf-C o m p o su re F a c to r 4. F lirta tio u s P la y fu ln e ss v s . G ru e so m e n e ss F a c to r 5. U rbane P le a s a n tn e s s v s. H ostile D ero g atio n F a c to r 6. Im pudent D efiance of D ecency v s. R e sig n a tio n F a c to r 7. T h e a tric a lis m v s. C old R e a lism F a c to r 8. N eat, L ig h t-H e a rte d W it v s . P o n d ero u s H u m o r F a c to r 9. D am aging R e to rt v s. U nexpected, O ff-B e a t H u m o r F a c to r 10. C h e erfu l Independence v s. M is tre a tm e n t H u m o r F a c to r 11. A nxious C o n cern v s. E v a sio n of R e sp o n sib ility F a c to r 12, Rebound A g a in st F e m in in e A g g re ssio n v s. S c o rn of In effe ctu a l M ale F a c to r 13. D u lln ess v s . G e n era l In tellig en ce The a u th o rs ad m it th a t the title s f o r the fa c to rs a re s till p ro v isio n a l and m a y be m o d ified as f u r th e r r e s e a r c h is c o m p lete d , ; and explain th a t the title s w e re chosen f o r m axim um d e s c rip tiv e - n e s s , "even w h ere th is m a y lea d to a c e rta in c u m b e rso m e n e ss of e x p re ss io n . " T hus, the ra tio n a le and fo rm a t of the IP A T T e s t a re c o m m en d ab le. The id ea of p re s e n tin g the su b je c t w ith two stim u lu s ite m s fro m w hich to c h o o se, one re la te d to, sa y , "n ea t, lig h t h e a rte d w it" and the o th e r to "ponderous h u m o r, " is e x c e lle n t. The u se of p a irs of m a tc h e d jo k es as s tim u li is v e ry c le v e r. The v a lid ity of the fa c to r c o n ten t re la te d to each stim u lu s joke is n o t q u estio n ed . The p e rs o n a lity th e o ry upon w hich the in te rp re ta tio n of h u m o r p re fe re n c e s is b a se d is in the b e s t F re u d ia n tra d itio n . T h ere is only one c ritic is m th a t can be m ad e of the te s t: it is not v a lid . In the opinion of th is w r ite r, the a u th o rs of the IP A T T e s t ov erlo o k ed one im p o rta n t d e ta il. T hey a p p a re n tly fa ile d to eq u ate the jokes in e ach p a ir on the one v a ria b le on w hich th e y a sk the s u b je c t to ra te th e m --fu n n in e s s . C o n sid e r the follow ing e x am p le s fro m the 1963 E d itio n , F o rm A: (la ) A k in d ly c le rg y m a n , pinching little Jo h n n y 's knee: "And who h a s n ice dim pled pink le g s ? " L ittle 4 -y e a r-o ld Johnny: "M y b ig s i s t e r . " (lb ) A m an in a d o c to r's office a b sen tm in d e d ly s ta r te d off w ith a la d y 's u m b re lla , and re tu rn e d it w ith hum ble ap o lo g ies w hen she in d ig n an tly sto p p ed h im . L a te r in the day he bought th re e u m b re lla s a t a s a le , and on the w ay hom e e n c o u n te re d the sam e lad y . "I s e e , " she s a id ic ily , "th a t you've done p re tty w ell today. " A ccording to the s c o rin g k ey and te s t H andbook, if the su b je c t s e - ' 28 le c ts joke la. a s fu n n ie r, he h a s a ten d e n cy to be d e b o n a ir, c a r e f r e e , and s e x u a lly u n in h ib ited ; if he c h o o se s joke l b , he ten d s to be an x io u s, sh y , and co n v en tio n a l. B ut w h at of the s u b je c t who in r e a lity is d e b o n a ir and c a r e f r e e , y et s e e s joke lb a s a fu n n ie r joke th an l a ? H e re is a n o th e r p a ir , d e sig n e d to d iffe re n tia te b etw een " c h e e rfu l in d e p e n d en c e" and " m is tr e a tm e n t h u m o r" : (75a) E p ita p h to a w a ite r: B y and B y God cau g h t h is ey e. (75b) One p r e h is to r ic m a n to a n o th e r: "Now th a t w e'v e le a rn e d to c o m m u n ica te w ith e a c h o th e r - - s h u t up! " A c co rd in g to the s c o rin g k e y an d in te rp re ta tio n fo r th is p a ir of jo k e s, s e le c tio n of joke 75a a s fu n n ie r in d ic a te s a ten d e n cy to w a rd m is tre a tm e n t, w ith a " g e n e ra lly d is g ru n tle d view of th e w o rld "; p re fe re n c e fo r joke 75b, h o w e v e r, is su p p o se d to be re la te d to c h e e rfu ln e ss and a c c e p ta n c e . (In th e opinion of the w r ite r , 75a is b y f a r m o re a m u sin g , the c r ite r io n s ta te d f o r s e l e c ti o n .) One o th e r p a ir of jo k e s illu s tr a te s th e d iffe re n c e in "fu n n i n e s s " of jo k e s p a ire d th ro u g h o u t the te s t: (13a) "So w hen sh e s a id th a t to m e , I m e r e ly sh ru g g e d slig h tly , s m ile d in a c o n d esc en d in g m a n n e r, s a id th a t I w as aw fully s o r r y sh e fe lt th a t w ay ab o u t m e , and h a u le d off and h it h e r w ith m y h an d b ag . " (13b) She w as only the m in i s t e r 's d a u g h te r, b u t you c o u ld n 't p u t anyth ing p a s to r . 29 ! P e rh a p s the d iffe re n c e is n o t so g r e a t in th is p a ir, b u t it s e e m s p r e sum ptuous to conclude th a t a su b je c t who p r e f e r s joke 13a ten d s to be in te llig e n t, w hile a su b je c t who p r e f e r s joke 13b ten d s to be d u ll., In co n clu sio n , the IP A T H um or T e s t, w hile s u p e rio r to any o th e r s ta n d a rd iz e d t e s t d isc o v e re d , w as found to be u n a ccep tab le fo r u se as an in s tru m e n t in th is stu d y . O rig in a l T e stin g In stru m e n ts B y f a r the m o s t p re v a le n t a p p ro a c h e s to the stu d y of se n se of h u m o r re p o rte d in the lite r a tu r e involve no te s tin g in s tru m e n t a t a ll, in the u su a l s e n s e of the te r m . Of the th ir ty - s ix re p o rts r e view ed w hich s p e c ific a lly m en tio n re s p o n s e to s tim u li, fo r ex am p le , tw enty involved c a rto o n s, th irte e n u se d jo k es, and th re e a c o m b in a tio n of jo k e s and c a rto o n s. O nly two r e p o r ts w e re found th a t in cluded q u e stio n n a ire s o r o th e r d e v ic es along w ith the stim u lu s m a te r ia l. Som e of the p ro c e d u re s re p o rte d , ho w ev er, o rg a n iz e d the c a rto o n s o r jo k es in su c h s ta n d a rd m a n n e r as to re s e m b le v e ry c lo s e ly a te s tin g " in s tru m e n t. " C a rto o n T e sts C unningham (1962) c o m p a re d s c o r e s on a c a rto o n te s t to s c o re s on an in te llig e n c e te s t, w ith h ig h sc h o o l g irls ra tin g c a r toons in o r d e r of fu n n in e ss. C a rto o n s u se d w e re fro m a s e t d e v ise d 30 by R a le y (1957), p o rtra y in g eig h t c o n ten t a r e a s - - m e n , w om en, r o m a n c e , c h ild re n , c a r s , a n im a ls, s p o rts , s o ld ie r s . L ee and G riffith (1962) a ls o h ad su b je c ts judge c a rto o n s on fu n n in e ss, p r e se n tin g them in p a ir s to check th e e ffe c t of o r d e r of p re s e n ta tio n . The e ffe c ts of e x p e rim e n ta lly a ro u s e d im p u lse s on the p e r cep tio n of s e x and a g g re s s io n in c a rto o n s w e re stu d ied b y Donn B y rn e (1961), who w as re s p o n sib le fo r som e of the m o st c a re fu lly - d esig n ed r e s e a r c h on h u m o r a p p e a rin g in the lite ra tu r e sin c e 1950. B y rn e jo in ed w ith T e r r ill and M cR eynolds (1961) in a stu d y of in co n g ru en cy as a p re d ic to r of re s p o n s e to h u m o r, u sin g an o rig in a l In co n g ru en cy T e st, a H u m o r A p p re ciatio n T e st, and a H u m o r In te rp re ta tio n T e s t, a ll in clu d in g c a rto o n s. R e sp o n se s to ten s e le c te d carto o n s and ten s e le c te d v e rb a l jo k es w ere m e a s u re d by S ta re r (1961), who w as in te re s te d in the re la tio n of len g th of h o sp ita liz a tio n to the d e g re e of re s p o n se of p s y c h ia tric p a tie n ts to h u m o r. O v er a p e rio d of a lm o s t te n y e a rs , L evine and R edlich r e p o rte d on th e ir r e s e a r c h w ith the "M irth R esp o n se T e st, 1 1 an u n p u b lish ed in s tru m e n t f i r s t d e s c rib e d by R ed lich , L ev in e, and S o h le r (1951). C o n sistin g of th ir ty - s ix p o p u la r c a rto o n s, th e ir M RT is su p p o sed to m e a s u re the d ynam ics of re s p o n se to h u m o r a c c o rd in g to F r e u d 's concept of p le a su ra b le r e le a s e of inh ib ited 31 w ish e s. In one of th e ir l a t e r stu d ie s L evine and R ed lich (I960) c o m p a re d the h u m o r re s p o n s e s of p s y c h ia tric p a tie n ts and m e n ta l d e fe c tiv e s to th o se of n o rm a l a d u lts, as m e a s u re d b y the M irth R e sp o n se T e st. In 1959 L evine and A belson u se d a s h o r t fo rm of the M RT to in v e stig a te the e ffe c ts of d istu rb in g c a rto o n s on anxious p a tie n ts . In the sa m e y e a r L evine and R ak u sin (1959) h ad m ale c o l leg e stu d e n ts and p s y c h ia tric p a tie n ts r a te th e m s e lv e s , then one a n o th e r, on e x p re s s iv e and re c e p tiv e h u m o ro u s b e h a v io r, and c o m p a re d th e se ra tin g s to re s p o n s e s to c a rto o n s. In one of the m o s t w e ll-d e sig n e d stu d ie s rev ie w ed , M a lp a ss (1959) p re s e n te d both jo k e s and c a rto o n s to la rg e g ro u p s, s m a ll g ro u p s, and in d iv id u a ls, to in v e stig a te in te ra c tio n s betw een s iz e of gro u p , m ode of p re s e n ta tio n , c a te g o ry of s tim u lu s , and se x of s u b je c t. In an e a r ly stu d y of the re la tio n b etw een p e rc e p tio n of h u m o r and le v e l of p e rs o n a l grow th, G raham (1958) had p upils ra te c a rto o n s on fu n n in e ss, v e rify in g h is h y p o th esis of sig n ific a n t d if f e r e n c e s b etw een g rad e le v e ls . C arto o n ra tin g s w e re a ls o u se d by P e n n y p a c k e r a n d T h y s e ll (1958), M ore and R o b e rts (1957), and R o b e rts and Johnson (1957) to stu d y a lc o h o lic s and p sy c h o tic s, s u p p re s s e d w ish e s and h o stility , and em p ath y and re a lity , re s p e c tiv e ly . 32 One stu d y u sin g c a rto o n s d ep ictin g c h ild re n w as re p o rte d by S hapiro, B ib e r, and M inuchin (1957), who found p ro je c tiv e r e sp o n se s re la te d to p e rs o n a lity tr a its of stu d en t te a c h e rs . W e is s 's d is s e rta tio n (1955) on the d ynam ics of h u m o r fe a tu re d s e v e r a l te s tin g in s tru m e n ts , in cluding tw o te s ts com bining c a rto o n s and jo k e s , a p ic tu re p ro b lem te s t, a t e s t of h u m o r re c a ll, and a q u e stio n n a ire id en tify in g fo u r le v e ls of o b se rv e d h u m o ro u s b e h a v io r. Two y e a rs p re v io u sly , F r a n k e l (1953) h ad w ritte n a d is s e r ta tio n a t th e sa m e u n iv e rs ity on a s im ila r to p ic , stu dying p s y ch o an aly tic th e o r ie s .of h u m o r. B oth a u th o rs u s e d c a rto o n s r e p r e se n tin g p sy c h o se x u al d im e n sio n s d ep ic te d in the B lack y te s t. U n fo rtu n ately , m o s t of the r e s e a r c h u sin g c a rto o n s as t e s t ing in s tru m e n ts involved s m a ll sa m p le s and a ty p ic a l p o p u latio n s, su c h as p s y c h ia tric p a tie n ts . Only a few of the stu d ie s rev ie w ed w e re of the q u a lity of th o se of B yrne (1956), M a lp a ss (1959), o r F ra n k e l (1953). Jo k e T ests The IP A T H um or T e s t w as u se d , to g e th e r w ith a d d itio n al jo k e s su b m itte d b y college stu d e n ts, in an in te re s tin g stu d y by L ee and G riffith (1963) of the re la tio n b etw een r e p re s s io n and the te n dency to fo rg e t jo k es. : S e v e ra l re p o rts w e re d isc o v e re d w hich w ere b a se d upon 33 F re u d ia n th e o rie s of h u m o r, p a rtic u la rly th e c la ss ify in g of jo k e s into th re e m a in c a te g o rie s --in n o c e n t, h o s tile , and o b scen e (F re u d , 1963). In one stu d y , O 'C o n n ell (1962) m ad e an ite m a n a ly sis of an i o rig in a l te s t of h u m o r a p p re c ia tio n , to v e rify the F re u d ia n tr ia d . In th e r e s e a r c h m en tio n ed p re v io u s ly by M a lp ass (1959), jo k es w e re c la s s ifie d a c c o rd in g to th e se th re e ty p es of h u m o r, to c o m p a re h u m o r type w ith s o c ia l fa c ilita tio n . R elig io u s jo k e s w e re u s e d by L aF av e (1961) in a d o c to ra l stu d y of the re la tiv e fu n n in ess of jo k es w hich w ere en h an cin g to a p a r tic u la r re fe re n c e g ro u p a s c o n tra s te d to th o se jo k e s w hich w e re " a g a in st" the group. A tim e ly a r tic le by W inick (1961) on "Space Jo k e s as In d i c a tio n s of A ttitu d es to w a rd S p ace" c ited the p lace of sp a ce jo k e s in the re d u c tio n of o u r a n x ie ty o v e r the sp a c e r a c e . R a c ia l h u m o r h a s not only b een m o re openly c o m m e rc ia l iz e d in r e c e n t y e a rs ; it h a s b een m o re c lo s e ly s c ru tin iz e d . M iddleton (1959) r e p o r te d on the re a c tio n s of w hite and N egro s u b je c ts to a s e t of eig h tee n jo k es (six a n ti-w h ite , s ix a n ti-N e g ro , th re e puns, th re e n o n se n se jo k e s), c o m p a rin g th em to A d o rn o 's a u th o rita ria n F - s c a le ra tin g s . M iddleton and M oland (1959), in a stu d y of jo k es am ong N eg ro and w hite u n iv e rs ity s tu d e n ts , found ra c e and s e x d iffe re n c e s am ong joke te lle r s and lis te n e r s in a sm all; 34 S o u th ern c o m m u n ity . S e v e ra l a p p ro a c h e s to h u m o r w e re s u m m a riz e d in a c o m p re h e n siv e a n a ly s is of in te rg ro u p h u m o r b y M ilton B a rro n in 1950. C la s sify in g o v e r 700 jo k es fro m a n th o lo g ies of N eg ro , J e w ish , and I r is h h u m o r, B a rro n a n a ly z e d th e ir c o n te n t a c c o rd in g to th e m e s , d ia le c ts , p r o p e r n a m e s, s e x of c h a r a c te r s , and in te rg ro u p o r in tra g ro u p a ctio n . In a c le v e r in v e s tig a tio n of th e c o n tin g en c y of h u m o r a p p re c ia tio n on the d e g re e to w hich the jo k e -e n d in g w as e x p e c te d , K enny (1955) c o n firm e d the h y p o th e sis th a t a p p re c ia tio n in c r e a s e d a s the joke end in g s c o n firm e d the e x p e c te d . H is r e s u lts did n o t c o n firm the e x p e c te d . One r e p o r t in F r e n c h , n o t a v a ila b le in the o rig in a l, w as r e p o rte d in P s y c h o lo g ic a l A b s tra c ts in 1954. In th is r e s e a r c h , D elay : (1954) c la s s if ie d jo k e s in to se v e n c a te g o rie s : in c o n g ru itie s , se x u a l a llu s io n s , p u n s, a b s u rd itie s , rid ic u le , s u r p r is e , and s u b tle tie s . W hen joke p r e f e r e n c e s of n o rm a l s u b je c ts w e re c o m p a re d to th o se of p s y c h o tic s , it w as co n clu d ed th a t p a ra n o id p sy c h o tic s do n o t a p p re c ia te a b s u rd itie s . J o k e s , p ro v e r b s , and hid d en fig u re s w e re e m p lo y ed in the d o c to ra l stu d y of O v e rla d e (1954) a t P u rd u e U n iv e rs ity . P u rs u in g the h y p o th e sis th a t h u m o r p e rc e p tio n is r e la te d to the a b ility to se e a b s tra c tio n s , the a u th o r c o rr e la te d th e p e rfo rm a n c e of s u b je c ts on 35 j a h u m o r te s t, a p ro v e rb te s t, and an em bedded fig u re s te s t, a s w ell as a sta n d a rd iz e d in te llig e n c e m e a s u re , w ith sig n ific a n t r e s u lts . A few th e o re tic a l r e p o r ts on th e d ev elo p m en tal a s p e c ts of se n se of h u m o r m en tio n ed joke p re fe re n c e s . The two stu d ie s by W olfenstein a r e o u tstan d in g e x a m p le s. One a rtic le (W olfenstein, 1954) on c h ild re n 's u n d e rsta n d in g of jokes in d ic ate d th a t c o m p re h en sio n v a rie s n o t only w ith age but w ith s e v e r a l o th e r f a c to rs ; in an e a r l ie r r e p o r t (W olfenstein, 1951) illu s tra tio n s w e re given of the types of jo k es u se d and the h u m o r m e c h a n ism s o p e ra tin g am ong c h ild re n of v a rio u s a g es. W ith jo k e s, as w ith c a rto o n s, it is v e ry d iffic u lt to ev alu ate - the su ita b ility o r a p p a re n t stim u lu s v alu e of any of the te s tin g in s tru m e n ts , sin ce p r a c tic a lly none of the r e s e a r c h r e p o r ts in clu d ed ex am p le s of the jo k es o r c a rto o n s th a t c o m p rise d the " te s ts " o r stim u lu s ite m s. In g e n e ra l, it m a y be concluded th a t the rig o ro u s n e ss of se le c tio n v a rie d w id ely , as did the th e o re tic a l m o d e ls, to p ic s, ty p es of h u m o r, se le c tio n of s u b je c ts , c o rre la tio n w ith o th e r in s tru m e n ts , and r e s e a r c h d e sig n , in the u se of jo k es in h u m o r r e s e a r c h . D o c to ra l D is s e rta tio n s Only tw elve d o c to ra l d is s e rta tio n s sin c e 1951 w ere found in the lite r a tu r e , nine rev ie w ed and su m m a riz e d in D is s e rta tio n A b s tra c ts ; W hile th e se stu d ie s w e re a ll in th e g e n e ra l a r e a of r e s e a r c h in h u m o r, none could b e _ co n sid e re d s tu d ie s of s e n s e of h u m o r, p e r s e . R e fe re n c e s to m o s t of th e se d is s e r ta tio n s have b e e n m ad e in the p re c e d in g se c tio n ; a m o re d e ta ile d re v ie w of the b e s t r e s e a r c h fo llo w s. F o r re v ie w p u rp o s e s , th e s e d is s e rta tio n s a re g ro u p ed a s s tu d ie s r e la te d to p e rs o n a lity v a r ia b le s , m o tiv a tio n a l a ro u s a l, and p sy c h o a n a ly tic th e o rie s , plus a d e ta ile d re v ie w of one s e le c te d d is s e rta tio n . H u m o r and P e rs o n a lity The r e la tio n of p r e f e r e n c e s fo r h u m o r to d e g re e of a u th o r ita r ia n is m w as in v e s tig a te d b y E lb e r t (1962), w ith the e x p e c te d o u t c o m e s th a t a u th o r ita ria n is m ten d s to be r e la te d to rig id ity and to a g g re s s io n , w hile s u b je c ts low in a u th o rita ria n te n d e n c ie s p r e f e r m o re w h im sic a l h u m o r and a re p ro n e to e x p re s s th e m s e lv e s m o re f r e e ly and openly in th e ir jo k e s. In a s im ila r d o c to ra l stu d y a t th e U n iv e rs ity of F lo r id a on the re la tio n b e tw ee n c re a tiv e h u m o r and a u th o rita ria n is m , C lelan d (1957) a ls o v e rifie d a h y p o th e sis th a t one m ig h t e x p e c t to v e rify : he found th a t s tu d e n ts r a tin g low on th e F - s c a le of a u th o rita ria n is m w e re h ig h e s t in h u m o r ra tin g s . In "Ju d g m e n ts and R e fe re n c e G roups in H u m o r, " L aF av e (1961) had 200 su b je c ts r a te s e ts of jo k es about re lig io n , te s tin g the 37 h y p o th e sis th a t d iffe re n t re lig io u s g ro u p s w ould p r e f e r jo k e s th a t b o o ste d th e ir im a g e but w ould c o n sid e r jo k e s a g a in s t th e ir a ff ilia tion a s "unfunny. " U sing fifty su b je c ts fro m each of fo u r g ro u p s, each r a tin g tw en ty jo k e s, he c o n firm e d h is r e s e a r c h h y p o th e s is . In a stu d y of so m e re la tio n s b e tw ee n p e rs o n a lity and h u m o r, R o b e rts (1959) v e rif ie d the a ssu m p tio n th a t h u m o r is a s ig n ific a n t in d ic a to r phenom enon of p e rs o n a lity f a c to r s . H um or p e rc e p tio n a s the a b ility to a b s tr a c t th e o b sc u re fro m th e obvious w as the to p ic of an e x c e lle n t th e s is b y O v e rla d e (1954). U sing a b a tte r y of te s ts w ith s ix ty -fiv e c o lle g e s tu d e n ts , he found s ig n ific a n t c o rr e la tio n s betw een s c o r e s re p r e s e n tin g a b s t r a c tio n s fro m jo k es and a b s tra c tio n s fro m p ro v e rb s . T h e re w as a ls o a s ig n ific a n t c o rr e la tio n b e tw e e n h u m o r an d a b s tra c tin g em b ed d ed f ig u re s in a v is u a l co n tex t. O v erlad e co n clu d ed th a t h u m o r is s ig n ific a n tly re la te d to the a b ility to a b s t r a c t the o b s c u re fro m the o b v io u s. H u m o r and M o tiv a tio n a l A ro u sa l Two d is s e r ta tio n s w e re w ritte n on th is to p ic in the sa m e y e a r, w ith o p p o site r e s u lts and c o n c lu sio n s. O ne, b y B y rn e (1958) a t S ta n fo rd U n iv e rs ity , w as a v e ry c a re fu lly d e sig n e d stu d y of r e sp o n se to h u m o r a s a fu n ctio n of d riv e a ro u s a l and p sy c h o lo g ic a l d e fe n se s. U sin g s e v e n ty -s ix s u b je c ts , B y rn e e x p e rim e n ta lly 38 a ro u s e d th e ir a g g re s s io n by hav in g a h o s tile p ro f e s s o r le a d th em in an im p o ssib le ta s k . He a ro u s e d th e ir se x u a l d riv e b y having the su b je c ts re a d e x c itin g p a ssa g e s in books. The F re u d ia n h y p o th esis th a t su b je c ts thus a ro u s e d w ould s e e k to re d u c e th e se d riv e s th ro u g h h u m o r p re fe re n c e s , m e a s u re d by c a rto o n choices* w as not c o n firm ed. In a s im ila r stu d y b y S tric k la n d (1958), u sin g a lm o st id e n tic a l p ro ce d u res* e x p e rim e n ta lly a ro u s e d se x u al and a g g re s s iv e a ttitu d e s did in c re a s e the p re fe re n c e for* and p e rc e p tio n of* s e x and a g g re s s io n re s p e c tiv e ly in c a rto o n s. In a la te r c o m p a riso n of the two d is s e rta tio n s , B y rn e (1961) concluded th a t the d is c re p a n c y in the r e s u lts and co n clu sio n s w e re due p r im a r ily to "d iv e rg e n t m e th odology. " A s u m m a ry of S tric k la n d 's stu d y w as a ls o p u b lish ed s e p a ra te ly (Strickland* 1959) a s a jo u rn a l a r tic le , w ith d e ta ils noted. H u m o r and P sy ch o a n aly tic T h eo ries F o u r d is s e rta tio n s w e re noted w hich a lso w e re b a se d upon F re u d ia n th e o rie s . One b y W ord (1960) w as m o re of a p o sitio n p a p e r th an an e x p e rim e n ta l rep o rt* in w hich he r e la te d c e rta in th e o rie s of s o c ia l c o n flic t to F re u d ia n th e o rie s of w it and h u m o r. i O 'C onnell (1958) concluded th a t th e F re u d ia n d istin c tio n b e tw een w it and h u m o r is a v a lid one* w ith w it p o ssib ly o p e ra tin g to re d u c e te n sio n u n d e r d iffe re n t c irc u m s ta n c e s , d epending on the in te r a c tio n of su ch f a c to r s a s a d ju s tm e n t, s t r e s s , and se x . In a w e ll-d o n e stu d y b y W eiss (1955) a t th e U n iv e rs ity of M ich ig an , the p sy c h o d y n am ics of h u m o r w e re in v e s tig a te d , along th e d im e n sio n s of the B lack y te s t. In th is in v e stig a tio n , h u m o r w as m e a s u re d b y two o rig in a l te s ts c o n s is tin g of jo k e s and c a rto o n s , e a c h r e p re s e n tin g the five a r e a s re la te d to the B la c k y p ic tu r e s . C om bining te s t s c o r e s w ith a m e a s u re of r e c a ll, W eiss c o m p a re d h u m o r p r e f e r e n c e s w ith ra tin g s on a q u e s tio n n a ire . The q u e s tio n n a ire u s e d w as one of th e b e tte r e x a m p le s d e s c rib e d in the l i t e r a tu r e . In ste a d of a sk in g re s p o n d e n ts to id en tify g e n e ra l s e n s e of h u m o r, it lis te d fo u r sp e c ific e x a m p le s of b e h a v io r to look fo r, e ac h ex am p le r e p re s e n tin g a d iffe re n t le v e l of s e n s e of h u m o r: joke te llin g , punning, c re a tin g h u m o r on th e sp o t, and la c k of s e n s e of h u m o r. A fo u rth d is s e r ta tio n of m e r it w as the w o rk of F ra n k e l (1953), a ls o c o m p le te d a t the U n iv e rs ity of M ichigan. W hile s im i l a r in g e n e ra l ra tio n a le to the stu d y of W eiss (1955), th is r e p o r t did n o t r e a c h the sa m e c o n c lu sio n s. F r a n k e l's d is s e rta tio n w as one of the b e s t in the lite r a tu r e , h o w e v er, and is th e re fo re d e s c rib e d h e re in m o re d e ta il. F r a n k e l's 1953 D is s e rta tio n F r a n k e l's d is s e rta tio n w as e n title d "An E x p e rim e n ta l Study of P sy ch o a n aly tic T h e o rie s of H um or. " Its p u rp o se w as to in v e s ti gate w h e th er people w ith re la tiv e ly s tro n g p e rs o n a lity d istu rb a n c e s along a sp e c ific p sy c h o se x u al d im en sio n re sp o n d d iffe re n tly to jokes w ithin the co n tex t of th a t d im en sio n th an do people w ith little o r no d istu rb a n c e in th a t d im en sio n . T h ree a lte rn a tiv e h y p o th eses w e re s ta te d , b a se d on F re u d ian th e o rie s of the re la tio n betw een h u m o r and p e rs o n a lity : (1) d is tu rb e d in d iv id u als w ill like re la te d jo k e s o r c a rto o n s m o re , o r (2) d is tu rb e d in d iv id u a lsjw ill d islik e su c h jokes o r c arto o n s m o re , o r (3) d istu rb e d in d iv id u als w ill show b o th e x tre m e s , in c o n tr a s t to the m o re n e u tra l attitudes_of people w ith little o r no d istu rb a n c e . T his m a n n e r of s ta tin g r e s e a r c h h y p o th e se s, w hile not the u su a l sty le , w as quite c le a r . In addition to the c e n tra l p u rp o se and h y p o th eses a s d e sc rib e d , a se c o n d a ry focus of the stu d y w as the ro le of g u ilt fe e lin g s in the en jo y m en t of h u m o r. P ro c e d u re The B lacky P ic tu re s w ere a d m in is te re d in group fo rm to a j i sam p le of eig h ty -tw o college stu d e n ts, including m en and w om en, to; p ro v id e a m e a s u r e of d istu rb a n c e in s ix a s p e c ts of p sy c h o se x u a lity . The B lac k y d im e n sio n of "G u ilt F e e lin g s " w as u s e d a s a m e a s u r e of the fu n ctio n in g su p e re g o . A h u m o r t e s t of th ir ty c a rto o n s w as c o n s tru c te d e s p e c ia lly fo r th is stu d y . F iv e w ell-k n o w n a r t i s t s c o n trib u te d one c a rto o n d e p ic tin g e a c h of th e s ix B lac k y a r e a s , so th a t e a c h B lack y d im e n sio n w as r e p r e s e n te d b y fiv e d iffe re n t c a rto o n s . T hese c a rto o n s w e re s o r te d in to r e le v a n t p sy c h o se x u a l c a te g o rie s b y fo u r in d e p e n d ent ju d g es, and th e d im e n sio n s w e re c o n firm e d . No in fo rm a tio n w as o ffe re d as to how "h u m o ro u s" th e s e s e x u a lly d ev ian t c a rto o n s w e re su p p o sed to b e . The c a rto o n s w e re p re s e n te d to the su b je c ts in d iv id u a lly , w ith one s e r i e s of s ix c a rto o n s b y the sam e a r t i s t given f i r s t . E ach su b je c t ra n k e d th e m in o r d e r of p re fe re n c e and in d ic a te d a n y c a r toon d islik e d . T he s u b je c t th en co m b in ed the s e t w ith the e n tir e s e r i e s of th ir ty c a rto o n s and s e le c te d the on es lik e d m o s t and lik e d le a s t in th e c o m p lete s e r i e s . The ra tin g p ro c e d u re s u s e d s e e m e d to be v e r y c a re fu lly p lan n ed . S u b jects w e re c la s s ifie d in to groups on the b a s is o f th e ir B lac k y s c o r e s , o p e ra tio n a lly d efin ed a s in d ic a tin g the d e g re e of d is tu rb a n c e in e ac h p sy c h o se x u a l d im e n sio n . T h ese gro u p s of su b jects! w e re th en c o m p a re d on th e ir re s p e c tiv e "en jo y m en t r e s p o n s e s " to 42 the re la tiv e c a rto o n s . The sig n ific a n c e of the d is trib u tio n s w as te s te d b y u se of th e ch i s q u a re te s t. O nly one s lig h t c r itic is m m ig h t be m ad e of th is d esig n : p e rh a p s the te r m "e n jo y m e n t" is q u e s tio n ab le w hen u s e d to d e s c rib e re s p o n s e to a c a rto o n d e p ic tin g se x u a l d is tu rb a n c e . P e rh a p s , a s in the u se of the Szondi te s t, the s u b je c t is in s te a d re s p o n d in g to the " r e la tiv e ly le s s u n e n jo y a b le " s tim u lu s , n o t the m o s t e n jo y a b le . R e su lts F o r a ll th r e e r e s p o n s e s - - p r e f e r e n c e s , d is lik e s , and e x tr e m e s in the c o m p le te s e r ie s - - d if f e r e n c e s b e tw ee n the g ro u p s s u p p o rte d the se c o n d r e s e a r c h h y p o th e s is , th a t d is tu rb e d in d iv id u a ls d islik e jo k es re la te d to th e ir re s p e c tiv e d im e n sio n of d is tu rb a n c e . No s u p p o rt w as g iv en fo r the o th e r two a lte rn a tiv e h y p o th e se s. U n fo rtu n a te ly , no s ta tis tic a l sig n ific a n c e d a ta w e re given fo r th e se r e s u lts . W hen th e s u b je c ts w e re g ro u p ed a c c o rd in g to "G u ilt F e e l in g s, " and th e se s c o r e s co m b in ed w ith h u m o r s c o r e s , the r e s u lts ag ain su p p o rte d th e se c o n d h y p o th e s is . "G uilt F e e lin g s " y ield ed sig n ific a n t d iffe re n c e s , w ith m o re sp o n ta n eo u s re s p o n s e s of " d is lik in g " re p o rte d . 43 I C onclusion F ra n k e l concluded th a t people w ith m o re p e rs o n a lity d is tu rb a n c e along a sp e c ific p sy c h o se x u a l d im en sio n show a g r e a te r ten d en cy to d islik e c a rto o n s d e p ic tin g th a t sp e c ific a r e a of d is tu r b a n ce, th an do people w ith re la tiv e ly le s s d istu rb a n c e . In the s u m m a ry , th is c o n clu sio n w as d is c u s s e d in d e ta il, w ith im p lic a tio n s fo r p e rs o n a lity th e o ry and su g g e stio n s fo r f u r th e r r e s e a r c h . In e v a lu ating th is d is s e rta tio n in te rm s of r e s e a r c h d esig n , c o n tro ls, te c h n iq u es, m eth o d re la te d to p u rp o se , and p e rtin e n t c o n clu sio n s, the w r ite r concluded th a t F ra n k e l (a w om an, in cid en ta lly ) h as c o n trib u te d an e x c e lle n t b it of r e s e a r c h to the lite ra tu r e in th is field . S tudies of Ind iv id u al D iffe re n c e s S tudies of "in d iv id u al d iffe re n c e s " include r e s e a r c h r e l a t e d 1 to su ch fa c to rs as in te llig e n c e , back g ro u n d , knowledge,- in h ib itio n s, m o tiv a tio n s, m oods and a p p e tite s , fa m ilia r ity w ith jo k es, o r s u b je c tiv e o r o rg a n is m ic v a ria b le s n o t d ire c tly in h e re n t in the stim u lu s m a te r ia l its e lf. G e n e ra lly th e se a re stu d ie s in w hich the sa m e stim u li a re p re s e n te d to v a rio u s s u b je c ts , and the d iffe re n c e s in re s p o n se in te rp re te d a s fu n ctio n s of in d iv id u al d iffe re n c e s. F o r rev ie w , stu d ie s a re c la s s ifie d a c c o rd in g to th e ir m a in | fo cu s, su c h as d iffe re n c e s in p e rs o n a lity t r a i ts , d iffe re n c e s b etw een 44 n o rm a l and p s y c h ia tric s u b je c ts , and m is c e lla n e o u s d iffe re n c e s. In ad d itio n , one r e s e a r c h r e p o r t is p re s e n te d in m o re d e ta il, as an ex a m p le of a stu d y invo lving e m p ir ic a l v a lid ity . P e rs o n a lity D iffe re n c e s Is the in a b ility to re m e m b e r jo k es a function of re p re s s io n ? T h is q u e stio n w as a sk e d in an in v e stig a tio n b y L ee and G riffith (1963), u sin g C a tte ll's IP A T H u m o r T e s t p lu s a d d itio n al jokes s u b m itte d by the s u b je c ts . The s u b je c ts , fo rty -e ig h t psychology s tu d e n ts, ra te d the jo k es and l a t e r a tte m p te d to r e c a ll th em . W hile it w as not c le a r how the m e a s u re of r e p r e s s io n w as d e te rm in e d , the a u th o rs concluded th a t th e ir r e s u lts did n o t s u p p o rt the g e n e ra l th e o ry th a t h u m o r is re la te d to r e p r e s s io n , o r th a t we fo rg e t jo k es b e c a u se th ey a re u n c o n sc io u sly u n p le a sa n t to u s. As re p o rte d e a r l ie r , B yrne (1961) and S tric k la n d (1959) both in v e stig a te d the e ffe c ts of m o tiv a tio n a ro u s a l on h u m o r p r e f e r e n c e s, in w e ll-d e sig n e d stu d ie s involving the p e rc e p tio n of se x and a g g re s s io n in c a rto o n s. O 'C o n n ell s u m m a riz e d h is d o c to ra l r e s e a r c h in a c o n cise r e p o r t in 1960 on the ad ap tiv e fu n ctio n s of w it and h u m o r. He found th a t w it and h u m o r w e re not a p p re c ia te d m o re u n d e r s t r e s s , and th a t w e ll-a d ju s te d su b je c ts did n o t a p p re c ia te n o n sen se any m o re th a n the p o o rly -a d ju ste d did. He did, h o w ev er, v e rify h is hypoth 45 j e s is th a t m en p r e f e r a g g re s s iv e w it, w hile w om en p r e f e r n o n se n se . T he u se of a s e t of c a rto o n s as a p ro je c tiv e technique w as d e s c rib e d by S h ap iro and o th e rs (1957) a s an a tte m p t to a s s e s s p e rs o n a lity a s p e c ts of stu d e n t te a c h e rs . T h e ir re s p o n s e s to se v en c a rto o n s d ep ictin g in te ra c tio n s w ith young c h ild re n w ere c o m p a re d to e v a lu a tio n s of th e ir stu d e n t tea ch in g p e rfo rm a n c e s . R e su lts in d ic ate d th a t the re s p o n s e s to c a rto o n s w e re re lia b le in d ic a to rs of im p o rta n t a s p e c ts of the te a c h in g p ro c e s s , A b r ie f r e p o r t by G rziw ok and S codel (1956) d e s c rib e d th e ir r e s e a r c h on "so m e p sy c h o lo g ic a l c o r r e la te s of h u m o r p r e f e r e n c e s ," b u t the d e s c rip tio n w as so co n d en sed and the co n clu sio n s so g e n e ra l iz e d th a t the stu d y did not s e e m to be a g r e a t d eal of value to th is re v ie w e r. D o ris and F ie rm a n (1956) in v e stig a te d w h e th e r su b je c ts d iffe r in th e ir re s p o n s e s to h u m o r in a c c o rd w ith th e ir s e lf-ra tin g s on an x iety . C la ssify in g s u b je c ts a c c o rd in g to ra tin g s on an a n x ie ty q u e stio n n a ire , the a u th o rs s e le c te d tw e n ty -e ig h t h ig h -a n x ie ty su b je c ts and lo w -a n x ie ty su b je c ts , in clu d in g eq u al n u m b e rs of m e n and w om en in e ac h group. The su b je c ts w e re given c a rto o n s fro m the M irth R esp o n se T e s t (R edlich and o th e rs , 1951) d e p ic tin g h u m o r in the F re u d ia n A g g re ssiv e , S exual, and N onsense a r e a s . The c a r toons w e re a d m in is te re d in d iv id u ally , in the sam e seq u en ce f o r each 46 I su b je c t. The a u th o rs found th a t th e re w as a d e fin ite re la tio n s h ip b e tw ee n high a n x ie ty and the p re fe re n c e f o r A g g re ssiv e c a rto o n s . The re la tio n of a n x ie ty to h u m o r re s p o n s e w as in v e s tig a te d ; m o re th o ro u g h ly b y L ev in e and R ed lich (1955), tw o of the a u th o rs of the M irth R e sp o n se T e s t u se d b y D o ris and F ie rm a n . L ev in e and R e d lich s ta te d th a t fa ilu re to u n d e rs ta n d h u m o r is m o re th a n ju s t r e p r e s s io n ; it is an a tte m p t to p ro te c t y o u rs e lf fro m the a n x ie ty th a t a joke a ro u s e s . In th is p sy c h o a n a ly tic a lly o rie n te d stu d y , c lin ic a l e x a m p le s show ed th e defen se m e c h a n is m s u se d to p r o te c t a g a in s t u n c o n scio u s s tr iv in g s . The a u th o rs co n clu d ed th a t "th e fa c t th a t su ch a p p a re n tly in n o cu o u s s tim u li a s h u m o ro u s c a rto o n s c an p ro v o k e su c h d efen se re a c tio n s a tte s ts to th e fa c t th a t h u m o r a c tu a lly ta p s deep p re c o n s c io u s c o n flic ts. " (1955:572). The p io n e e r s tu d ie s of L u b o rsk y and C a tte ll (1947) a r e a l m o s t id e n tic a l to a n o th e r r e p o r t a ttrib u te d to C a tte ll and L u b o rsk y (1947). B oth p u b lic a tio n s e x p la in the d e v e lo p m e n t of the IP A T H u m o r T e s t and the o rig in a l f a c to r ia l a n a ly s is m ad e in the s o -c a lle d : v a lid a tio n of its p e rs o n a lity f a c to r s . As m e n tio n e d p re v io u s ly in th is re v ie w , m an y of th e tec h n iq u e s and p r o c e d u re s u se d in th e d e v e lo p m e n t of the IP A T T e s t w e re co m m en d a b le. I t w as o n ly on the sp e c ific to p ic of th is r e p o r t b y L u b o rsk y and C a tte ll, "the v a lid a tio n i of p e rs o n a lity fa c to rs in h u m o r, " th a t the IP A T T e s t se e m e d in - 47 ! a d eq u a te . N o rm a lity D iffe re n c e s F o u r s tu d ie s of d iffe re n c e s b etw een n o rm a l and p s y c h ia tric s u b je c ts w ere r e p o rte d in the lite r a tu r e , th re e by the sa m e s e n io r a u th o r and p u b lish ed in the sa m e jo u rn a l, L evine and R ed lich (I960) a d m in is te re d th e ir M irth R e sp o n se T e st to 183 p s y c h ia tric p a tie n ts and m e n ta l d e fe c tiv e s, c la s s ifie d by d ia g n o stic g ro u p s. W hen re s p o n s e s w ere c o m p a re d to th o se of tw e n ty -fo u r n o rm a l s u b je c ts , r e s u lts show ed th a t the h u m o r of the a b n o rm a l su b je c ts w as im p a ire d , w ith le s s m ir th no ted , fe w e r c a rto o n s judged a s funny, fe w e r c a rto o n s u n d e rsto o d , m o re d is to rtio n s , and m o re d istu rb a n c e s no ted . The a u th o rs ' co n c lu sio n , b a se d on F re u d ia n th e o ry , w as th a t h u m o r re s p o n se in v o lv es a n x ie ty -re d u c tio n , b u t w hen a n x ie ty -re d u c tio n is re la tiv e ly im p o ssib le , a s w ith p s y c h ia tric p a tie n ts , the a p p re c ia tio n of h u m o r is im p a ire d . L evine and R ak u sin (1959) c o m p a re d the se n se of h u m o r of co lleg e stu d e n ts to th a t of p s y c h ia tric p a tie n ts . B oth the stu d e n ts and the p a tie n ts ra te d th e m se lv e s and e a c h o th e r on th e ir a b ilitie s to be h u m o ro u s and to a p p re c ia te h u m o r. R e sp o n se s to th irty -o n e p o p u la r c a rto o n s w ere u se d a s a m e a s u re of se n se of h u m o r. F o r b o th groups s e lf ra tin g s ten d ed to be h ig h e r th an the ra tin g s of 48 o th e r s . S tu d e n ts' ra tin g s w e re h ig h e r th a n p a tie n ts ' r a tin g s , and th e stu d e n ts w e re m o re re s p o n s iv e to th e c a rto o n s . S e lf-ra tin g s show ed a p o sitiv e c o rr e la tio n w ith h u m o r b e h a v io r. The a u th o rs c o n clu d ed th a t s e n s e of h u m o r is a ’’d istin c tiv e p e rs o n a lity t r a i t , " alth o u g h th e s ig n ific a n c e le v e l of th e ir c o rr e la tio n s a s re p o r te d did n o t s e e m to ju s tify th a t s ta te m e n t. L evine and A b elso n (1959) fo c u se d on h u m o r as a d is tu rb in g s tim u lu s , c o m p a rin g g ro u p s of n o rm a l and p s y c h ia tric s u b je c ts on th e ir re s p o n s e s to c a rto o n s . The tw en ty c a rto o n s w e re ra te d b y a p a n e l of p s y c h ia tr is ts on th e ir p o te n tia lly d is tu rb in g q u a litie s fo r an x io u s p a tie n ts . The p a tie n ts w e re found to be m o re v u ln e ra b le to th e d is tu rb in g c a rto o n s and to d islik e th e m s ig n ific a n tly m o re th an did th e c o n tro l g ro u p . The p s y c h ia tric p a tie n ts a ls o show ed le s s m ir th re s p o n s e . The a u th o rs in te r p r e te d th e s e r e s u lts as s u p p o rt in g the a ssu m p tio n of an "in tim a te re la tio n b etw een h u m o r and a n x ie ty . " In a b r ie f r e p o r t of lim ite d p u b lic a tio n , P e n n y p a c k e r and T h y se ll (1958) d e s c rib e d a sim p le stu d y of th e c o m p a ra tiv e ra tin g s of e ig h ty -fo u r c a rto o n s b y six ty -o n e s u b je c ts , tw en ty n o rm a l, tw e n ty -th re e a lc o h o lic , and e ig h te e n p sy c h o tic . U sin g th irty -fiv e s c a la b le ite m s , the a u th o rs o b tain ed a 3 -x -3 c h i s q u a re v alu e of 37, 7 9 and a co n tin g en c y c o e ffic ie n t v alu e of . 62, concluding th a t 49 th e re w as a sig n ific a n t d iffe re n c e b etw een the groups on c a rto o n hu m o r ra tin g s , a s re la te d to g roup m e m b e rs h ip . M isc e lla n e o u s D iffere n ce s T h ree in te r e s tin g s tu d ie s w e re re p o rte d in w hich p sy - » c h ia tric su b je c ts w e re u se d , but n o t c o m p a re d to n o rm a l s u b je c ts : One c o m p a re d h u m o r p re fe re n c e s of " fa c ilita tin g " p a tie n ts w ith th o se of "in h ib itin g " p a tie n ts; one n o ted re a c tio n s to h u m o r of p a tie n ts a c c o rd in g to d u ra tio n of h o sp ita liz a tio n ; one r e la te d r e a c tions of p a tie n ts to m e a s u re s of "em p ath y " and of " r e a lity c o n ta c t. " U llm an and L im (1962) u se d c a se h is to r y m a te r ia l to id e n tify p a tte rn s of re s p o n s e to e m o tio n a l stim u li. P a tie n ts id en tifie d as F a c ilita to r s w e re c o m p a re d to p a tie n ts id en tifie d as In h ib ito rs on th e ir h u m o r p re fe re n c e s . It w as found th a t p a tie n ts who w ere F a c ilita to r s p r e f e r r e d m o re th re a te n in g th e m e s in th e ir h u m o r. The a u th o rs concluded th a t th e e v a lu atio n of a stim u lu s as h u m o ro u s is not ju s t a fu n ctio n of r e p r e s s e d im p u ls e s , b u t m o re "a fu n ctio n of d riv e and h a b it s tre n g th . " Two g ro u p s of p s y c h ia tric p a tie n ts w e re c o m p a re d by S ta r e r (1961) on the re la tio n of len g th of h o sp ita liz a tio n to re a c tio n s to h u m o r. The two gro u p s w e re eq u ated on age and ed u ca tio n al a ch iev e m e n t, b u t one g roup h ad b e en h o sp ita liz e d an a v e ra g e of 1.12 y e a rs , the o th e r 5. 76 y e a r s . B oth g ro u p s w e re given te n s e le c te d 50 c a rto o n s and ten s e le c te d jo k e s. W hile the r e s u lts w ere n o t s t a t i s tic a lly sig n ific a n t, th e re w as a ten d en cy tow ard fe w e r re s p o n s e s w ith m o re years of in stitu tio n a liz a tio n . The a u th o r im p lied th a t s e n se of h u m o r is one of the v a ria b le s to be c o n sid e re d in d e te r m in in g the p a tie n t's lik elih o o d of s u c c e s s fu l a d ju stm e n t o u tsid e of the h o sp ita l. In re v ie w in g th is r e p o r t, it se e m s th a t s ta tis tic a l s ig n ific an c e m ig h t have b een a tta in e d w ith a m o re co m p lete o r lo n g e r te s t. F u r th e r m o r e , if s e n s e of h u m o r is im p o rta n t fo r a p a tie n t's s u c c e s s o utside of the h o s p ita l, w hat a r e the im p lic a tio n s fo r the s u c c e s s fu l a d ju stm e n t of the p e rs o n who has n e v e r b een on th e in sid e ? The re la tio n of e m p a th y and r e a lity c o n ta c t to the p e rc e p tio n of fu n n in ess in c a rto o n s w as stu d ie d by R o b e rts and Joh n so n (1957). S u b jects w e re tw e n ty -e ig h t m e n ta l p a tie n ts , c la s s ifie d a c c o rd in g to the d e g re e of e m p a th y and c o n tact w ith r e a lity th e y w ere ra te d a s having. R e su lts su p p o rte d th e h y p o th esis th a t p e rc e p tio n of h u m o r is p o sitiv e ly re la te d to the a b ility to e m p a th iz e w ith the c h a r a c te r s d ep icted , and to the d e g re e of r e a lity c o n tact in the in d iv id u al. S tudies s p e c ific a lly on the re la tio n of s e n s e of h u m o r to in te llig e n c e w e re found to be v e ry r a r e in the lite r a tu r e . One such r e p o r t b y C unningham (1962) w as d isap p o in tin g . In h e r r e s e a r c h , 51 C unningham c o m p a re d the s c o r e s of se v e n ty high sc h o o l g irls on a c a rto o n t e s t to th e ir s c o re s on the T h u rsto n e T e st of M en tal A le rt n e s s . The c a rto o n te s t w as one developed by R aley and B allm an (1957), c o n sistin g of s e v e ra l s e r i e s of c a rto o n s to be ra n k e d in o r d e r of fu n n in ess on a s c a le . The T h u rsto n e T e st w as a sh o rt ad ap tatio n of the A CE P sy c h o lo g ic a l E x am in atio n , y ield in g th re e m e a s u re s of in te llig e n c e , an L s c o re (L in g u istic A bility), a Q s c o re (Q uantitative T hinking), and a T o tal IQ. S c o re s w e re c o n v e rte d to t - s c o r e s w ith a m e a n of 50 and a s ta n d a rd deviation of 20. C unningham ’s r e s u lts in d icated n eg ativ e c o rre la tio n s b e tw een s e n s e of h u m o r and a ll th re e s c o r e s on the in te llig e n c e te s t. W hen checked w ith the chi s q u a re te s t, th e d istrib u tio n of s c o re s show ed no sig n ific a n t d ev iatio n fro m ra n d o m n e ss. The au th o r a d m itte d , h o w ev er, th a t "th e se findings can n o t be g e n e ra liz e d to conclude th a t no re la tio n s h ip e x is ts b etw een se n se of h u m o r and in te llig e n c e . " (C unningham , 1962:146). P e te rs (1960) p re s e n te d the th e s is s h a re d b y th e w rite r th a t a keen s e n s e of h u m o r in a c h ild m ay be ev id en ce of s u p e rio r in te l lig e n c e . He c ite d s e v e r a l s tu d ie s of h u m o r, m o s t of th em re p o rte d h e re in , to su p p o rt h is view point. T his w as the only re fe re n c e found in the lite r a tu r e , h o w ev er, th a t m en tio n ed th is o v erlo o k ed point of view . 52 M id d leto n and M oland (1959) an aly zed the h u m o r of N egro and w hite s u b je c ts in a stu d y of jo k es p re v a le n t am ong c o lleg e s tu d en ts in a s m a ll S o u th ern com m unity. As e x p ec te d , th e y found d if fe re n c e s b etw een te l l e r s and lis te n e r s , m e n and w om en, and N e g ro es and w h ites. The h y p o th e sis th a t a re la tio n e x is ts b etw een grow th o r d ev elo p m en t of p e rs o n a lity and p e rc e p tio n of h u m o r w as in v e s ti g ated b y G rah am (1958). In h is stu d y six ty p u p ils in th re e g ra d e s ra te d a s e r i e s of fo rty -fo u r c a rto o n s on fu n n in e ss. R e su lts r e v e a l e d sig n ific a n t d iffe re n c e s , as m e a s u re d by chi s q u a re , b etw een the c h o ic e s m ad e a t d iffe re n t g rad e le v e ls . W hile a p p e a rin g obvious a t f i r s t , im p lic a tio n s of th is s m a ll stu d y a re c o n sid e ra b le : an y s ta n d a rd iz a tio n of n o rm s on any te s t of h u m o r p re fe re n c e s w ould have to be m ade on the b a s is of s e p a ra te s ta n d a rd s fo r v a rio u s le v e ls , w h e th e r b a se d on g ra d e s in sch o o l, c h ro n o lo g ica l age, o r "p sy ch o - se x u a l m a tu rity " (W ilson, 1965). The title " T h e o re tic a l Im p lic a tio n s fo r a P sy ch o lo g y of the L u d ic ro u s" f o r an a r tic le by R a le y and B a llm a n (1957) p ro v e d to be m isle a d in g . In ste a d of d is c u s s in g an y th e o re tic a l im p lic a tio n s , the a u th o rs in s te a d p re s e n te d an e s s a y on the d ev elo p m en t of a d o le sc e n t h u m o r, w ith a d e s c rip tio n of the s c a lin g tech n iq u es u se d in the "sta n d a rd iz a tio n " of the R aley C a rto o n T e st. T his " te s t, " d e v elo p 53 ed to m e a s u re the h u m o r p re fe re n c e s of su b je c ts fro m ag es te n to n in etee n , c o n siste d of s e v e r a l s e r ie s of c a rto o n s re p re s e n tin g H ig h t s u b je c t- m a tte r c a te g o rie s : m e n , w om en, ro m a n c e , c h ild re n , c a r s , a n im a ls, s p o r ts , s o ld ie r s . S u b jects w e re to ra n k e ac h c a rto o n a c c o rd in g to a s c a le of fu n n in e ss, the re s u ltin g s c o re re p re s e n tin g the d e g re e of a g re e m e n t w ith the s ta n d a rd n o rm sc a le p ro v id ed . A p p a re n tly a s tu d e n t's s c o r e on th e R aley te s t in d ic ate d the d e g re e to w hich he p r e f e r r e d c e rta in c a rto o n s u b je c ts , and h ad v e ry little to do w ith the a c tu a l " fu n n in e ssM of the stim u lu s m a te ria l. The a u th o rs , h o w ev er, p re s e n te d th e ir technique as a v a lid m e a s u re of the "unique and in trig u in g t r a i t of h u m o r. " P s y c h o lo g ic a l A b s tra c ts lis te d one stu d y in a G erm an jo u rn a l on c o n stitu tio n a l v a ria n ts in s e n s e of h u m o r. In th is r e p o r t K och (1955) found a sig n ific a n t re la tio n b etw een body type and h u m o r p re fe re n c e . S ubjects w e re tw en ty of e a c h of K re ts c h m e r's body ty p es, pyknic, le p to so m e , and a th le tic . E ach s u b je c t w as a sk e d to co n trib u te h is fa v o rite b it of w it, and the co m p lete a s s o rtm e n t of h u m o r fro m e ac h group w as p re s e n te d to the o th e rs , who m ad e ch o ic es. The r e s u lts in d ic a te d th a t the pyknics (la rg e , fat, ro u n d people) p r e f e r r e d d o w n -to -e a rth jo k e s, the le p to so m e s (s le n d e r, long people) s u b tle tie s and p la y s on w o rd s, the a th le tic ty p es (n o r m a l, w e ll-p ro p o rtio n e d people) jokes th a t w ere d ire c t and la c k in g in 54 n u a n ce . Thus, K o c h concluded, m o st th e o rie s of w it se e m to be b a s e d on le p to so m a tic v a lu e s. This c o n c lu sio n is n o t in a c c o rd w ith th e tra d itio n a l s te re o ty p e s of the " jo lly fat m an " and the la c k of sle n d e r b o d y -ty p e s am ong p ro fe s s io n a l clow ns in m o s t c u ltu re s . R acial d iffe re n c e s b etw een O rie n ta ls and C a u c a sia n s w ere r e la te d to h u m o r p re fe re n c e s in a p a p e r b y Sm ith an d V inacke (1951) and in a th e sis b y Sm ith (1952) at the U n iv e rs ity of H aw aii. In both s tu d ie s the a u th o rs re p o rte d on the re a c tio n s to h u m o r of d iffe re n t g e n eratio n s of J a p a n e s e , C h in e se , and C a u c a sia n s in H aw aii. R e s u lts indicated th a t the c u ltu r a l groups d iffe re d in th e ir re a c tio n s , w ith the C a u c a sia n s d ifferin g fro m e a c h O rie n ta l g ro u p m o re than the O rie n ta ls d iffe re d fro m e a c h o th er. D iffere n ce s w e re g r e a te r b etw een C a u c a sia n s and O rie n ta ls th an b etw een o ld e r and yo u n g er g e n eratio n s of th e sam e r a c i a l group, a n d the th re e y o u n g e r- g e n eratio n g ro u p s d iffered a s m uch a s d id the th re e o ld e r-g e n e ra tio n g ro u p s. A Study Involving V a lid ity One s tu d y a tte m p te d to re la te a g g re s s io n in h u m o r p r e f e r en ce w ith a m e a s u r e of a c tu a l h o stility in o b serv ed b e h a v io r. One of a s e r ie s by B y rn e (1956), h is re p o r t on "The R e la tio n b etw een H u m o r and the E x p re s s io n of H o stility " is h e re b y re v ie w e d in m o re d e ta il as an e x a m p le of an e x c e lle n t s tu d y involving e m p iric a l v a lid ity , ev en though it a ls o r e p r e s e n ts the u se of p s y c h ia tric p a tie n ts a s s u b je c ts . P u rp o s e B y rn e 's p u rp o se in e x p lo rin g the re la tio n b etw een h u m o r and th e e x p re s s io n of h o s tility w as to se e w h e th e r s u b je c ts who e x p r e s s e d h o s tility in th e ir b e h a v io r p r e f e r r e d h o stile h u m o r, and w h e th e r th ey w e re b e tte r able to d e te c t h o s tility in c a rto o n s . A n o th e r p u rp o se w as to d e te rm in e if th e re w e re any r e la tio n b e tw een the p re fe re n c e f o r h o stile c a rto o n s an d the a b ility to d if f e r e n tia te h o s tile h u m o r. T h ese p u rp o s e s w e re c le a r and su c c in c t. M ethod O v er 200 c a rto o n s w e re s e le c te d fro m b ack is s u e s of th e S a tu rd a y E v en in g P o s t and C o llie r 's m a g a z in e s , and p re s e n te d to a p a n e l of fiv e p s y c h o lo g is ts and g ra d u a te in te rn s to judge as e x p r e s s ing o r not e x p re s s in g in te r p e rs o n a l h o s tility . A ll fiv e ju d g es r a te d e ig h ty c a rto o n s a lik e , f o rty H o stile and fo rty N o n -h o stile . F ro m th e s e , th irty -tw o w e re s e le c te d to fo rm a s e t of six te e n H o stile and six te e n N o n -h o stile c a rto o n s , m a tc h e d a s c lo s e ly a s p o ss ib le in c o n te n t. B oth s e ts w e re then co m b in ed in ra n d o m o r d e r to fo rm th e co m p lete s e t of th irty -tw o c a rto o n s . S u b jects w e re c a re fu lly s e le c te d a s follow s fro m m a le p s y -: 56 | c h ia tric p a tie n ts a t the V e te ra n s A d m in istra tio n H o sp ita l in P a lo A lto. On two s e p a ra te w a rd s the p s y c h ia tris t, h e ad n u rs e , and ch ief a tten d a n t in d ep en d en tly ra te d eig h ty -n in e p a tie n ts on th e ir ty p ic a l m a n n e r of e x p re s s in g h o stility . A ll p a tie n ts r a te d had b e e n on the w a rd a m in im u m of s ix w eek s, in clo se c o n ta c t w ith the r a t e r s . E ach s u b je c t w as ra te d as one of the follow ing: (1) " O v e rt ly h o s tile , " a c ts out, e x p re s s e s h o s tility p h y sic a lly o r v e rb a lly , se e s h im s e lf a s hav in g to defend h im s e lf, in te rp re ts the b e h a v io r of o th e rs a s th re a te n in g ; (2) "C o v e rtly h o s tile , " e x p re s s e s h o s tility in su b tle , in d ire c t, in sid io u s o r p a ssiv e w ay s, does n o t p lace h im s e lf in the p o sitio n of having to a c c e p t re s p o n s ib ility fo r h is a g g re s s iv e b e h a v io r, e . g . , by d ro p p in g a sh e s on the flo o r b e sid e the a s h tra y , being la te a c c id e n ta lly ; (3) "N o n -h o stile, " not in e ith e r of the p r e vious c a te g o rie s , does not a c t out a g g re s s iv e im p u lse s e ith e r o v e rt ly o r c o v e rtly , e . g . , the e x tre m e " C a s p e r M ilq u eto ast" s te re o ty p e , who m a k e s e v e ry e ffo rt to com ply to e v e ry o n e 's w ish e s. S u b jects w e re c la s s ifie d in a group if two of the th re e r a te r s a g re e d on the ra tin g . O nly s ix of the o rig in a l su b je cts w e re e lim in a te d . F ro m the re m a in in g e ig h ty -th re e , fo rty -fiv e w e re ran d o m ly s e le c te d , ch o o sin g fifte en fro m each gro u p . This s e l e c tion p ro c e d u re w as o u tstan d in g ly rig o ro u s . As a f u r th e r check, su b je c ts w e re c o m p a red on age, len g th ' " " ......... .... ' ~ ' 57 ! of h o sp ita liz a tio n , and type of d ia g n o sis. P ro d u c t-m o m e n t c o r r e la tio n s w e re com puted, w hich re v e a le d no sig n ific a n t d iffe re n c e s b etw een g ro u p s on any of th e se v a ria b le s . E a c h su b je c t r a te d the c a rto o n s by p la c in g them in to fo u r e q u a l p ile s , the eig h t " m o s t funny, " th e eight n e x t, and so on to the e ig h t " le a s t funny. 1 1 T hen in the o rig in a l o rd e r e a c h su b je c t d i v id ed the c a rto o n s into tw o c a te g o rie s , e ith e r e x p re s s in g " a n g e r, in s u lts , te a s in g , m e a n n e s s , " o r not e x p re s s in g th e se th in g s. Tw enty to fo r ty m in u te s w e re allow ed fo r th is in d iv id u a l te s tin g . R e lia b ility of th e h o stility -ju d g in g by th e su b je c ts w as c a l c u la te d by the a u th o r to be . 86, as m e a s u re d b y th e s p lit-h a lf m eth o d , c o rr e c te d by th e S p e a rm a n -B ro w n fo rm u la . R e su lts F o r c o m p a riso n , group s c o r e s w ere com puted by a ssig n in g p o in t v a lu e s to~the ra tin g s of the c a rto o n s . E ac h c a rto o n r a te d as "m o st funny" w as counted as 3, n e x t m o s t funny a s 2, n ex t a s 1, and " le a s t funny" as z e ro . The to ta l s c o r e thus o b tain ed w as te r m e d the H o stile H u m o r S c o re , fo r e ac h g ro u p . A o n e-w ay a n a ly s is of v a ria n c e t e s t re v e a le d no sig n ific a n t d iffe re n c e s b etw een s c o r e s of th e th re e g ro u p s. W hen the two " h o stile " g ro u p s w ere com bined, h o w e v er, th e re w as a sig n ific a n t d ifferen c e , w ith the h o s tile su b je c ts ra tin g 58 ! the h o stile c a rto o n s as sig n ific a n tly fu n n ie r th an did the "non- h o s tile " s u b je c ts. T h ere w as no sig n ific a n t d iffe re n c e b etw een the g ro u p s in . th e ir a b ility to judge c o r r e c tly the h o s tile c a rto o n s. W hen the two " h o s tile " g ro u p s w e re ag ain com bined, h o w ev er, th e re w as a s i g n ific a n t d iffe re n c e in H o stile Judging S c o re s b etw een the e x p r e s s e r s of h o s tility and the n o n -e x p re s s e r s . As a c o n tro l fe a tu re , c o rre la tio n s w e re a lso c a lc u la te d b e tw een the n u m b e r of c a rto o n s judged c o rr e c tly and known IQ s c o r e s , fo r te n s u b je c ts. The c o rre la tio n w as . 75. S ubjects who w e re " h o stile " w e re b e tte r able to re c o g n iz e h o s tility in c a rto o n s. The H o stile H u m o r S c o re s in g e n e ra l w e re n ot sig n ific a n tly re la te d to H o stile Judging S c o re s , h o w ev er, u n le s s ^ the e ffe cts of in te llig e n c e w ere p a rtia lle d out. T hen, the c o r r e l a tio n w as c a lc u la te d to be . 37, sig n ific a n t a t the . 05 le v e l of c o n fi d ence. D isc u ssio n The a u th o r d is c u s s e d the r e s u lts in te r m s of b e h a v io r th e o rie s and F re u d ia n a n a ly sis of h u m o r, n o tin g th a t the h y p o th esis th a t h u m o r p re fe re n c e is re la te d to the r e p r e s s io n of d riv e s w as not c o n firm e d . A n o th er p oint w as m ad e th a t (B y rn e, 1956:88): The p o sitiv e c o rre la tio n b etw een in te llig e n c e and the a b ility to 59 id en tify c o r r e c tly the h o stile and n o n -h o stile c a rto o n s p o in ts to the p o s s ib ility of u tiliz in g h u m o r to a g r e a te r e x te n t th a n is p re s e n tly done in the m e a s u re m e n t of in te llig e n c e . W hile th is c o n clu sio n m a y n o t be ju stifie d on th e b a s is of su c h a s m a ll sa m p le , i t should b e noted th a t a c o rre la tio n of . 75 w ith a sa m p le N of te n is s ta tis tic a lly v e ry sig n ific a n t. B yrne s ta te d th a t the H u m o r Judging S co re se e m e d to r e p r e s e n t a p a r tia l index of the a b ility to do a b s tr a c t thinking. He s u g g e ste d th a t th e u se of c a rto o n s m ig h t p ro v e u se fu l, if m ad e to be re lia b le and e c o n o m ic a l, a s a s u b te s t in m e a s u rin g in te llig e n c e . The a u th o r w as v e r y cau tio u s and c o n se rv a tiv e in h is d is c u ssio n , co m m en tin g th a t h is findings should n o t be g e n e ra liz e d u n til th is stu d y i s c ro s s -v a lid a te d w ith o th e r s u b je c ts . C onclusions S u b jects who fre q u e n tly e x p re s s e d h o s tility found h o stile c a rto o n s sig n ific a n tly m o re a m u sin g th an did th o se su b je c ts who fa ile d to e x p re s s h o s tility in th e ir b e h a v io r. T h ere w as a s ig n ifi c a n t p o sitiv e c o rre la tio n b etw een the a b ility to d iffe re n tia te h o stile c a rto o n s and e s tim a te d IQ, b u t no sig n ific a n t c o rre la tio n b etw een IQ and the te n d e n cy to find h o stile c a rto o n s m o re am u sin g . S u b jects who fre q u e n tly e x p re s s e d h o s tility w e re s ig n ifi c a n tly b e tte r a t d iffe re n tia tin g h o stile c a rto o n s th an w e re no n - h o stile s u b je c ts , if the e ffe c ts of in te llig e n c e w e re s ta tis tic a lly con- 60 j tr o lle d . T h e re w as a sig n ific a n t p o sitiv e c o rre la tio n b e tw ee n d if fe re n tia tin g h o s tility and p r e f e r r in g h o s tility in c a rto o n s, b u t only if the e ffe c ts of in te llig e n c e w e re p a rtia lle d out. In e v a lu a tin g the r e s e a r c h in te r m s of d e sig n , c o n tr o ls , te c h n iq u e s, m e th o d s, and c o n c lu sio n s, th is stu d y of Donn B y rn e 's r a te s " e x c e lle n t" in a ll a r e a s , and is re c o m m e n d e d as a m o d e l to follow in r e s e a r c h on s e n s e of h u m o r, p a r tic u la r ly stu d ie s in v o lv in g v a lid a tio n . S tu d ies of S tim u lu s D iffe re n c e s S tu d ies of " stim u lu s d iffe re n c e s " in clu d e r e s e a r c h re la te d to su c h fa c to rs a s th e s e ttin g in w hich the h u m o r is p re s e n te d , the o r d e r of p re s e n ta tio n , th e m ode of s e n s o r y stim u la tio n , th e c o n ten t of the m a te r ia l, o r o b jec tiv e o r e n v iro n m e n ta l v a ria b le s n o t d ir e c t ly in h e re n t in the in d iv id u a l h im s e lf. G e n e ra lly th ese a re s tu d ie s in w hich v a rio u s s tim u li a r e p re s e n te d to th e sa m e su b je c ts, an d the d iffe re n c e s in re s p o n s e in te r p r e te d a s fu n ctio n s of stim u lu s d iffe r e n c e s. One m ig h t a rg u e p h ilo so p h ic a lly o v e r th e point th a t, of c o u rs e , n o th in g is r e a lly "funny" e x c e p t th a t we think it is so , o r th a t th e re is no su c h th in g a s , sa y , a " d irty " joke p e r s e . And w hat is funny a t one tim e is n o t funny a t a n o th e r. S o m e tim es th e o b s e r v e r h a s changed, s o m e tim e s the s itu a tio n , s o m e tim e s th e en - 61 ! v iro n m e n t in w hich th e h u m o r is p re s e n te d . F o r re v ie w , th e se s tu d ie s have b een c la s s ifie d b y m a in fo c u s, su ch as s o c ia l se ttin g , se q u en c e of p re s e n ta tio n , m ode of p re s e n ta tio n , o r c o n ten t of m a te r ia l. In addition, one r e p o r t is p re se n te d in m o re d e ta il, as an ex am p le of a stu d y of the in te ra c tio n of s e v e r a l of th e se v a ria b le s . Since m a n y stu d ie s do include s e v e r a l f a c to r s , both in d iv id u a l and e n v iro n m e n ta l, c la s s ific a tio n of th ese s tu d ie s w as p u re ly a r b itr a r y , and it is hoped th a t the r e a d e r w ill e x e r c is e a b it of to le ra n c e fo r a m b ig u ity o v e r any re p o r ts w hich s e e m m isp la c e d . S o cial S ettin g S m ith and G oodchilds (1963) stu d ied the ro le of w it in la rg e and s m a ll g ro u p s. T h e ir findings le d th em to conclude th a t "d e lib e r a te w its" m ad e fo r h ig h e r m o ra le and g r e a te r ro le c la r ity and e ffic ie n c y in s m a ll g ro u p s, but n o t in la r g e r and m o re co m p lex ones. One of the sa m e a u th o rs , in a p re v io u s re p o r t (G oodchilds, ; 1959) d is c u s s e d the h y p o th esis th a t " s a r c a s tic w it" is in flu e n tia l b u t u n p o p u lar, w hile "clow ning w it" is p o p u la r but not in flu e n tia l. U sing w ritte n d e s c rip tio n s of sim u la te d so c ia l situ a tio n s, she had 173 s u b je c ts judge the p o p u la rity and re la tiv e influence of th e se two kinds of h u m o ro u s b e h a v io r. R e su lts v e rifie d h e r h y p o th e sis. W hile th is w as a v e ry c a re fu lly d esig n ed stu d y , it m ay be q u estio n ed w h e th er 62 ; the sa m e r e s u lts w ould be o b tain ed u n d e r actual., r a t h e r th an s im u la ted , s o c ia l s itu a tio n s. Sequence of P re s e n ta tio n Only tw o in v e stig a tio n s involving o rd e r of p re s e n ta tio n of s tim u li w ere lo c a te d in the r e s e a r c h lite r a tu r e . One b y L ee and G riffith (1962) w as a stu d y of th e tim e e r r o r involved in the p e r c e p tio n of h u m o r. T hey found, ex p ected ly , th a t when su b je c ts judged p a ir s of c a rto o n s on d eg ree of fu n n in e ss, "the second of each p a ir w as judged fu n n ie r sig n ific a n tly m o re o ften than the f i r s t . T his s m a ll fa c t is an im p o rta n t p o s s ib ility to c o n sid e r in th e c o n stru c tio n of any in s tru m e n t u sin g p a ir s of jokes a s stim u lu s m a te r ia l. C arto o n seq u en ce e ffe c t was o n ly one of the f a c to r s in v e s ti g ated in a n o th e r stu d y by B y rn e (1958) w hich also fo cu sed on the e f fe c t of d riv e le v e l on re s p o n s e to h u m o r. W hile te s tin g h is fa v o rite h y p o th e sis th a t h u m o r re s p o n s e is te n sio n red u cin g , B y rn e found th a t the seq u en ce of p re s e n ta tio n w as a ls o im p o rta n t. W hen c a r to o n s w e re ra te d on fu n n in ess by 150 s u b je c ts , the d e g re e of p e r ceiv ed h u m o r in c re a s e d s ig n ific a n tly fro m the beginning to the end of a s e r ie s of tw enty-tw o c a rto o n s. M ode of P re s e n ta tio n Mode of p re s e n ta tio n of hu m o r s tim u li w as one of the 63 v a ria b le s in clu d ed in the c o m p re h en siv e stu d y by M a lp ass and F i t z p a tric k (1959) re v ie w e d in d e ta il a t the end of th is se c tio n . In th is r e s e a r c h , the a u th o rs p re s e n te d both v is u a l and a u d ito ry s tim u li to s u b je c ts ; the c a rto o n s and jo k e s re p re s e n te d th re e ty p es of co n ten t; s u b je c ts w ere b o th m en and w om en; m a te r ia l w as p re s e n te d in la rg e g ro u p s, s m a ll g ro u p s, and in d iv id u ally . U sing an a n a ly s is of v a ria n c e tech n iq u e, th ey found s ig n ifi c a n t in te ra c tio n s b etw een m ode of p re s e n ta tio n and group s iz e , co n clu d in g th a t jo k es a re of an in tim a te fa c e -to -fa c e n a tu re , w hile c a r toons a re ty p ic a lly a p p re c ia te d in d iv id u ally . The o p tim al s o c ia l con d itio n fo r the a p p re c ia tio n of jokes w as la rg e g ro u p s, fo r c a r to o n s, in d iv id u a ls; the m in im a l s o c ia l co n d itio n fo r jo k es w as s m a ll g ro u p s, fo r c a rto o n s , la rg e g ro u p s. C o n ten t of M a te ria l O 'C o n n ell (1962) m ad e an ite m a n a ly s is of an o rig in a l "w it and h u m o r a p p re c ia tio n te s t" to check on th e v a lid ity of F r e u d 's c la s s ific a tio n of jo k e s. O 'C o n n ell co n clu d ed th a t th is c la s s ific a tio n w as a v a lid and u se fu l one fo r the p r a c tic a l c la s s ific a tio n of jo k e s. The e ffe c t of in co n g ru en cy on re s p o n s e to h u m o r w as stu d ie d by B y rn e and o th e rs (1961). The a u th o rs gave th ir ty - th re e m a le p s y c h ia tric p a tie n ts th re e o rig in a l t e s ts , to a s s e s s in c o n g ru ency, h u m o r a p p re c ia tio n , and h u m o r in te rp re ta tio n . E ach te s t 64 c o n tain ed ite m s r e f e r r in g to a g g re s s io n and se x . R e su lts in d ic a te d th a t the d e g re e of a p p re c ia tio n of c a rto o n s w as not re la te d to in co n g ru en cy . S ubjects a ls o tended to in te r p r e t c a rto o n s so as to avoid a re a s containing m a rk e d in co n g ru e n cy . In in te rp re tin g th e se r e s u lts , the r e a d e r sh o u ld note th a t th e su b je c ts w e re p s y c h ia tric p a tie n ts , p e rh a p s a g ro u p a ty p ic a l in the a p p re c ia tio n of in c o n g ru en cy . E m p iric a l e v id e n ce in e v e ry d a y situ a tio n s co n tin u es to s u p p o rt the tra d itio n a l v iew th a t in c o n g ru e n cy is one of the k ey fa c to rs in h u m o ro u s stim u li. In "Space Jo k e s a s In d ica tio n s of A ttitu d e s to w ard S p ace, " W inick (1961) th e o riz e d th a t the p o p u la rity of sp a ce jo k e s w as r e la te d to a tte m p ts to re d u c e o u r n a tio n a l a n x ie ty o v e r the sp a ce r a c e . W hile tim e ly a t the tim e , h is r e p o r t s e e m s now to be r a th e r ob v io u s in its p re m ise an d in sig h ts . M iddleton (1959) in v e stig a te d N egro and w hite re a c tio n s to r a c ia l h u m o r by hav in g fifty m a tc h e d p a ir s of N egro and w hite c o l leg e stu d e n ts ra te the fu n n in e ss of jo k e s. E ig h te e n jo k e s w e re u se d , c la s s ifie d as s ix a n ti-N e g ro , s ix a n ti-w h ite , th re e p u n s, and th re e p o in tle s s . It w a s found th a t th e su b je c ts tended to laugh a t u n a ffilia te d o b jec ts, b u t not a t o b je c ts w ith p o sitiv e se n tim e n ta l a t ta c h m e n t. No re la tio n w as found b etw een the "ac c e p ta n c e of the N egro s te re o ty p e " and fa v o ra b le re s p o n s e to a n ti-N e g ro jo k es. 65 ; In a fa c to r a n a ly tic stu d y of c a rto o n h u m o r am o n g p s y c h ia tric p a tie n ts , A bels on and L evine (1958) h ad 106 p a tie n ts r a te tw enty c a rto o n s as " lik e d " o r "d islik e d . " The c a rto o n s r e p r e s e n te d s e v e ra l s p e c ific th e m e s , a s c la s s ifie d by th e a u th o rs . T h e ir r e su lts sh o w ed th a t the s u b je c ts lik e d c a rto o n s d e p ic tin g in te rp e r s o n a l h o s tility , v o y e u ris m -e x h ib itio n is m , and s e lf-d e g ra d a tio n ; th ey d islik e d u n c iv iliz e d b e h a v io r, v ic tim iz a tio n o r tr ic k e r y , o v e rt d i s p la y of fe m a le se x u a lity , and im p u d en t d is r e s p e c t of c h e ris h e d in s titu tio n s . In re v ie w in g th e se r e s u l ts , one is te m p te d to c o m m e n t on the s e le c tio n of the p o p u latio n s a m p le , and to s u g g e st th a t d iv e r gent r e s u lts m ig h t be o b tain ed fro m a d iffe re n t group of s u b je c ts , fo r e x a m p le , r e a d e r s of P lay b o y m a g a z in e . M o re and R o b e rts (1957) h ad se v e n ty -tw o s u b je c ts ra n k fifty -s ix c a rto o n s , s e le c te d b y the a u th o rs to d ep ict th e m e s re la te d to a u th o rity , e s c a p e , h o s tility , m o n ey , n a r c is s is m , s u p p re s s e d w ish e s, se x , and the s u p e r n a tu ra l. C o n sid e rin g d iffe re n c e s in s o c ia l c la s s , a g e , se x , an d ra c e am o n g the s u b je c ts , th e a u th o rs co n clu d ed th a t the g e n e ra l public p r e f e r s c a rto o n s d e p ic tin g s u p p r e s s e d w ish e s and h o s tility o v e r c a rto o n s ab o u t m o n ey , n a r c i s s is m , o r s e x . It a p p e a rs th a t M o re and R o b e rts g e n e ra liz e d th e ir c o n c lu sio n s, b a s e d upon a v e ry s m a ll sa m p le , w ith o u t ad eq u ate d ata. ~ 66 K enny (1955) b a s e d his in v e stig a tio n of h u m o r a p p re c ia tio n on the v e ry in trig u in g p r e m is e th a t it is n o t the in c o n g ru ity , o r u n ex p ected ending, th a t m a k e s a joke funny, b u t the d e g re e to w hich it c o n firm s o u r e x p e c ta n c ie s . In h is r e s e a r c h K enny u s e d s e ts of jo k es re p re s e n tin g th re e le v e ls of s tim u lu s -c o n firm a tio n in th e ir en d in g s. R e su lts show ed th a t a s the jo k e-e n d in g c o n firm e d the e x p e c ta n c y s tim u la te d by the joke, a p p re c ia tio n of the joke in c re a s e d . W hen in c o n g ru itie s v a rie d , h o w ev er, d iffe re n c e s w e re n oted in r e latio n to age and se x of su b je c ts. It w ould a p p e a r th a t in te llig e n c e , e s p e c ia lly a b s tr a c t a b ility , would be a n o th e r fa c to r to c o n s id e r b e fo re any g e n e ra liz a tio n s could be m ad e on the p o p u la rity of jo k es th a t alw ays end the w ay we e x p ec t th em to end. A F re n c h r e p o r t b y D elay and o th e rs (1954) d e s c rib e d the u se of a te s t of h u m o r a p p re c ia tio n w ith p a ra n o id s u b je c ts . The te s t c o n siste d of se v e n ty jokes r e p re s e n tin g sev en ty p es of h u m o r: in c o n g ru itie s, se x u a l a llu s io n s , p uns, a b s u rd itie s , rid ic u le , s u r p r is e , s u b tle tie s . The a u th o rs s ta n d a rd iz e d the o rig in a l te s t on 112 p sychology stu d e n ts and n u r s e s , th en a d m in is te re d it to fo rty p sy c h o tic s, tw e n ty -th re e of them p a ra n o id . T h e ir r e s u lts in d ic ate d only one sig n ific a n t tre n d , th at a b s u rd itie s and in c o n g ru itie s w ere a p p re c ia te d le s s by th e p a ra n o id s u b je c ts . It m ig h t be in te re s tin g to re p lic a te th is stu d y in th e U nited S ta te s, u sin g E n g lish tr a n s la - tio n s of the sa m e stim u lu s m a te ria l. Y arn o ld and B e rk e le y (1954) m ad e an a n a ly sis of the IP A T H um or T e s t of C a tte ll and L u b o rsk y , re o rg a n iz in g the te s t into se v e n new s c a le s , w hich th ey c o n sid e re d to be b e tte r th an the o r ig in a l ones. T hey concluded, w ith m a s te rfu l u n d e rs ta te m e n t, th a t re a c tio n s to h u m o r s e e m to p ro v id e a p o te n tia lly e ffe c tiv e and su b tle m e a n s fo r m e a s u rin g p e rs o n a lity , b u t th a t "m o re v a lid a tio n is n e c e s s a ry . " In one of the e a r l i e r r e p o r ts on in te rg ro u p h u m o r, M ilton B a rro n (1950) s u m m a riz e d s e v e r a l a p p ro a c h e s to h u m o r. W ith due caution, B a r ro n in s is te d th a t the re s o lu tio n of c o n flictin g th e o rie s of hu m o r d y n am ics m u s t w ait u n til an e m p iric a l body of d e s c rip tiv e , sy s te m a tic , and c la s s ifie d d ata on jo k es is a v a ila b le . B a rro n th en o ffered h is c o n trib u tio n b y c la ss ify in g 734 N egro, Je w ish , and I r is h jo k es c o lle c te d fro m an th o lo g ies, a n aly zin g them a c c o rd in g to d ia le c t, th e m e s , p ro p e r n a m e s u se d , se x co m p o sitio n , o ccu p atio n , and in t e r group o r in tra g ro u p a ctio n d ep icted . P e rh a p s B a r ro n 's w o rk w ill b ecom e m o re w id ely known as h u m o r of the 196 0 's and 1970's gives a little m o re r e s p e c ta b ility to in te rg ro u p jo k es, a fte r d e ca d es of d isre p u te . A Study Involving In te ra c tio n One re p o r t w o rth y of m o re co m p lete a tte n tio n is the stu d y 68 | by M a lp ass and F itz p a tric k (1959), m en tio n ed p re v io u sly . In th is study, m o d e stly e n title d "S ocial F a c ilita tio n as a F a c to r in R e ac tio n to H um or, " the a u th o rs in v e stig a te d the e ffe c ts of so c ia l co n d itio n s, type of h u m o r, s e n s o ry m o d e, and se x of re sp o n d e n t on the p e rc e p tion of fu n n in ess in jo k e s and c a rto o n s , as w ell as the in te ra c tio n betw een th e se v a ria b le s . P u rp o se The m a in p u rp o se of th e stu d y w as to in v e stig a te the h y p o th esis th a t re a c tio n to h u m o r is p a rtia lly a function of the s o c ia l situ a tio n in w hich h u m o r o c c u rs . S p e c ifica lly , it w as to c o m p a re the re a c tio n s of su b je c ts to c a rto o n s and jo k es a s p re s e n te d in a la rg e group situ a tio n , in a s m a ll g ro u p situ a tio n , and in d iv id u ally . P ro c e d u re F i r s t , a h u m o r te s t w as c o n stru c te d , s ta rtin g w ith s e v e r a l hundred jo k es and c a rto o n s fro m a v a rie ty of s o u rc e s . M a te ria l re p re s e n tin g F re u d 's th re e ty p es of h u m o r--A g g re s s iv e , S exual, W h im sic a l--w a s re p re s e n te d . " A g g re ss iv e " h u m o r w as defined a s m a te r ia l w hich se e m e d to im p ly o r o v e rtly d e m o n s tra te d c r itic is m o r a tta c k of so m e p e r son, group, in stitu tio n , o r e v en t. "S exual" h u m o r in clu d ed m a te r ia l th a t se e m e d to depend on the a ro u s a l of s e x -o rie n te d id e a s , 69 d e s ir e s , o r fe e lin g s. ''W h im s ic a l1 ' h u m o r w as th a t w hich se e m e d to depend p r im a r ily upon in c o n g ru ity o r innocuity w ithout e s s e n tia l ly r e f e r r in g to e ith e r a g g re s s io n o r se x . A ll of the jokes and c a rto o n s w e re then r a te d by a p an el of five ju d g e s, who c la s s ifie d th e m by type and r a te d each one on fun- I i n in e s s . A se v e n -p o in t s c a le w as u se d , ran g in g fro m "One of the v e ry fu n n ie st jo k es (or c a rto o n s) I have e v e r h e a rd (o r se e n )" to "One of th e p o o re s t e x a m p le s of a joke . . . " F ro m the ite m s th a t w ere c la s s ifie d u n an im o u sly a s A g g re ssio n , Sex, o r W him sy, th irty in e ac h c a te g o ry w ith the h ig h e s t m e a n ra tin g b y the judges w ere c h o sen fo r the te s t. T h ree joke te s ts and th re e c a rto o n te s ts w ere c o m p iled , each c o n sistin g of ten jo k es o r c a rto o n s of e ac h type of h u m o r. M ean ra tin g s e n a b le d an a p p ro x im ate m a tc h in g of ite m s on e ach of the th re e fo rm s of th e te s t. The te s ts w ere a rra n g e d so th a t jokes and c a rto o n s w ere p re s e n te d a lte rn a te ly in a s ta n d a rd o r d e r . F o r p re s e n ta tio n , the jo k es w e re tape re c o rd e d and the c a rto o n s w ere m ounted on p a p e r and p u t into a notebook to be view ed in d iv id u ally o r p ro je c te d onto a s c re e n . P re s e n ta tio n w as th u s the sa m e fo r a ll su b je c ts in e a c h of the th re e s o c ia l situ a tio n s. O bviously, the te s t and its a d m in is tr a tion w e re w ell-p lan n ed . 70 S ubjects S u b je c ts w e re s e v e n ty -e ig h t p sy ch o lo g y s tu d e n ts fro m th re e so p h o m o re c la s s e s , f o rty m e n an d th irty -e ig h t w om en. L a rg e ; g ro u p s of tw en ty to th ir ty w e re b ro k e n down into s m a ll g ro u p s of s ix o r se v e n e ac h , c o n s is tin g of a t l e a s t th re e m e n and th re e w om en. A ll la rg e an d s m a ll g roup p re s e n ta tio n s w ere m a d e in a la rg e c l a s s ro o m , w hile in d iv id u a l p re s e n ta tio n s w e re m ade in th e office of the in v e s tig a to rs . One m a y q u e stio n th e ’'s o c ia l" a u r a of a la rg e c l a s s ro o m , a s w e ll a s the s u ita b ility of th e p r o f e s s o r 's office fo r a r e c o rd e d joke s e s s io n , b u t w hat w as lo s t in in fo rm a lity w as p ro b a b ly gained in s ta n d a rd p re s e n ta tio n of m a te r ia l. P re s e n ta tio n s C o n d itio n s of p re s e n ta tio n w e re ro ta te d , com bining the th re e c la s s e s , fo rm s of t e s ts , and g ro u p c o n d itio n s, as follow s: C la s s T e s t fo rm s G ro u p co n d itio n s, in o rd e r A 1 - 2 - 3 L a rg e - Sm all - In d iv id u al B 2 - 3 - 1 In d iv id u al - L a rg e - S m all C 3 - 1 - 2 S m a ll - In d iv id u al - L arg e S u b je cts w e re p ro v id e d th e s a m e ra tin g s c a le u se d by the judges in c o m p ilin g the te s t, ra tin g e a c h joke o r c a rto o n on a o n e - to -s e v e n s c a le . S u b jects w e re given no in d ic a tio n th a t the ite m s w ere su p p o se d to r e p r e s e n t d iffe re n t ty p es of h u m o r th e m e s. R e su lts A n a ly sis of v a ria n c e w as u se d to c o m p a re th e ra tin g s , u s in g m e a n to ta l s c o r e s to allo w fo r d iffe re n c e s in g ro u p s iz e . The d a ta w e re o rg a n iz e d fo r c o m p a ris o n b y s o c ia l co n d itio n , se n se m o d a lity , type of h u m o r, s e x of su b je c t, and in te ra c tio n s . S ig n ific a n t m a in e ffe c ts w e re found fo r a ll fo u r v a r ia b le s , w ith m o d es of p re s e n ta tio n m o s t s ig n ific a n t. In d iv id u a l p r e s e n ta tio n s w e re r a te d m o s t h u m o ro u s, s m a ll group p re s e n ta tio n s l e a s t h u m o ro u s. J o k e s w e re fu n n ie r w hen p re s e n te d in la r g e g ro u p s th an in d iv id u a lly , and fu n n ie r in d iv id u a lly th a n in s m a ll g ro u p s. C a r to o n s w e re fu n n ie r in in d iv id u a l p r e s e n ta tio n s th an in s m a ll g ro u p s, and fu n n ie r in s m a ll g ro u p s th an in la r g e g ro u p s. V a ria tio n s due to s e x w e re sig n ific a n t, w ith m e n r a tin g the to ta l t e s t a s fu n n ie r than w om en did. In te ra c tio n b etw een s e x of s u b je c t and type of h u m o r w a s s ig n ific a n t, although th e o rd e r of p re fe re n c e w as th e sa m e f o r both s e x e s . B oth m e n and w om en found S exual h u m o r fu n n ie r th an A g g re ss iv e h u m o r, and A g g re ss iv e h u m o r fu n n ie r th a n W h im sic a l. M en found S exual h u m o r s ig n ific a n t ly fu n n ie r th a n d id w om en. R e su lts show ed th a t in tim a c y h ad so m e th in g to do w ith the re a c tio n s of p eo p le to h u m o r. In s m a ll g ro u p s, f o r e x a m p le , good- n a tu re d je e r in g w a s h e a rd d u rin g joke s e s s io n s , h e a r ty " b e lly - 72 la u g h s" d u rin g c a rto o n p re s e n ta tio n s . N e ith e r re a c tio n w as o b s e rv e d , h o w ev er, d u rin g la rg e group o r in d iv id u al co n d itio n s, but th e re w e re m o re ch u ck les and lig h t la u g h te r in the la rg e g ro u p s. C onclusions M a lp a ss and F itz p a tric k concluded th a t the siz e of the group a ffe cts re a c tio n s to h u m o ro u s stim u li, w ith jo k es m o re popu l a r in la rg e g ro u p s, c a rto o n s m o re p o p u la r w hen in d iv id u ally p r e se n te d . S m a ll group p re s e n ta tio n s fa c ilita te d m o re spontaneous re a c tio n s , both to c a rto o n s and to jo k e s, the "c a rto o n s g ettin g c h e e rs and the jo k es j e e r s . " Sex of s u b je c t w as a sig n ific a n t fa c to r, w ith m e n ra tin g a ll h u m o r as s lig h tly fu n n ie r, and Sex h u m o r a s sig n ific a n tly fu n n ie r th an w om en did. In te r m s of r e s e a r c h d e sig n , c o n tro ls, te c h n iq u e s, m e th ods re la te d to p u rp o se , and c o n clu sio n s re la te d to m eth o d s, th is stu d y of M a lp a ss and F itz p a tric k is c o n sid e re d b y th is w r ite r to be one of the b e s t r e s e a r c h r e p o r ts e v e r p u b lish ed in the lite r a tu r e on se n se of h u m o r. S u m m ary E v e r sin c e F r e u d 's c la s s ic a l w ork on Jo k e s and T h e ir R e la tio n to the U nconscious f i r s t a p p e a re d in 1905, we have enjoyed c o n te m p la tin g the re la tio n s h ip he su g g e ste d . W hile we m a y not 73 a g re e th a t a ll jo k es a re b a s ic a lly in n o cen t, h o s tile , o r o b scen e, we m u st a d m it th a t F re u d show ed re m a rk a b le in sig h t into the d y n am ics of h u m o r w hen he e q u ated the p le a s u re s d e riv e d fro m jo k es to the p le a s u re s of childhood. F ro m F re u d to G e tze ls and Ja c k s o n is n o t su c h a lo ng ste p . Y et w hile r e s e a r c h h a s com e a long w ay in m an y a re a s of ed u catio n and psych o lo g y , little p r o g r e s s h a s b e en n o ted in the stu d y of se n se of h u m o r. The g r e a te s t lack is , of c o u rs e , s ta n d a rd s of re lia b ility and v a lid ity . As in an y a r e a e m b ra c in g both the affectiv e and co g n itiv e d o m ain s, who is to sa y w hat is an ad eq u ate v a lid ity c rite r io n fo r " a w a re n e s s of the lu d ic ro u s " ? F o r the p u rp o se s of re v ie w , the lite r a tu r e w as c o n sid e re d u n d e r th e five b ro a d c a te g o rie s of th e o re tic a l p a p e rs , te s tin g in s tru m e n ts , d o c to ra l d is s e rta tio n s , stu d ie s of in d iv id u al d iffe re n c e s, and stu d ie s of stim u lu s d iffe re n c e s. M ost of the th e o re tic a l p a p e rs se e m to be e ch o e s of F re u d , although the p sy c h o an a ly tic in te rp re ta tio n s of h u m o r have re c e n tly lo s t a g re a t d e al of th e ir im p a c t, and a re thought by m an y c o n te m p o r a ry c r itic s to b e, lik e p sy c h o a n a ly sis its e lf, "a c o lo s s a l PH A LLU Sy. " T h ere is a tre m e n d o u s need fo r b e tte r te s tin g in s tru m e n ts to a s s e s s b e h a v io r in th is a re a . R e lia b ility , in stru m e n ta tio n , 74 v a rio u s kinds of validity., and ad eq u ate sta n d a rd iz a tio n a re a ll su b je c ts fo r f u r th e r re fin e m e n t. D o c to ra l d is s e rta tio n stu d ie s se e m to be b e tte r c o n tro lle d than m o st of the r e s e a r c h re p o rte d in th e jo u rn a ls . Too often, how e v e r, the e m p h a sis is on the h u m o r p re fe re n c e s of m e n ta l p a tie n ts o r the v a lid a tio n of p sy c h o a n a ly tic a l th e o rie s of se x u a l d is tu rb a n c e s . M ore in v e stig a tio n s of " n o rm a l" se n se of h u m o r w ould be w elco m e. S tu d ies of in d iv id u al d iffe re n c e s in p e rs o n a lity t r a i ts , n o rm a lc y , in te llig e n c e , and o rg a n is m ic v a ria b le s , in re la tio n to h u m o r p re fe re n c e s o r re a c tio n s , a re m o s t p re v a le n t. M o st of them a re ad eq u ate b u t u su a lly la c k in g in so m e a sp e c t of th e ir r e s e a r c h d esig n , c o n tro ls , techniq ue, o r c o n clu sio n s. S tudies of stim u lu s d iffe re n c e s a re r a r e ly e n c o u n te re d , u n le s s in c o rp o ra te d into stu d ie s of o th e r d iffe re n c e s o r in te ra c tio n s , a la c k w hich e m p h a siz e s F r e u d 's co n cep t th a t the im p o rta n t v a ria b le is in the p e rs o n , n o t in the jo k e . A few stim u lu s s tu d ie s c o n ce n tr a te on co n ten t, attem p tin g to analyze "w hat m a k e s us lau g h " by spending d isp ro p o rtio n a te am o u n ts of tim e and e n e rg y c la ss ify in g jo k es and c a rto o n s. A c o m p a riso n of th e fiv e p u b lic atio n s s e le c te d fo r a m o re co m p lete re v ie w in each of th e p re c e d in g se c tio n s m a y give the r e a d e r a c ap su le su m m a ry of the sta te of o u r know ledge of s e n s e of 75 ! h u m o r, as in d ic a te d by a re v ie w of the lite r a tu r e : F r e u d 's th e o re tic a l p a p e r is v e ry good, though a t tim e s v e ry c u m b e rso m e and d iffic u lt to co m p reh en d . It s o a r s ; it plods. It ra n g e s fro m the in g en iu s to the te d io u s. P e rh a p s it m a y be sa id of F re u d w h at often w as s a id of John D ew ey: h is fo llo w e rs d is a g re e d am ong th e m se lv e s b e ca u se th e y did n o t alw ays know w hat he w as saying. C a tte ll's te s tin g in s tru m e n t is good fo r r e s e a r c h only. It is of q u e stio n a b le re lia b ility and v a lid ity . W hile it s e e m s to be a good id ea, i t does not m e a s u re s e n s e of h u m o r and is n o t d e fin ite ly known to be of any p r a c tic a l u se w h a tso e v e r. F r a n k e l's d is s e rta tio n is an e x c e lle n t exam ple of d o c to ra l r e s e a r c h . Its h y p o th esis w as c le a rly sta te d , its p ro c e d u re w as c a re fu lly c o n tro lle d , its r e s u lts w e re sp e c ific . The m e th o d s u sed w e re re la te d to the p u rp o se of the stu d y , and the c o n clu sio n re la te d to the m eth o d s u se d . B y rn e 's stu d y of in d iv id u al d iffe re n c e s is an o u tstan d in g exam ple of v a lid a tio n m e a s u re s and rig o ro u s c o n tro l. Its p u rp o se w as b a se d on a th e o re tic a l m o d el. R an d o m izatio n was u s e d in c o m p ilin g stim u lu s m a te r ia l. M a n ife st b e h a v io r w as u se d to v alid ate the c la s s ific a tio n of s u b je c ts . S ta tis tic a l te s ts w ere e m p lo y ed a c c u ra te ly and h o n e stly . C o n clu sio n s w e re c au tio u s and c o n se rv a tiv e . 76 M a lp ass and F itz p a tr ic k 's stu d y involving in te ra c tio n of v a ria b le s is an ou tstan d in g ex am p le of c a re fu l r e s e a r c h design. W hile one m ig h t q u e stio n the s ta tis tic a l p ro p rie ty of th is ex act u s e of a n a ly sis of v a r ia n c e , the ra tio n a le w as am bitious an d the a p p ro a c h in d u strio u s . In c o n clu sio n , m o s t of the lite r a tu r e rev ie w e d w as f a s c i n atin g , although not a ll of it w as v a lu a b le . It w as g e n e ra lly of a d e q u ate q u ality , c o n sid e rin g o u r inadequate in s tru m e n ts . As th ey s a y in the jo u rn a ls , " fu rth e r r e s e a r c h is n e e d e d . " III. PU RPO SE AND ORGANIZATION O F THIS STUDY P u rp o se As s ta te d in the In tro d u ctio n , th e m a in p u rp o se of th is stu d y is to in v e stig a te fu rth e r the m e a s u re m e n t of s e n s e of h u m o r and its re la tio n to c re a tiv ity , to in te llig e n c e , and to sc h o o l a c h ie v e m en t. It is a lto g e th e r fittin g and p ro p e r th a t we sh o u ld do th is . A n d erso n (1961) s ta te d th a t a fu n d am en tal n e e d e x is ts f o r fu rth e r r e s e a r c h in the id e n tific a tio n , teach in g , guidance, and p re p a ra tio n of te a c h e rs of the a c a d e m ic a lly ta le n te d , including the in te ra c tio n of cognitive and p e rs o n a lity fa c to rs in the dev elo p m en t of ta le n t. As A n d erso n (1961:79) put it: The whole re la tio n sh ip betw een co g n itiv e and n o n -co g n itiv e a s p e c ts of p e rs o n a lity n e e d s c la rific a tio n . If the co g n itiv e a r e a is as wide a s G u ilfo rd 's r e s e a r c h in d ic a te s , it m a y e m b ra c e m a n y of our s o -c a lle d n o n -co g n itiv e a sp e c ts. W hat im p lic a tio n s re s u lt f o r o u r m eth o d s of id e n tific a tio n o r o u r teach in g p ra c tic e s w hich e m p h a siz e m ain ly co n v erg en t ty p e s of th in k in g ? S tudies on c la s s ro o m p ro c e d u re s to r e a c h a ll k in d s as w ell as a ll le v e ls of a b ility a re c le a rly in d ic a te d . As n oted in the re v ie w of the lite r a tu r e , s e n s e of h u m o r m a y be one kind of a b ility th a t is an in d ic a to r phenom enon re la te d to p e rs o n a lity , te a c h in g a b ility , an x iety , ad ju stm en t, in te llig e n c e , o r a b s tr a c t thinking. V e ry few stu d ie s , h o w e v er, have in v e stig a te d th e s e re la tio n s h ip s . In h is c o m p re h e n siv e A nnotated B ib lio g ra p h y on C re a tiv ity and G ifted n ess Gowan (1965) lis te d only two e n tr ie s re la tin g h u m o r to e ith e r c re a tiv ity o r g ifte d n e ss, the b r ie f r e p o r t by P e te r s (1960) and a p o p u la r a rtic le b y T o rra n c e (1963). T o rra n c e ask ed "W hat K ind of a P e rs o n Do You W ant Y our G ifted C hild to B e c o m e ? " A n sw e rs given by 294 p a re n ts w e re s u m m a riz e d in the G ifted C hild Q u a rte rly . Out of six ty -tw o c h a r a c te r is tic s m en tio n ed , " se n se of h u m o r" ra te d th ird , a fte r " c o n s id e ra tio n fo r o th e rs " and "h ea lth . " Is se n se of h u m o r one a s p e c t of g ifte d n e s s? In h is s e le c te d b ib lio g ra p h y on "T w en ty -S ix C h a ra c te ris tic s of C re a tiv e Youth, " M e tfe ss e l (1965) lis te d no r e s e a r c h title s th a t su p p o rt the im p lic a tio n of G e tz e ls and J a c k s o n 's , th a t s e n s e of h u m o r is re la te d m o re to c re a tiv ity th an to in te llig e n c e , o r th a t s e n se of h u m o r is c h a r a c te r is tic of c re a tiv ity a t a ll. F u r th e r r e s e a r c h is o b v io u sly n eeded. A sp e c ific p u rp o se of th is stu d y is to t e s t the v a lid ity of the a ssu m p tio n th a t s e n s e of h u m o r is a s u b s e t of c re a tiv ity , d is c rim in a tin g betw een h ig h ly c re a tiv e stu d e n ts and the h ig h ly in te lli gent. T his co n cep t m ay be re p re s e n te d g ra p h ic a lly b y r e f e r r in g 79 to the two groups as defined by G etzels and Ja c k s o n (1962). T hey a re show n in F ig u re 1 as the " C re a tiv e " group and the "In te llig e n t" group. L o w est N ext N ext N ext Top 20 % 20 % 20 % 20 % 20 %, Top c 20% R E N ext A 20% T I N ext V 20% I T N ext Y 20% L o w est 20% 4 a a X / 1 * ! \ \ N - i / / / TEST SCORE 3 f / f \ \ ✓ \ \ V \ \ s 0 S * " / " C re a tiv e " G roup (High C re a tiv - ,/ity -H ig h . In tel - lig en ce G roup, e lim in a te d by G etzels and Ja c k so n b u t stu d ied b y o th e rs ) "In te llig e n t" G roup High C i= High I I N T E L L I G E N C E F ig . 1 - -C o rre la tio n a l d ia g ra m show ing the re la tio n of G e tz e ls and J a c k s o n 's " C re a tiv e " to " in te llig e n t" stu d e n ts If se n se of h u m o r is a s u b s e t of c re a tiv ity , then s e n s e of h u m o r s c o re s w ill be h ig h ly c o rre la te d w ith c re a tiv ity s c o r e s ; s tu d ents high in s e n s e of h u m o r w ill s c o r e high in c re a tiv ity b u t n o t in in te llig e n c e . S ense of h u m o r added to the p ic tu re m ig h t th en a p p e a r as in F ig u re 2. High S /H = H igh C High S /H i= H igh I P ig . 2 --S e n se of h u m o r as a s u b s e t of c re a tiv ity but not of in te llig e n c e If, h o w ev er, s e n s e of h u m o r is a s u b s e t of in te llig e n c e , then se n se of h u m o r s c o r e s w ill be h ig h ly c o rr e la te d w ith in te lli gence s c o re s ; stu d e n ts high in se n se of h u m o r w ill s c o r e high in in te llig e n c e b u t not in c re a tiv ity . The slo p e of the h u m o r a rro w w ill th en be d iffe re n t in th e g rap h , as show n in F ig u re 3. B ut if s e n s e of h u m o r is a s u b s e t of both c re a tiv ity and i n te llig e n c e , then se n se of h u m o r w ill n o t d is c rim in a te b etw een the two b u t w ill be c o rre la te d e q u ally w ith c re a tiv ity and w ith in te lli gence; stu d e n ts high in s e n s e of h u m o r w ill sc o re high in c re a tiv ity and in in te llig e n c e , as d ia g ra m m e d in F ig u re 4. In ad d itio n , if th e ; H ig h -C re a tiv ity -H ig h -In te llig e n c e group (not stu d ie d b y G etzels H igh S /H — High I H igh S /H i= High C F ig . 3 - -S en se of H um or as a s u b s e t of in te llig e n c e but not of c re a tiv ity H igh S /H = High C H igh S /H ** High I F ig . 4 - -S e n se of h u m o r as a s u b s e t of c re a tiv ity and of in te llig e n c e and Ja c k so n ) w ere in clu d ed , th e ir s c o re s w ould be th e h ig h est of a ll 82 ! in se n se of h u m o r. T h is stu d y w ould in v e stig a te th e se c o rre la tio n s and i n t e r a c tio n s, in an a tte m p t to add one s m a ll b it of know ledge to o u r u n d e rsta n d in g of se n se of h u m o r, in hopes th a t "a p sy c h o lo g ic a l d is c o v e ry even in a re m o te fie ld " m a y be of v alu e in o th e r fie ld s . Q u estio n s to be A n sw ered Q u estio n s to be a n sw e re d include the follow ing: (1) W hat is the re la tio n of se n se of h u m o r to c re a tiv ity ? , (2) W hat is th e r e l a tion of s e n s e of h u m o r to in te llig e n c e ? , (3) W hat is the re la tio n of se n se of h u m o r to sch o o l a c h ie v e m e n t? , (4) W hat is the r e la tio n of te a c h e r s ' p e rc e p tio n s to p e e r s ' p e rc e p tio n s of se n se of h u m o r in the sa m e s tu d e n ts ? , (5) W hat is the re la tio n of te a c h e r s ' p e r c e p tions to p e e r s ' p e rc e p tio n s of c re a tiv ity in the sa m e s tu d e n ts ? , (6) W hat is the re la tio n of te a c h e r s ' and p e e r s ' ra tin g s of s tu d e n ts on se n se of h u m o r to s c o r e s of stu d e n ts on a t e s t of se n se of h u m o r? , (7) W hat is the r e la tio n of te a c h e r s ' and p e e r s ' ra tin g s of stu d e n ts on c re a tiv ity to s c o r e s of stu d e n ts on a te s t of c r e a tiv ity ? , (8) Do s c o re s on a te s t of s e n s e of h u m o r d is c rim in a te b e tw ee n the " c re a tiv e " stu d e n ts and th e " in te llig e n t" stu d e n ts , as im p lie d by G etzels and J a c k s o n ? , (9) Can we conclude th a t se n se of h u m o r is 83 a s u b s e t of c re a tiv ity , o r of in te llig e n c e , o r of b o th ? L im ita tio n s L ack of ad eq u ate s ta n d a rd iz a tio n in fo rm a tio n on in s tr u m e n ts u s e d in the m e a s u re m e n t o r ev alu atio n of s e n s e of h u m o r o r c re a tiv ity is re c o g n iz e d as a p ro b le m . The u se of an o rig in a l in s tru m e n t developed s p e c ific a lly fo r th is stu d y is an im p ro v e m e n t o v e r m o s t of the d e v ic e s re p o rte d in the lite r a tu r e , but la c k of r e fin e m e n t is s till a lim ita tio n . S e p a ra te n o rm s b a se d on a p ilo t study, m ak e the group t e s t of c re a tiv ity m o re v a lid fo r th is age group, but the lim ita tio n is c o n sid e ra b le , in te r m s of g e n e ra liz a b ility of r e s u lts . L ack of s u ita b ility of a tru e e x p e rim e n ta l d esig n a ls o lim its the g e n e ra liz a b ility of r e s u lts to pop u latio n s o th e r th an th o se r e p r e se n te d b y the sa m p le sp e c ifie d in th is study. A tru ly ra n d o m sa m p le can n o t be r e a d ily ob tain ed w ithin the p r a c tic a l lim its of th is stu d y , sin c e th e re a re few sc h o o l d is tr ic ts a v aila b le w ith su ffic ie n t n u m b e rs of stu d e n ts fo r a ran d o m se le c tio n . T here a re even fe w e r d is tr ic ts w ithout c o m p le te ly d e p a rtm e n ta liz e d c la s s e s , and su ita b le d is tr ic ts m ay not have a d m in i s t r a t o r s in te re s te d in p a rtic ip a tin g in the r e s e a r c h . N o n -u n ifo rm ity in m e th o d s of a ssig n in g r e p o r t- c a r d m a rk s fro m sch o o l to sc h o o l and fro m d is tr ic t to d is tr ic t w ould influence 84 th e re la tio n b e tw ee n a c h ie v e m e n t as m e a s u re d by m a r k s and a c h ie v e m e n t a s m e a s u r e d b y s ta n d a rd iz e d t e s t s c o r e s . F o r th is re a s o n , if m a r k s and t e s t s c o r e s both w e re u s e d , the c o m p a ris o n w ould p ro b a b ly have to be m ad e w ith in one sc h o o l d is tr ic t. A ssu m p tio n s One b a s ic a ssu m p tio n f o r th is stu d y is th a t su c h a ttrib u te s as s e n s e of h u m o r, c re a tiv ity , in te llig e n c e , an d a c h ie v e m e n t can be m e a s u re d , a s d efin ed . A n o th e r a ssu m p tio n is th a t c o n c u rre n t e m p ir ic a l v a lid ity e x is ts in the q u e s tio n n a ire ra tin g s a ssig n e d to stu d e n ts b y th e ir te a c h e rs o r b y th e ir p e e r s , th a t the ra tin g of stu d e n ts is re la te d to the d isp la y of b e h a v io r m a n ife s tin g " se n se of h u m o r" o r " c re a tiv ity " in the c la s s ro o m s itu a tio n . Sam ple A r e p r e s e n ta tiv e sa m p le of 634 e ig h th -g ra d e stu d e n ts w as s e le c te d fro m fo u r sc h o o l d is tr ic ts in K e rn C ounty, C a lifo rn ia , s u b je c t to th e lim ita tio n s s ta te d above. The fo u r sch o o l d is tr ic ts w e re ch o sen fro m fo rty d is tr ic ts on the b a s is of p re v io u s g ro u p in te lli gence and a c h ie v e m e n t t e s t r e s u lts to o b tain a sa m p le of a v e ra g e c la s s e s fro m a v e ra g e d i s tr ic ts . A m o re c o m p lete d e s c rip tio n of the s u b je c ts u se d a p p e a rs in th e follow ing c h a p te r. IV. PROCEDURES AND FINDINGS FROM THE PIL O T STUDY P ro c e d u re s T h e o re tic a l M odel The th e o re tic a l m o d el fo r th is stu d y is b a se d upon a c o m p a ris o n of th re e a b s tr a c t c o n s tru c ts : intelligence., c re a tiv ity , and se n se of h u m o r. It is p ro p o se d th at a ll th re e of th e se a ttrib u te s a re d ev elo p m en tal and involve both cognitive and affectiv e p r o c e s s e s . The b a sic th e o re tic a l m o d el fo r in te llig e n c e is th a t of co n v e rg e n t p ro d u ctio n , b a s e d upon G u ilfo rd 's S tru c tu re of In te lle c t (G uilford, 1956). In tellig e n ce is c o n sid e re d to be p r im a r ily co g n i tive r a th e r than a ffe ctiv e, as m e a s u re d h e re , and co n v erg en t r a th e r th an d iv e rg e n t. It develops a c c o rd in g to g e n e ra l le v e ls o r s ta g e s of d ev elo p m en t as p o stu la te d by T e rm a n o r P ia g e t o r B ru n e r. L ev e ls of in te llig e n c e a re a ssu m e d to be d ire c tly re la te d to the le v e ls of le a rn in g c la s s ifie d in the T axonom y of E d u ca tio n a l O b je ctiv e s, C og n itiv e D om ain (B loom , 1956). A sc h e m a tic d ia g ra m of in te llig en c e a p p e a rs in F ig u re 5. The b a s ic th e o re tic a l m o d el fo r c re a tiv ity is th a t of d iv e r- Step 6: E v alu atio n c c o S tep 5: S y n th esis o N Y G N Step 4: A n aly sis E R S tep 3: A pplication I T G S tep 2: C o m p reh e n sio n I N V T Step 1: K now ledge E F ig . 5 - -T h e L a d d e r of In tellig en ce g en t p ro d u ctio n , b a se d upon G u ilfo rd 's S tru c tu re of In te lle c t. C re a tiv ity is c o n sid e re d to b e p r im a r ily affectiv e r a th e r th an cognitive, a s m e a s u re d h e re , and d iv e rg e n t r a th e r th an c o n v erg en t. It d ev el ops a c c o rd in g to g e n e ra l le v e ls o r sta g e s of d ev elo p m en t a s p o stu la te d by F re u d o r E rik s o n o r M aslow . L e v e ls of c re a tiv ity a re a s su m e d to be d ire c tly r e la te d to the le v e ls of le a rn in g c la s s ifie d in the T axonom y of E d u ca tio n a l O b je ctiv e s, A ffective D om ain (K rath - 87 w ohl, 1964). A s c h e m a tic d ia g ra m of c re a tiv ity a p p e a rs in F ig u re 6 . A c D S tep 5: C h a ra c te riz a tio n F F Step 4: V O rg a n iz a tio n E " ' " 1 E S tep 3: ^ V aluing T — — — G Step 2: I R esp o n d in g g V Step 1: N R e ce iv in g E F ig . 6--T h e L a d d e r of C re a tiv ity T he b a s ic th e o r e tic a l m o d e l fo r s e n s e of h u m o r is th a t it c o m b in es c o n v e rg e n t and d iv e rg e n t p ro d u c tio n . F o r e x a m p le , puns involve d iv e rg e n c e in v e rb a l fle x ib ility and re d e fin itio n , c o n v e rg en ce in v o c a b u la ry a g re e m e n t. S en se of h u m o r is c o n s id e re d to be both cognitive and a ffe c tiv e . F o r e x am p le , jo k e s involve c o m p re h e n sio n and a n a ly s is , re sp o n d in g and v alu in g . S ense of h u m o r d e v elo p s in te rtw in e d b e tw ee n the d u al la d d e rs of in te llig e n c e and 88 c re a tiv ity , and ten d s to be in te ra c tiv e and tr a n s a c tio n a l w ith th e m . T his w ould e x p la in th e d e v e lo p m e n tal n a tu re of s e n s e of h u m o r w hich h a s n o t y e t b e en e x p lo re d e x c e p t in a few th e o re tic a l p a p e rs (W olfenstein, 1954) and o b sc u re r e p o r ts (W ilson, 1965). The r e l a tio n of s e n s e of h u m o r to c r e a tiv ity and in te llig e n c e m ig h t be d ia g ra m m e d as in F ig u re 7. F ig . 7 - -T h e in te rtw in in g of s e n s e of h u m o r w ith c re a tiv ity and in te llig e n c e W hile the d e v e lo p m e n ta l o r v e r tic a l d im e n sio n of s e n s e of h u m o r is a c h alle n g in g to p ic , it is beyond the fra m e w o rk of th is stu d y . T h is stu d y is c o n c e rn e d m o re w ith th e re la tiv e c o n trib u tio n s 89 of the two dom ains a s re v e a le d by the h o riz o n ta l d im e n sio n , and the c o rre la tio n a l a s p e c ts of th ese th re e c h a r a c te r is tic s a s m e a s u re d in one population sa m p le . If se n se of h u m o r is m o re in te rtw in e d o r m o re h ig h ly c o r r e la te d w ith in te llig e n c e than w ith c re a tiv ity , th en the " o v e rla p " o r in te ra c tio n m a y be d ia g ra m m e d a s in F ig u re 8, re p re s e n tin g an CREA TIV ITY f SENSE OF HUMOR IN TELLIG EN C E 1 F ig . 8 --A n " in te llig e n t" s e n s e of h u m o r "in te llig e n t" se n se of h u m o r, the kind d isp lay ed b y G etzels and J a c k s o n 's In te llig e n t s tu d e n ts --c o n fo rm in g , w ry , in te lle c tu a l, c o n tro lle d , re c e p tiv e . If se n se of h u m o r is m o re h ighly c o rre la te d w ith c re a tiv ity - th an w ith in te llig e n c e , th is m a y w ell be ju s t a n o th e r p ro p o rtio n a l v a ria tio n of the sa m e in te ra c tio n , re s u ltin g in a m o re " c re a tiv e " se n se of h u m o r. T his se n se of h u m o r, show n in F ig u re 9, m a y be the kind d isp lay ed b y G etzels and J a c k s o n 's C re a tiv e s tu d e n ts - - o r ig in a l, p lay fu l, e m o tio n al, fre e , e x p re s s iv e . CREA TIV ITY SENSE OF HUMOR IN T EL L IG EN C E F ig . 9 - -A " c re a tiv e " se n se of h u m o r A th ird p o ssib le in te ra c tio n p a tte rn w ould r e s u lt, of course, if s e n s e of h u m o r is e q u ally re la te d to c re a tiv ity and to in te llig e n c e , and does not d is c rim in a te sig n ific a n tly b etw een th em . T his b a l an ced " c re a tiv e -in te llig e n t" se n se of h u m o r m ig h t be d ia g ra m m e d as in F ig u re 10. T his th e o re tic a l co m b in atio n is m o st lik e ly if we C R EA TIV ITY f ------- SENSE OF HUMOR ------- IN TELLIG EN C E L F ig . 1 0 --A " c re a tiv e -in te llig e n t" se n se of h u m o r c o n sid e r the group not stu d ied by G etzels and Ja ck so n , the H igh e r e a ti v ity - Hi gh - Inte llige nc e e lite s . S u b jects F o u r sc h o o l d is tr ic ts w e re s e le c te d fro m th e e le m e n ta ry d is tr ic ts in K e rn C ounty, C a lifo rn ia , to give a re p r e s e n ta tiv e sa m p le of a v e ra g e d is tr ic ts , b a s e d upon g roup te s t s c o r e s on file in the K e rn R eg io n al E d u c a tio n a l D ata P r o c e s s in g C e n te r in B a k e r s field . A ll fo u r d is tr ic ts w e re in o r n e a r B a k e rs fie ld , and r e p r e se n te d su b u rb a n m id d le -in c o m e and m id d le -s iz e d is tr ic ts , as in d i c a te d by th e ir a s s e s s e d v a lu a tio n and a v e ra g e d a ily a tten d a n ce fig u re s fo r 1965-66, given in T able 1. TA BLE 1 ASSESSED VALUATION P E R AVERAGE DA ILY A TTEN D A N CE OF DISTRICTS S E L E C T E D F O R SA M PLE O F SU B JE C T S School D is tric t A s s e s s e d V alu atio n A v erag e D aily A ttendance A .V . p e r A .D .A , (1965-66) B a k e rs fie ld $170, 892, 820 23, 554 $ 7,270 B e a rd s le y 17, 915, 390 1, 859 9, 620 R ichland 20, 382, 770 1, 822 11, 160 S ta n d ard 21, 045, 770 2, 093 10, 060 F o u r tw o -y e a r ju n io r high sc h o o ls w e re s e le c te d , one in each sc h o o l d is tr ic t. The e n tire e ig h th -g ra d e p o p u latio n w as a v a il able fo r stu d y in th r e e of the sc h o o ls; only one c la s s w as a v a il- 92 | able fro m B a k e rs fie ld C ity S chools. The sc h o o ls and su b je c ts in cluded in the population sam p le a re lis te d in T able 2. The to ta l sa m p le of 634 in clu d ed 293 boys and 341 g ir ls . TA BLE 2 COM POSITION OF SA M PLE PO PU LA TIO N School D is tric t N am e of School A verage IQ N um ber of C la s s e s N um ber of S u b jects S tan d ard S ta n d ard 104 8 238 R ichland R ich land 95 7 184 B e a rd sle y B e a rd s le y 102 6 174 BaTcersfield C om pton 116 1 38 D e sc rip tio n of T e s ts U sed F iv e in s tru m e n ts in a ll w e re u se d , a ll a d m in is te re d in group s itu a tio n s ; T h re e w e re a d m in is te re d by the w r ite r; two had been given p re v io u sly , and the s c o re s w ere m e re ly tab u lated a t the tim e of te s tin g . The five d ev ices w e re : a H um or R ating S c a le , to m e a s u re s e n s e of h u m o r; a G roup T e st of C re a tiv ity , to m e a s u re c re a tiv ity ; the C a lifo rn ia T e st of M en tal M a tu rity o r the School and C ollege A b ility T e s ts , to m e a s u re in te llig e n c e ; the C a lifo rn ia A ch iev em en t T est o r the S eq u en tial T e sts of E d u catio n al P r o g r e s s , to m e a s u re a ch iev e m e n t; a q u e stio n n a ire fo r id en tify in g se n se of " ..................................................................... 93 .~ hu m o r and c re a tiv ity in the c la s s ro o m , to m e a s u re te a c h e r s ' and p e e r s ' p e rc e p tio n s of s e n s e of h u m o r and of c re a tiv ity re s p e c tiv e ly . One ad d itio n al m e a s u re , r e p o r t- c a r d m a rk s , w as a lso u se d fo r som e s u b je c ts. The H u m o r R ating S cale The H um or H ating Scale is an o rig in a l in s tru m e n t d ev elo p ed b y the w r ite r in a y e a r-lo n g p ilo t stu d y fo r th is r e s e a r c h . D e ta ils in the d ev elo p m en t of th is te s t a r e given s e p a ra te ly in th is c h a p te r. The s c a le c o n s is ts of 160 jo k es, in a m im e o g ra p h e d l is t of e ig h ty p a ir s . The su b je c t is in s tru c te d to m a rk w hich joke in each n u m b e re d p a ir th a t he thinks is fu n n ie r. C hoices a re m a rk e d on a s e p a ra te a n sw e r s h e e t, a c c o rd in g to in s tru c tio n s . E x am p le s of the s c a le and the a n sw e r sh e e t a re included in the A ppendix. The te s t w as a d m in iste re d w ith no tim e lim it. A ll in c o m p lete s c o re s w ere p r o - r a te d p ro p o rtio n a lly , to allow fo r v a ria tio n s in to ta l te s tin g tim e a llo tte d fro m sch o o l to sch o o l o r fro m day to day. The e n tire l i s t of jo k es w as re c o rd e d on a M ay fair 1602 p o r t able tape r e c o r d e r , and the tape p lay ed d u rin g the te s tin g w hile the su b je c ts re a d th e ir in d iv id u al l is ts . The tape w as u se d to a s s u r e a m o re v a lid te s t a d m in istra tio n w ithout depending c o m p le te ly upon re a d in g a b ility of the stu d e n ts. The se n se of h u m o r s c o re w as the n u m b e r of " c o rr e c t" 94 re s p o n s e s given to the lis t of 80 ite m s , e ac h c o n sistin g of one m a tc h e d p a ir of jo k e s. The p a ir s w e re m a tc h e d on the b a s is of th e ir p o w er to d is c rim in a te b etw een stu d e n ts ra te d h ig h e st in se n se of h u m o r by th e p ilo t stu d y q u e stio n n a ire , and th o se stu d e n ts who re c e iv e d no v o tes a t a ll. A re s p o n s e w as c o n sid e re d c o r r e c t when the su b je c t s e le c te d a s fu n n ie r the joke in any p a ir th a t the high- s e n s e -o f-h u m o r p ilo t group p r e f e r r e d r a th e r th an the joke th a t w as p r e f e r r e d by the lo w -s e n s e -o f-h u m o r group. The G roup T e s t of C re a tiv ity The G roup T e st of C re a tiv ity is a s h o rt fo rm of a r e s e a r c h in s tru m e n t p e rfe c te d by M e tfe s s e l (1964) and h is sta ff of P ro je c t P o te n tia l a t the U n iv e rsity of S o u th ern C a lifo rn ia . T his te s t, b a s e d : upon the r e s e a r c h of J. P . G u ilford (1961, 1963), m e a s u re s six a re a s of d iv e rg e n t p ro d u ctio n . The six a r e a s , id en tifie d by G uilford th rough fa c to r a n a ly sis, a re e ac h re p re s e n te d b y a su b te st, as follow s: S u b test C re a tiv ity F a c to r I. M aking O bjects II. U tility T e st HI. F ig u re P ro d u c tio n IV. S eeing P ro b le m s V. Sym bol Sim on VI. Ingenious G adgets Sym bolic fluency T hinking fle x ib ility E la b o ra tio n S e n sitiv ity to p ro b le m s O rig in a lity R ed efin itio n In a d m in iste rin g th is te s t, a co m p lete 20-page t e s t b ooklet 95 w as given to each su b je c t and re s p o n s e s w e re re c o rd e d th e re in . B oo k lets w e re h a n d -s c o re d by the e x a m in e r, a c c o rd in g to s ta n d a rd p ro c e d u re s developed b y P r o je c t P o te n tia l (M e tfe sse l, 1965). A copy of th e te s t of c re a tiv ity is in clu d ed in the A ppendix. The c re a tiv ity s c o re w as the su m of the s u b je c t's s c a le d s c o re s on the six s u b te s ts . S u b te st raw s c o re s w e re c o n v e rte d to sta n d a rd s c o re s fo r c o m p a ra b ility b e c a u se of the v a ria tio n in n u m b e r of ra w sc o re p o in ts p o ssib le fo r the d iffe re n t s u b te s ts . To co n v e rt raw s c o re s to s c a le d s c o r e s , the d istrib u tio n of s c o re s fo r e ac h s u b te s t w as ta b u la te d s e p a ra te ly to d e te rm in e s u b te s t m e a n s and s ta n d a rd d ev iatio n s. A tab le w as co m p iled a ssig n in g t- s c o r e v a lu e s to the re s p e c tiv e ra w s c o re s u sin g the sa m e sc a le a s the W e c h sle r In tellig en ce S cale fo r C h ild re n , a m e a n of 10 and a s ta n d a rd d ev iatio n of 3, fo r e ac h su b te st. A copy of the c h a rt u se d fo r c o n v ertin g s u b te s t raw s c o re s to s c a le d s c o re e q u iv a le n ts is given in T able 3. The C a lifo rn ia T e s t of M ental M a tu rity The C a lifo rn ia S h o rt-F o rm T e s t of M en tal M a tu rity (CTMM) is a w idely-know n group te s t of in te llig e n c e , and w ill n o t be fu lly d e sc rib e d h e re . T his te s t w as n o t a d m in is te re d by the e x a m in e r sin c e s c o r e s w e re a v aila b le fo r 432 su b je c ts fro m the fo u r sc h o o ls, as p a r t of the sc h o o ls' re g u la r group te s tin g p ro g ra m . ~ - ............ TA BLE 3 GROUP T E ST OF CREA TIV ITY (SHORT FORM ) SCALED SCORE EQUIVALENTS FO R RAW SCORES (8TH GRADE NORMS) SCALED R a w S c o r e s SCALED SCORE SC oR E T e s t I T e s t II T e st III T e s t T e st IV V T e s t VI 0 0-7 0 0 0 0 0 0 1 8-11 1 2 12-14 1 2 3 15-17 2-3 1-2 3 4 18-20 4-6 1 3-5 4 5 21-23 7 -8 2-3 6-8 1 5 6 24-26 1-2 9-11 4 9-11 2 6 7 27-29 3 12-13 5-6 12-14 3 7 8 30-32 4 14-16 7 15-17 4-5 8 9 33-35 5-6 17-18 8-9 18-20 6 9 10 36-38 7 19-21 10 21-23 7 10 11 39-41 8-9 22-23 11-12 24-26 8 11 12 42-44 10 24-26 13-14 27-29 9-10 12 13 45-47 11-12 27-28 15-16 30-32 11 13 14 48-50 13 29-31 17 33-35 12 14 15 51-53 14 32-33 18-19 36-38 13-14 15 16 54-56 15-16 34-36 20 39-41 15 16 17 57-59 17 37-38 21-22 42-44 16 17 18 60-62 18-19 39-40 23 45-47 17 18 19 63-65 20 24-25 18-19 19 20 66 plus 21 plus 26 plus 20 20 The CTM M in te llig e n c e s c o re w as the T otal IQ s c o re o b tain ed on the S h o rt F o rm , L ev e l 3, 1963 R ev isio n , given d u rin g O cto b er. The School and C ollege A b ility T e sts The School and C ollege A b ility T e sts (SCAT) a re a lso w id ely u se d sta n d a rd iz e d in s tru m e n ts , and w ill not be d e sc rib e d , e x c e p t to note th a t th is te s t y ield s th re e IQ s c o r e s , V e rb a l, Q u a n ti ta tiv e , and T o tal, e x p re s s e d as p e rc e n tile e q u iv a le n ts. F o r d is tr ic t p u rp o s e s , th e se te s ts had b een given to five c la s s e s in one sc h o o l in ste a d of the CTM M . S c o re s on the SCAT w e re su b stitu te d as the m e a s u re of in te llig e n c e fo r 222 stu d e n ts only, and a s e p a ra te d istrib u tio n of SCAT s c o re s co m p iled fo r id en tify in g H igh IQ and Low IQ stu d e n ts and fo r com puting c o r r e l a tio n s. T hese s c o re s w ere n o t com bined w ith CTMM s c o r e s . The SCAT in te llig e n c e s c o re w as the T otal IQ p e rc e n tile ra tin g obtained on the 1962 E d itio n w ith 1963 su p p le m e n ta ry n o rm s , L ev e l 4, F o rm A, given in F e b ru a ry , 1967, The C a lifo rn ia A chievem ent T e st The C a lifo rn ia A chievem ent T e s t (CAT) is lik e w ise a w e ll- known group te s t, and need not be d e sc rib e d h e re . The CA T w as n o t given by the e x a m in e r, as te s t s c o re s w ere a v aila b le fo r 434 su b je c ts in the fo u r sc h o o ls, as p a r t of the s c h o o ls ’ r e g u la r te s tin g p ro g ra m . The CA T a ch iev e m e n t s c o re w as the to ta l g ra d e p la c e m e n t 98 e q u iv a le n t obtain ed on a ll six s u b te s ts , J u n io r High le v e l, 1957 E d i tio n w ith 1963 n o rm s , F o rm W, given d u rin g O c to b er. In c a se s w h ere a stu d e n t did not take the co m p lete te s t, s c o re s w e re p r o r a te d to obtain the e q u iv a le n t to ta l s c o re . T o ta l sub te s t s c o re s w e re u se d r a th e r th an a v e ra g e s u b te s t s c o re s b e c a u se re la tiv e stan d in g s w e re m o re im p o rta n t th an ab so lu te g rad e p la c e m e n t e q u iv alen ts fo r p u rp o se s of th is study. S eq u en tial T e s ts of E d u ca tio n a l P r o g r e s s The S eq u en tial T e s ts of E d u ca tio n a l P r o g r e s s (ST E P) a re w id e ly -u se d and w ell-know n com panion te s ts to the SCA T b a tte ry . T hese te s ts w ill n o t be d e s c rib e d h e re . F o r th e 222 su b je c ts fo r whom CAT s c o re s w e re n o t a v a ila b le , S T E P R eading s c o r e s w e re a c c ep ted as a m e a s u re of a ch iev e m e n t, a d m in is te re d a s p a rt of the ; d is tr ic t te s tin g p ro g ra m . The S T E P a c h ie v e m e n t s c o re w as th e re fo re th e p e rc e n tile sc o re on the re a d in g s u b te s t of the 1962 E d itio n w ith 1963 su p p le m e n ta ry n o rm s , F o rm 3A, given in F e b ru a ry , 1967. The Q u e stio n n aire The q u e stio n n a ire is a s o c io m e tric device in tw o p a rts , one fo r id en tify in g se n se of h u m o r in the c la s s ro o m and one fo r id e n ti- I fying c re a tiv ity . The q u e stio n n a ire is an o rig in a l in s tru m e n t lis tin g five d e sc rip tio n s of b e h a v io r p e rta in in g to s e n s e of h u m o r an d c r e a tiv ity , b a se d upon le v e ls of affectiv e b e h a v io r a s d e s c rib e d in the T axonom y of E d u ca tio n a l O b je ctiv e s, A ffective D om ain (K rathw ohl, 1964). A sa m p le of the q u e stio n s a p p e a rs in T able 4, to g e th e r w ith r e la te d le v e ls of b e h a v io r as d e s c rib e d in the T axonom y. TABLE 4 SA M PLE QUESTIONNAIRE QUESTIONS AND R ELA TED LEV ELS O F A F F E C T IV E BEHAVIOR AS D EFIN ED BY KRATHWOHL (1964) L ev e l and R e feren c e S p ecific R e la te d D e sc rip tio n fro m 1964 Q u e stio n n a ire of B e h av io r T axonom y Q u e stio n s "W hen you th in k about se n se of h u m o r, who . . . L e v e l 5: C h a ra c te riz a tio n P a g e s b y a value co m p lex 170-171 L ev e l 4: O rg a n iz atio n of a P a g e s value s y s te m 159-160 . . . h a s the b e s t se n se of h u m o r in the c la s s , and se e m s to se e h u m o r as a g e n e ra l w ay of life ? " . . . lik e s h u m o r a lo t, and se e m s to have a 'balanced* s e n s e of h u m o r (not too s illy and not too sick ) ?" L ev el 3: V aluing, w ith c o m m itm en t . . . a p p re c ia te s the funny sid e of P a g e s th in g s, looks fo r h u m o r, and 149-150 p o in ts it out to o th e r s ? " L e v e l 2: R esponding, w ith P a g e s s a tis fa c tio n 132-133 . . . g ets a k ic k out of h u m o ro u s th in g s, lik e s to h e a r jo k e s and to te ll th em ? " L ev el 1: . . . is a good au d ien ce, lik e s v e ry R eceiv in g , w ith P a g e s m u ch to lis te n to jo k es and funny se le c tio n 112-113 s t o r i e s ? " One q u e s tio n n a ire w as given to e a c h s u b je c t and e ac h te a c h e r, S u b je cts w e re a sk e d to id e n tify the one p e rs o n in e a c h c la s s who b e s t f it e a c h of th e d e s c rip tio n s listed., a c c o rd in g to sp e c ific d ire c tio n s on the q u e s tio n n a ire . T hey could n am e boys o r g ir ls , b u t w e re to n am e only one p e rs o n f o r e a c h q u e stio n . S ub je c ts w e re p e rm itte d to n a m e an y o th e r stu d e n ts in th e ir g ra d e ; th ey did n o t have to be in the sa m e c la s s o r ro o m . S tu d en ts could n am e the sa m e p e rs o n in b o th p a r ts of the q u e stio n n a ire , once fo r " s e n s e of h u m o r" an d once fo r " c re a tiv ity . " The q u e stio n n a ire r a tin g s c o r e w as the to ta l n u m b e r of v o te s re c e iv e d b y e a c h stu d e n t, r e g a r d le s s of ra tin g le v e l, counting: e ac h m e n tio n a s one v o te. E ac h te a c h e r a ls o fille d out a q u e stio n n a ire , the sa m e as the s u b je c t's , fo r the p u rp o se of c o m p a rin g the te a c h e r s ' p e r c e p tio n s of s e n s e of h u m o r and of c r e a tiv ity w ith p e e r s ' p e rc e p tio n s of the sa m e stu d e n ts . A sa m p le q u e s tio n n a ire is in clu d ed in th e A ppendix. One A d d itio n al M e a s u re One a d d itio n a l m e a s u re w as a v a ila b le fro m one d is tr ic t, a m e a s u re of a c h ie v e m e n t in th e fo rm of r e p o r t- c a r d m a r k s . T h ese fig u re s , e x p re s s e d a s g ra d e p o in t a v e ra g e s , w e re c a lc u la te d fo r 236 s tu d e n ts in S ta n d a rd School only, b a s e d upon the m a rk s r e - 101 I c e iv e d b y th e s e stu d e n ts in M a rc h , 1967. Since le t t e r m a r k s w ith " p lu s " and " m in u s " d e sig n a tio n s w e re w id ely u se d , g ra d e p o in ts w e re a ssig n e d b y u sin g an a r b itr a r y , s c a le of 11 p o in ts fo r an A, 10 f o r an A -, an d so on, to z e ro fo r a m a rk of F . A s w ith a c h ie v e m e n t g ra d e p la c e m e n ts , the a b so lu te fig u re d e riv e d w as n o t a s im p o rta n t a s the re la tiv e value fo r e s ta b lis h in g ra n k o r d e r . D ev elo p m en t of a H u m o r T e s t R e je c tio n of th e IP A T T e s t D u rin g the F a ll of 1965 th e IP A T H u m o r T e s t w as o rd e re d fro m the p u b lis h e r. E v en though the re v ie w s of the t e s t in B u ro s w e re n o t too fa v o ra b le , it w as th e only p u b lish e d t e s t of s e n s e of h u m o r a v a ila b le . The IP A T T e s t w as show n to the te a c h e r s , p r i n c ip a ls , su p e rin te n d e n t, an d sc h o o l b o a rd m e m b e rs of the sc h o o l d i s t r ic t p a rtic ip a tin g in th e p ilo t stu d y , fo r a p p ro v a l. The te s t w as s tro n g ly r e je c te d by a ll a s u n su ita b le fo r r e s e a r c h u se in the p u b lic sc h o o ls, p a r tic u la r ly a t th e e ig h th -g ra d e le v e l. S e le c tio n of New M a te ria l A new so u rc e of h u m o r s tim u li w as so u g h t fo r the c o n stru c tio n of an o rig in a l te s t of s e n s e of h u m o r. Jo k e s su ita b le fo r u se w e re lo c a te d in one o b v io u sly u n q u e stio n a b le p u b lic a tio n , B o y s' Life! 102 t m a g a z in e . B ack is s u e s of th is m a g a z in e c o v e rin g the p a s t te n y e a rs w e re s e a rc h e d , and 400 p o s s ib le jo k es w e re s e le c te d . P e rm is s io n to r e p r i n t th e se jo k e s w as g ra n te d by th e p u b lis h e r of B o y s' L ife , the B oy S couts of A m e ric a . T h ese jo k e s fro m B o y s' L ife , p lu s a few fro m th e p u b lic d o m a in --p o p u la r am ong th e fo u r te e n a g e rs in the w r i t e r 's f a m ily - - w e re su b m itte d to a ra n d o m sa m p le of te e n a g e rs fo r th e ir in fo rm a l ra tin g s . The " fu n n ie st" w e re re ta in e d , re s u ltin g in a l i s t of 243 f a ir ly ty p ic a l jo k e s . T h ese jo k e s w e re a rr a n g e d in ran d o m o r d e r , n u m b e re d c o n se c u tiv e ly fro m 1 th ro u g h 243, and m im e o g ra p h e d . The b o o k le t w as la b e le d th e H u m o r R atin g S c a le , F o rm "O " (fo r " o rd in a l" ). A V a lid a tio n Q u e stio n n a ire To c h ec k on c o n c u rre n t v a lid ity , a q u e s tio n n a ire w as c o n s tr u c te d to id e n tify stu d e n ts p e rc e iv e d b y th e ir p e e r s and th e ir te a c h e r s as e x h ib itin g b e h a v io r in d ic a tiv e of " s e n s e of h u m o r" and " c re a tiv ity . " The q u e s tio n n a ire c o n s is te d of two p a r ts , e a c h w ith five q u e stio n s. The s u b je c ts w e re a sk e d to n am e th e one p e rs o n in e a c h c la s s who b e s t f it e a c h of fiv e d e s c rip tio n s of b e h a v io r. E a c h d e s c rip tio n w as b a se d upon a le v e l of d e v elo p m e n t of a ffe ctiv e b e h a v io r, a s d e s c rib e d in th e T axonom y of E d u c a tio n a l O b je c tiv e s, A ffective 103 j D om ain (K rath w o h l, 1964). T h is q u e stio n n a ire w as u s e d in the fin a l stu d y . A ra tin g on the q u e s tio n n a ire w as the to ta l n u m b e r of v o tes, re c e iv e d , r e g a r d le s s of the le v e l of b e h a v io r in d ic a te d b y the v o te. O rig in a lly i t w as p lan n e d to s c o r e the ra tin g s a s an o rd in a l s c a le , u sin g an in v e rs e " g ra d e p o in t" type of s y s te m to q u an tify th e r a t in g s, w ith five p o in ts fo r a L e v e l 1 v o te , fo u r p o in ts fo r L ev e l 2, th re e p o in ts f o r L e v e l 3, and so on. To c h ec k on the p r a c tic a lity of th is s y s te m , a c o m p a ris o n w as m ad e b etw een th e c re a tiv ity ra tin g s of stu d e n ts b y th is s c o rin g and b y a s tr a ig h t count of n u m b e r of v o te s . The r a tin g s of th e s e v e n ty -s ix su b je c ts w ith the h ig h e s t to ta l n u m b e r of v o te s w e re c o m p a re d to th e ir ra tin g s o b tain ed u sin g th e c u m b e rso m e 5 - 4 - 3 - 2 - 1 - p o in t v a lu e s . The S p e a rm a n ra n k - d iffe re n c e c o rr e la tio n (G u ilfo rd , 1965:305) b etw een ra tin g s on the tw o s c o rin g s y s te m s w as a rh o of . 93. It w as co n clu d ed , th e r e f o re , th a t the two s y s te m s did not d iffe r sig n ific a n tly to w a r r a n t u sin g th e m o re c o m p lex sc o rin g . F ro m th e q u e s tio n n a ire ra tin g s two g ro u p s of s tu d e n ts w ere id en tifie d : a "low " g ro u p , s e e n a s e x h ib itin g th e le a s t s e n s e of h u m o r, given no v o te s on the q u e s tio n n a ire ; a "high" g ro u p , se e n a s e x h ib itin g the g r e a te s t s e n s e of h u m o r, given th e la r g e s t n u m b e r; of v o te s in th e g ra d e . T h e re w e re th ir ty - s e v e n s tu d e n ts in e ach 104 group. E sta b lis h in g N o rm s F o r n o rm in g p u rp o se s the F o rm O te s t w as a d m in is te re d to 180 s tu d e n ts , th e e n tire e ig h th -g ra d e population of the pilo t sch o o l d is tr ic t, d u rin g the S p rin g of 1966. S u b jects w e re ask ed to r a te e ac h of the f i r s t 160 jo k es on a fiv e -p o in t ra tin g s c a le , as fo llo w s: 1 - -H o rrib le joke, d e fin ite ly not funny, 2 --B a d jo k e, not v e ry funny, 3 - - P o o r joke, s lig h tly funny, 4 - -G ood jo k e, p r e tty funny, 5- - G r e a t jo k e, v e ry funny. A ll ra tin g s w e re m a rk e d on the s e p a ra te IBM 1230 a n sw e r s h e e ts . T h ere w as no tim e lim it. At the sa m e tim e th a t the H um or R ating S cale w as given, e ac h s u b je c t co m p lete d the q u e stio n n a ire to id en tify se n se of h u m o r and c re a tiv ity in the c la s s ro o m . T ab u latio n s w ere m ad e of the ra tin g s a ssig n e d to each joke by e a c h su b je c t. S e p a ra te d is trib u tio n s w ere th en c a lc u la te d fo r each of the two q u e stio n n a ire g ro u p s, the "low " stu d e n ts and the "high" stu d e n ts . M edian ra tin g s given each of the 160 jo k es w e re co m p iled into a r a n k - o r d e r lis t fo r e ac h q u e stio n n a ire group, r e su ltin g in one l is t of joke n u m b e rs in o r d e r of p re fe re n c e fo r the "low " stu d e n ts and one lis t fo r the "high" stu d e n ts. 105 S e lec tin g P a ir s of Jo k e s A sim p le m a tc h in g p ro c e s s w as u se d to s e le c t p a ir s of jo k es th a t b e s t d is c rim in a te d b etw een the two g ro u p s. A joke th a t ra n k e d n e a r th e bottom of the "low " l i s t but n e a r the top of the "high" lis t w as m atch e d w ith a joke th a t ra n k e d high on the "low " l is t b u t low on the "high" lis t. F o r ex am p le , joke n u m b e r 4 ra n k e d fo rtie th on the "low " lis t, w ith a m e d ia n ra tin g of 4. 2 (" p re tty funny"); the sa m e joke ra n k e d one h u n d red f o r ty -th ir d on the "high" lis t, w ith a m e d ia n ra tin g of 3. 0 (" slig h tly funny"). T his joke w as m a tc h e d w ith joke n u m b er 44, w hich ran k e d one h u n d red fo rty -fifth on the "low " l is t and n in e ty -se c o n d on the "high" lis t. The m atch in g p ro d u ced eig h ty p a irs of jo k es, e ach co n s is tin g of one joke p r e f e r r e d b y stu d e n ts id en tifie d as h ig h e st in se n se of h u m o r and one joke p r e f e r r e d by stu d e n ts id en tifie d as re la tiv e ly low in se n se of h u m o r. F o r s c o rin g p u rp o s e s , the joke p r e f e r r e d by th e "high" group in e a c h p a ir w as c o n sid e re d the " c o r r e c t" ch o ice. A s u b je c t could th e o re tic a lly s c o re 80 poin ts by se le c tin g fro m e ac h p a ir the joke p r e f e r r e d by the "high" q u e stio n n a ire group. The e n tire l is t of jokes w as re ty p e d and m im e o g ra p h e d in the new fo rm a t of eig h ty p a irs of jo k e s, re n u m b e re d 1(a) and 1(b), and so on, to 80(a) and 80(b). C a re w as tak en to a s s u r e th a t an 106 : e q u a l n u m b er of (a) re s p o n s e s and (b) re s p o n s e s w e re " c o rr e c t" , and th a t th ey o c c u rre d in ran d o m o r d e r . The new fo rm of the t e s t w as c a lle d th e H um or R a tin g S cale, F o rm P (for " p a irs " ). M im eo g ra p h e d a n sw e r sh e e ts w e re p re p a re d to m atch . R e lia b ility The re lia b ility of the H u m o r R ating S c a le , F o rm P 3 w as e s tim a te d b y u s e of the m o d ified K u d e r-R ic h a rd s on F o rm u la 21 (G uilford, 1965:461): n <r2 t - RW = (n-"l)"<rj|" 2 w h e re n e q u a ls 80 ite m s , the n u m b er of p a ir s in the te s t; e q u als (7. 76)^; R e q u als M , o r 28. 6, W e q u als n -M , o r 51. 4. The c a lc u la te d value of r tt w as found to be . 704. V a lid ity C o rre la tio n W ith C rite rio n An e s tim a te of th e c o n c u rre n t v a lid ity of the H um or R ating S c a le , F o rm P , w as o b tain ed fro m the c o e ffic ie n t of c o rre la tio n b e tw een the s c o r e s o b tain ed by the p ilo t stu d y group on F o rm P and the ra tin g s obtained on the s e n s e of h u m o r q u e stio n n a ire . The p ro d u c t-m o m e n t c o rre la tio n betw een h u m o r s c o re s and q u e stio n n a ire ra tin g s fo r 174 su b je c ts w as com puted b y the 107 “ u s u a l fo rm u la s (G uilford, 1965:95). T he P e a rs o n r w as c a lc u la te d to be . 303. F o r a sa m p le of 174 th is c o e ffic ie n t is c o n s id e re d s i g n ific a n t a t the . 01 le v e l of co n fid en ce, u s in g F i s h e r 's t - r a t i o to t e s t fo r sig n ific a n c e , w ith 173 d e g re e s of fre e d o m (G u ilfo rd , 1965: 162). K o lm o g o ro v -S m irn o v T e s t A n o th er check on th e v a lid ity of th e H u m o r S cale w as m ad e w ith the K o lm o g o ro v -S m irn o v tw o -sa m p le t e s t (S iegel, 1956:129). H u m o r te s t s c o r e s of the group "h ig h " on the q u e stio n n a ire id e n tifi c atio n w e re c o m p a re d w ith the h u m o r t e s t s c o r e s of th e "low " q u e s tio n n a ire g ro u p , d e s c rib e d above. The n u ll h y p o th e sis, H q, w as th a t both q u e s tio n n a ire g ro u p s r e p r e s e n t the sa m e p o p u latio n ; the r e s e a r c h h y p o th e sis, H-^, w as th a t th e "high" g ro u p w ould d iffe r sig n ific a n tly fro m the "low " group on s e n s e of h u m o r s c o r e s , w ith th e "high" g roup s c o r in g h ig h e r. A lpha w as s e t a t . 05. The v alu e of K^ in the K o lm o g o ro v -S m irn o v t e s t w as found to be 15. T he p ro b a b ility a s s o c ia te d w ith the o c c u rre n c e of K j as la r g e as 15, u n d e r the n u ll h y p o th e sis, is p e q u als . 01, fo r a o n e - ta ile d te s t. The d e c isio n w as to r e j e c t th e n u ll h y p o th e sis in fa v o r of the r e s e a r c h h y p o th e s is . It w as co n clu d ed th a t stu d e n ts p e r - ; c eiv ed a s h ig h in se n se of h u m o r on th e q u e stio n n a ire do in d eed 108 i s c o re h ig h e r on the te s t of se n se of h u m o r. C onclu sio n s The e s tim a te s of r e lia b ility and v a lid ity fo r the H um or R ating S c a le , F o rm P , a re a d eq u ate fo r r e s e a r c h p u rp o se s (G uilford, 1965:438-490). F u r th e r r e s e a r c h is n e c e s s a ry , h o w ev er, to e s ta b lis h the d isc rim in a tio n v alu e of ite m s and to add re fin e d s c o rin g tech n iq u es to in c re a s e v a lid ity and re lia b ility . C o lle ctio n of D ata S ubjects w ere s e le c te d , a c c o rd in g to the p ro c e d u re s given, fro m e ig h th -g ra d e c la s s e s in sc h o o ls th a t w e re not c o m p le te ly d e p a rtm e n ta liz e d . T his s e le c tio n w as m ad e so th a t te a c h e r s ' and p e e r s ' p e rc e p tio n s of s e n s e of h u m o r and of c re a tiv ity w ould be b a se d upon in te rp e rs o n a l c o n ta c ts of lo n g e r d u ratio n th an one p e rio d p e r day. B e fo re a d m in is tra tio n of the te s ts and the q u e stio n n a ire , sa m p le s of a ll in s tru m e n ts to be u s e d w ere su b m itte d fo r a p p ro v a l to e ach p a rtic ip a tin g te a c h e r, p rin c ip a l, d is tr ic t su p e rin te n d e n t, and sc h o o l b o a rd as re q u e ste d . P a r e n ta l p e rm is s io n w as a ls o o b tain ed in one d is tr ic t fo r a ll stu d e n ts p r io r to te stin g . The c re a tiv ity te s t, the q u e stio n n a ire , and the se n se of h u m o r te s t w e re a d m in is te re d b y the w r ite r . A ll te s tin g w as s c h e d 109 u le d on c o n se c u tiv e m o rn in g s d u rin g the S p rin g s e m e s te r . A p p ro x im a te ly tw o h o u rs w e re a llo tte d fo r e a c h te s tin g s e s s io n . F o u rte e n of th e c la s s e s w e re te s te d in th e ir r e g u la r c la s s ro o m s e ttin g s ; e ig h t c la s s e s in one sc h o o l w e re te s te d in tw o la rg e g ro u p s in the sc h o o l c a f e te r ia . In m o s t c a s e s the c la s s ro o m te a c h e r w as n o t p re s e n t. T e s ts in a ll sc h o o ls w e re given in th e sa m e o r d e r ; the c re a tiv ity te s t w as given f i r s t , w ith s t r i c t tim e lim its ; the q u e stio n n a ire w as a d m in is te re d se co n d ; the s e n s e of h u m o r te s t w as given la s t, w ith no tim e lim its . The tap e re c o rd e d jo k es w e re u se d w ith the s e n s e of h u m o r te s t. S ta n d a rd t e s t d ire c tio n s w e re given fo r a ll th re e in s tr u m e n ts , id e n tic a lly fo r a ll sc h o o ls. A ll te s ts a d m in is te re d w e re h a n d -s c o re d b y th e e x a m in e r. In co m p lete te s ts w e re p r o - r a te d to give e q u iv a le n t s c o r e s w h en ev er p o s s ib le . S c o re s on th e in te llig e n c e and a c h ie v e m e n t te s ts w e re ob ta in e d s e p a r a te ly and ta b u la te d follow ing the te s tin g s e s s io n s . C o p ies of r e p o r t- c a r d m a rk s w e re c o lle c te d d u rin g the S p rin g s e m e s te r of 1966-67. T re a tm e n t of D ata S c o re s on th e s e n s e of h u m o r t e s t w e re c o m p a re d w ith s c o r e s on e a c h of the o th e r t e s ts , a s re q u ire d . P r im a r y c o m p a ri- ; 110 so n s w e re by m e a n s of P e a rs o n p ro d u c t-m o m e n t c o e ffic ie n ts of c o rre la tio n , com puted fo r the to ta l sa m p le . F o r p u rp o se s of c o m p a riso n , g ro u p s defined as "high" and; "low " in in te llig e n c e , c re a tiv ity , a ch iev e m e n t, o r se n se of h u m o r w ere c o m p a re d f o r the sig n ific a n c e of d iffe re n c e s by u se of v a rio u s n o n -p a ra m e tric te s ts . T e s ts of the sig n ific an c e of d a ta w e re m ade w ith alp h a s e t a t ,0 5 (Siegel, 1956:212). T he sig n ific an c e of co efficien ts of c o r re la tio n w as d e te rm in e d by the u se of ta b le s p u b lish ed by G uilford (1965:580). To in v e stig a te the in te ra c tio n b etw een v a ria b le s , a th r e e - w ay 2 x 2 x 2 m o d el w as em p lo y ed , re p re s e n tin g high and low c e lls re s p e c tiv e ly in e ac h of the a re a s of c re a tiv ity , in te llig e n c e , and a ch iev em en t, w ith se n se of h u m o r s c o r e s as the dependent v a ria b le (E d w ard s, 1964:217). F in d in g s fro m the P ilo t Study A y e a r-lo n g p ilo t stu d y in p re p a ra tio n fo r the p re s e n t r e s e a r c h w as conducted d u rin g the sch o o l y e a r 1965-66, b a se d upon the sa m e th e o re tic a l m o d e ls and h y p o th e se s, and u sin g s im ila r s u b je c ts and te s tin g in s tru m e n ts . One m a in p u rp o se of th a t p ilo t stu d y w as th e dev elo p m en t of a se n se of h u m o r te s t, as su m m a riz e d in th is c h a p te r. I l l The re la tio n of s e n s e of h u m o r to c re a tiv ity , to in te lli g en ce, and to a c h ie v e m e n t w as d iffic u lt to d e te rm in e w ith s ig n ifi can ce in sa m p le g ro u p s of c la s s ro o m s iz e . W hen th e e n tir e sa m p le of 180 su b je c ts w as tre a te d a s one group, h o w e v e r, the r e la tio n sh ip s b e c a m e m o re a p p a re n t. The re la tio n of se n se of h u m o r to th e s e o th e r v a ria b le s m ay n o t be a sim p le lin e a r re la tio n s h ip . S ense of H u m o r and C re a tiv ity The re la tio n of s e n s e of h u m o r to c re a tiv ity w as not d ir e c t in e v e ry c la s s g ro u p . A lthough th e re w as a s lig h t p o sitiv e c o r r e l a tio n b etw een t e s t s c o re s in th r e e c la s s e s , an d a sig n ific a n t S p e a r m a n rh o c o e ffic ie n t of .4 8 in one c la s s , th e r e w e re s lig h t n eg ativ e c o rr e la tio n s found in two c la s s e s . W hen th e e n tire g ro u p w as co m b in ed , the c o rr e la tio n b e tw een s e n s e of h u m o r s c o r e s and c re a tiv ity s c o r e s re s u lte d in a P e a rs o n p ro d u c t-m o m e n t c o e ffic ie n t of . 30. T his is a sig n ific a n t c o rre la tio n a t the . 01 le v e l of confidence, w ith 172 d e g re e s of f r e e dom (G u ilfo rd , 1965:581). S ense of H u m o r and In te llig e n c e Sense of h u m o r t e s t s c o r e s show ed a s im ila r re la tio n s h ip to in te llig e n c e te s t s c o r e s . T h e re w as g r e a t v a ria tio n fro m c la s s to c la s s , w ith fo u r groups sh o w in g a s lig h t p o sitiv e c o rr e la tio n , one 112 i a s lig h t n eg ativ e c o rre la tio n ,, and one show ing a sig n ific a n t p o sitiv e c o rre la tio n . W hen the c o rre la tio n s w ere co m b in ed , h o w ev er, th e re w as; a sig n ific a n t p o sitiv e re la tio n s h ip b etw een s e n s e of h u m o r and in te l lig e n c e . The a v e ra g e rh o c o efficien t w as .2 1 , a sig n ific a n t c o r r e la tio n w ith a sa m p le of 153. S ense of H um or and A ch iev em en t A lthough the re la tio n s h ip w as p o sitiv e , only one of the c o e ffic ie n ts of c o rre la tio n obtained w as s ta tis tic a lly sig n ific a n t. The re la tio n s h ip w as sig n ific a n t, h o w ev er, w hen the c o rre la tio n s w e re com bined, c o n v ertin g rh o c o rre la tio n c o e ffic ie n ts to F i s h e r 's v a lu e s (G uilford, 1965:348). The a v e ra g e c o efficien t w as .2 5 , a sig n ific a n t c o efficien t w ith 149 d e g re e s of fre e d o m . P e rc e iv e d Sense of H um or S tudents p e rc e iv e d to be high in se n se of h u m o r as indicated by p e e r ra tin g s on the q u e stio n n a ire s c o r e d high on the se n se of h u m o r te s t. As a group, the stu d e n ts ra te d high on the q u e stio n n a ire s c o re d h ig h e r on the se n se of h u m o r te s t th an did the group re c e iv in g no v o te s on the q u e stio n n a ire . As m e a s u re d b y the K o lm o g o ro v -S m irn o v tw o -sa m p le te s t (S iegel, 1956:129), the groups; d iffe re d sig n ific a n tly . 113 As m e a s u re d by the p ro d u c t-m o m e n t c o e ffic ie n t of c o r r e la tio n , the re la tio n betw een q u e stio n n a ire ra tin g s and t e s t s c o re s w as v e ry sig n ific a n t, w ith a c a lc u la te d p o sitiv e r of . 30 fo r the e n tire sa m p le of 174. The ra tin g s of te a c h e rs d iffe re d fro m the ra tin g s of p e e rs in id en tify in g s e n s e of h u m o r in stu d e n ts. T h ere w as an a v erag e a g re e m e n t of only 53 p e r c e n t b etw een ch o ic es of te a c h e rs and p e e r s . T h ere w as v e ry little a g re e m e n t b etw een the ra tin g s of te a c h e r s , the ra tin g s of stu d e n ts , and s c o r e s on the te s t of se n se of h u m o r, in c la s s ro o m g ro u p s. P e rc e iv e d C re a tiv ity S tudents p e rc e iv e d to be high in c re a tiv ity as in d ic ate d by p e e r ra tin g s on the q u e stio n n a ire s c o re d high on the c re a tiv ity te s t. The a v e ra g e rh o c o e ffic ie n t of c o rre la tio n fo r the com bined sa m p le of 180 stu d e n ts w as . 33, a v e ry sig n ific a n t c o rre la tio n . The ra tin g s of te a c h e rs d iffe re d fro m the ra tin g s of p e e rs in id en tify in g c re a tiv ity in stu d e n ts . In g e n e ra l, p e e rs w e re able to id en tify c re a tiv e stu d e n ts le s s th an h a lf of the tim e ; te a c h e rs v a rie d g re a tly , h o w ev er, w ith two te a c h e rs p e rc e iv in g c re a tiv ity m o re a c c u ra te ly th an th e ir stu d e n ts , two le s s a c c u ra te ly , and two w ith the sa m e d e g re e of a c c u ra c y . As a w hole, p e e r s ' p e rc e p tio n s of c re a tiv ity w e re m o re 114 v a lid th an te a c h e r s ' p e rc e p tio n s , w hen c o m p a re d to p e rfo rm a n c e on the te s t of c re a tiv ity . C re a tiv ity and In tellig e n ce C re a tiv ity w as found to be d ire c tly re la te d to in te llig e n c e , a s m e a s u re d by re s p e c tiv e te s t s c o r e s . S ignificant S p e a rm a n rh o c o e ffic ie n ts of c o rre la tio n w e re obtained in th re e c la s s e s ; low but p o sitiv e c o rre la tio n s w e re found in th re e c la s s e s . W hen the c la s s e s w e re com bined, the c a lc u la te d P e a rs o n r c o e ffic ie n t w as .3 3 . T his fig u re is sig n ific a n t a t the . 01 le v e l of co n fid en ce, w ith 157 d e g re e s of fre e d o m . F o r c o m p a riso n , w hen the s ix in d iv id u al c la s s c o rre la tio n s w e re com bined b y c o n v e rtin g to F is h e r z v a lu e s, the a v e ra g e rh o c o e ffic ie n t w as a lso found to be . 33. C re a tiv ity and A chievem ent C re a tiv ity w as found to be d ire c tly re la te d to ach iev e m e n t, a s m e a s u re d by re s p e c tiv e te s t s c o r e s . S ig n ifican t S p e a rm a n rh o c o efficien ts of c o rre la tio n w ere obtained fo r five c la s s e s ; a low but p o sitiv e c o rre la tio n w as found in one c la s s . W hen the c o rre la tio n s w e re com bined, the a v e ra g e c o efficien t w as . 48, a sig n ific a n t fig u re a t the . 01 le v e l of confidence fo r a sa m p le of 159, C o n clu sio n s F ro m th e r e s u lts of the p ilo t stu d y it w as co n clu d ed th a t s e n s e of h u m o r is p o s itiv e ly c o rr e la te d w ith c re a tiv ity , w ith in te l lig e n c e , and w ith sc h o o l a c h ie v e m e n t. S tu d en ts r a te d b y th e ir p e e rs a s high in s e n s e of h u m o r and in c re a tiv ity s c o re high on te s ts of s e n s e of h u m o r and c re a tiv ity re s p e c tiv e ly . R a tin g s of te a c h e rs d iffe r fro m ra tin g s of p e e r s in id e n tify in g s e n s e of h u m o r and c re a tiv ity in s tu d e n ts . C re a tiv ity is p o sitiv e ly c o rr e la te d w ith in te llig e n c e and w ith sc h o o l a c h ie v e m e n t, a s m e a s u re d . V. RESULTS D a ta C o lle c te d The n a tu r e of the d a ta c o lle c te d w as e s s e n tia lly c o r r e l a tio n a l, as s ta te d p re v io u s ly . S am ple d is trib u tio n s w e re ta b u la te d of s u b je c ts ' s c o r e s and r a tin g s on th e in s tru m e n ts d e s c rib e d and s ta tis tic a l te s ts w e re a p p lie d to m e a s u re the sig n ific a n c e of th e r e la tio n b etw een v a rio u s d is trib u tio n s . Since a co m p lete s e t of s c o r e s on s e n s e of h u m o r, c r e a tiv ity , in te llig e n c e , and a c h ie v e m e n t te s ts w as n o t o b tain ed fo r e v e r y stu d e n t in the to ta l sa m p le of 642 s u b je c ts , the s iz e of the sa m p le v a rie d fro m te s t to te s t, a s show n in T ab le 5. In ad d itio n , TA B LE 5 CO M PO SITIO N OF DATA C O L L E C T E D Type of T e s t S c o re s O btained N S e n se of h u m o r R aw s c o r e s 634 C re a tiv ity S c a le d s c o r e s 642 In te llig e n c e : CTM M T o ta l IQ s c o r e s 432 SCA T T o ta l p e rc e n tile s 222 A ch iev em en t: C A T G ra d e p la c e m e n ts 434 S T E P R ead in g p e rc e n tile s 222 117 su b je c ts n am ed on the q u e stio n n a ire s v a rie d in n u m b e r fro m 634 on the s e n s e of h u m o r ra tin g to 622 stu d e n ts n am ed on the q u e stio n n a ire id en tify in g c re a tiv ity . A n a ly sis T echniques In te s tin g fo r s ta tis tic a l sig n ific a n c e , the o b jectiv e p r o c e d u re outlined by S ieg el (1956:6-14) fo r a cc e p tin g o r re je c tin g a given h y p o th esis w as adopted, w h e th er applied to p a ra m e tr ic o r to n o n p a ra m e tric s ta tis tic s . T his p ro c e d u re c o n s is te d of th e follow ing six s te p s : (1) the n u ll h y p o th esis ( H q ) , w ith its a lte rn a te r e s e a r c h h y p o th esis (H-^), w as sta te d ; (2) the s ta tis tic a l te s t a p p ro p ria te fo r te s tin g the n u ll h y p o th esis w as ch o sen ; (3) the sig n ific a n c e le v e l (a lp h a ) and the sa m p le siz e (N) w e re sp e c ifie d ; (4) the sa m p lin g d istrib u tio n of the s ta tis tic a l te s t u n d e r w as a ssu m e d ; (5) the re g io n of re je c tio n w as defined; (6) th e value of the s ta tis tic a l te s t w as co m p u ted , and if th at v a lu e fe ll in the reg io n of re je c tio n , the d e c isio n w as m ad e to r e je c t the n u ll h y p o th esis; if th a t value fe ll outside th e reg io n of re je c tio n , the d e c isio n w as m ad e th a t H q could not be r e je c te d a t the sp e c ifie d le v e l of sig n ific a n c e . B e ca u se s im ila r s e ts of d ata w e re u se d in te s tin g sev en of the nine h y p o th eses w hich follow , a co m p lete d isc u ssio n of the six i ste p s of s ta tis tic a l in fe re n c e w ould lea d to u n n e c e s s a ry red u n d an cy . ; A fter the f i r s t h y p o th esis, th e re fo re , the six ste p s w ill not alw ays 118 be in clu d ed in the p re s e n ta tio n of r e s u lts , although the p ro c e d u re u se d w as id e n tic a l in te s tin g e ac h h y p o th e sis. F in d in g s P e rtin e n t to E ach H ypothesis S ense of H u m o r and C re a tiv ity The n u ll h y p o th e sis ( H q I ) w as th a t se n se of h u m o r is not re la te d to c re a tiv ity ; the r e s e a r c h h y p o th esis (H ^l) w as th a t s e n s e of h u m o r is p o sitiv e ly c o rre la te d w ith c re a tiv ity . The s ta tis tic a l te s t c h o sen w as the P e a rs o n p ro d u c t- m o m en t c o efficien t of c o rre la tio n r , b e c a u se m e a s u re m e n ts o b ta in ed w e re on an in te rv a l sc a le and w e re a ssu m e d to r e p r e s e n t a n o rm a l b iv a ria te sa m p le d istrib u tio n (S iegel, 1956:195). A lpha w as s e t a t . 05, w hile N w as e q u al to 633, the n u m b e r of su b je c ts obtaining s c o re s on both v a ria b le s . The sa m p lin g d istrib u tio n w as the th e o re tic a l d istrib u tio n of r u n d e r H q . The p ro b a b ility of the o c c u rre n c e of a value as la rg e a s the o b se rv e d v alu e of r w as d e te rm in e d by re fe re n c e to G u ilford (1965:581). The reg io n of re je c tio n c o n siste d of a ll p o sitiv e v alu es of r w hich a r e so e x tre m e th a t the p ro b a b ility a s s o c ia te d w ith th e ir o c c u rre n c e u n d e r H q is eq u al to o r le s s th an . 05. In th is c a se , an ob tain ed r of . 09 o r h ig h e r is sig n ific a n t. 119 The d istrib u tio n of se n se of h u m o r te s t s c o r e s o b tain ed by 634 su b je c ts is given in F ig u re 11. The d is trib u tio n of c re a tiv ity te s t s c o re s a p p e a rs in F ig u re 12. F ro m the re s p e c tiv e s c o r e s of the 633 su b je c ts who took both te s ts , the value of r w as c a lc u la te d by the fo rm u la ^ N °9c ° y (G uilford, 1965:95) The value of r w as found to be .2 1 . The p ro b a b ility u n d e r H q a s s o c ia te d w ith a v alue of r a s la rg e a s . 21, w ith 631 d e g re e s of free d o m is le s s th an . 01 (G uilford, 1965:581). The d e c isio n w as to r e je c t H q in fa v o r of H-^. S ense of h u m o r is p o sitiv e ly c o rr e la te d w ith c re a tiv ity . S ense of H um or and In tellig e n ce The n u ll h y p o th esis ( H q 2 ) w as th a t s e n s e of h u m o r is not r e la te d to in te llig e n c e ; the r e s e a r c h h y p o th e sis (H^2) w as th a t se n se of h u m o r is p o sitiv e ly c o rre la te d w ith in te llig e n c e . A gain, the s ta tis tic a l te s t c h o sen w as the P e a rs o n r . A lpha re m a in e d s e t a t . 05, w hile N in th is c a se w as 414 fo r the CTM M in te llig e n c e te s t, 149 fo r the SCA T. Two s e p a ra te c o rre la tio n s w e re co m p u ted , one fo r e a c h IQ te s t u se d . The sa m p lin g d istrib u tio n w as the sa m e a s in H q I , and the re g io n of re je c tio n w as id e n tic a l. An obtained c o efficien t of c o rre la tio n of . 10 o r h ig h e r is sig n ific a n t w ith an N S c o re f 64 xx 2 63 x 1 62 x N = 634 1 61 xxx 3 60 xxx 3 59 xxxx 4 58 xxxxxxxxxx 10 57 xxxxxxxxx 9 56 xxxxxxxxxxxxxxxxxxxx 20 5 5 xxxxxxxxxxxxxxxx 16 54 xxxxxxxxxxxxxxxxxxxxxxxxxxxx 2 8 53 xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx 45 52 xxxxxxxxxxxxxxxxxxxxxxxxx 25 51 xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx 31 5 0 xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx 3 5 49 xxxxxxxxxxxxxxxxxxxxxxxxxxxxxx 30 48 xxxxxxxxxxxxxxxxxxxxxxxxxxx 27 47 xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx 37 46 xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx 54 45 xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx 31 44 xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx 31 43 xxxxxxxxxxxxxxxxxxxxxxx 23 41 xxxxxxxxxxxxxxxxxxxx 20 40 xxxxxxxxxxxxxxxxxxxxx 21 3 9 xxxxxxxxxx 10 38 xxxxxxxxxxxxxxxxxxxxxxxx 24 37 xxxxxxxxxxxxxxxx 16 3 6 xxxxxxxxxxxxxxxxxxxxxxx 2 3 3 5 xxxxx 5 34 xxxxxx 6 33 xxxxx 5 32 xxxxxxx M ean: 4 6 .7 7 31 xxxx 4 30 x SD: 5 .4 1 29 x 1 28 x 1 F ig . 11--D is trib u tio n of s e n s e of h u m o r t e s t s c o r e s 121 S caled S co re f 99-100 97-98 95-96 X X 2 0 0 93-94 X X 2 91-92 xxxxxx N = 642 6 89-90 xxxx 4 87-88 xxxxxxxx 8 85-86 xxxx 4 83-84 xxxxxxxxxxx 11 81-82 xxxxxxxxxxxxxxxxxxxxxxx 23 79-80 xxxxxxxxxxxxxxxxxxxxxx 2 2 77-78 xxxxxxxxxxxxxxxxxxxxxxxxx 25 75-76 xxxxxxxxxxxxxxxxxxxxxxxxxxxx 28 73-74 xxxxxxxxxxxxxxxxxxxxxxxxxxxxxx 30 71-72 xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx 44 69-70 xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx 42 67-68 xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx 43 65-66 xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx 37 63-64 xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx 36 61-62 xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx 46 59-60 xxxxxxxxxxxxxxxxxxxxxxxxxxxxx 29 57-58 xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx 39 55-56 xxxxxxxxxxxxxxxxxxxxxxxxx 25 53-54 xxxxxxxxxxxxxxxxxxxxxxxxx 25 51-52 xxxxxxxxxxxxxxxxxxxx 20 4 9-50 xxxxxxxxxxxxxxxxxxxxxxxxx 25 47-48 xxxxxxxxx 9 45-46 xxxxxxxxxxxx 12 43-44 xxxxxxxxxx 10 41-42 xxxxxxxxxx 10 39-40 xxxxxxxxxx 10 37-38 X 1 35-36 X 1 33-34 X X 2 31-32 X X 2 29-30 xx M ean: 64. 1 2 27-28 X 1 25-26 x SD: 13, 1 1 23-24 21-22 X X 2 0 19-20 X 1 17-18 X 1 15-16 X 1 13-14 X 1 F ig . 12--D is trib u tio n of c re a tiv ity te s t s c o re s 122 of 414, . 17 w ith an N of 149. The d istrib u tio n of intelligence t e s t s c o r e s fo r 432 su b je c ts on the CTMM a p p e a rs in F ig u re 13. S c o re s of 222 stu d e n ts on the T o ta l IQ S c o re f 139-141 136-138 X X 2 0 133-135 X X N = 432 2 130-132 xxxxx 5 127-129 xxxxxxxx 8 124-126 xxxxxx 6 121-123 xxxxxxxxxxxxxxxx 16 118-120 xxxxxxxxxxxxxxxxxxxxxxx 23 115-117 xxxxxxxxxxxxxxxxxxxxxxxxx 25 112-114 xxxxxxxxxxxxxxxxxxxxxxxx 24 109-111 xxxxxxxxxxxxxxxxxxxxxxxxxxxxxx 30 106-108 xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx 31 103-105 xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx 36 100-102 xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx 33 97-99 xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx 34 94-96 xxxxxxxxxxxxxxxxxxxxxxxxxxx 27 91-93 xxxxxxxxxxxxxxxxxxxxxxxxxxx 27 88-90 xxxxxxxxxxxxxxxxxxxxxxxxxx 26 85-87 xxxxxxxxxxxxxxxxxxx 19 82-84 xxxxxxxxxxxxxx 14 79-81 xxxxxxxxxxx 11 76-78 xxxxxxxxxx 10 73-75 xxxxxx 6 70-72 xxxxxx M ean: 101 6 67-69 xxxxxx 6 64-66 x SD: 15.1 1 61-63 xxxx 4 58-60 X 1 F ig . 1 3 --D is trib u tio n of T o tal IQ s c o re s on the CTMM in te llig e n c e te s t. SCA T a re given in F ig u re 14. P e rc e n tile S co re f 95-99 xxx 3 90-94 xxxxxxxxxx 10 85-89 xxxxxxxx 8 80-84 xxxxxx N = 222 6 75-79 xxxxxxxxxxxxx 13 70-74 xxxxxxx 7 65-69 xxxxxxxxxxxxxxxxx 17 60-64 xxxxxxxxxxxxxxxxxx 18 55-59 YVYYYy CTYYYYVYYYYT 18 50-54 45-49 xxxxxxxxxxxxxxxx 0 16 40-44 xxxxxxxxxxxxxxxxxxxxxxxx 24 35-39 1 I 16 30-34 xxxxxxxxxxxxxxxx 16 25-29 xxxxxxxxxxxxx M ean: 49. 4 13 20-24 xxxxxxxxxxxxxxx 15 15-19 xxxxxxx S. D. : 2 3 .8 7 10-14 xxxxxxx 7 5-9 xxxxx 5 0-4 xxx 3 F ig . 1 4 --D istrib u tio n of T o tal IQ p e rc e n tile s c o re s on the SCAT in te llig e n c e te s t The c o rre la tio n b etw een s e n s e of h u m o r s c o re s and IQ s c o re s on the CTMM w as c a lc u la te d to be e q u al to .1 7 . The c o r r e la tio n b etw een se n se of h u m o r s c o r e s and to ta l p e rc e n tile s c o r e s on the SCAT w as . 24. The p ro b a b ility a s s o c ia te d w ith v alu es of r a s la rg e as th e se u n d e r H q is le s s th an . 01 in e ac h c a se . The d e c isio n w as to r e je c t H q in fa v o r of H ^. Sense of h u m o r is p o sitiv e ly c o r - ; r e la te d w ith in te llig e n c e . S ense of H u m o r and A ch iev em en t P r e c is e ly the sa m e p ro c e d u re w as follow ed in te s tin g the sig n ific an c e of the re la tio n b etw een se n se of h u m o r and ach iev em en t as betw een se n se of h u m o r and in te llig e n c e . A ch iev em en t a s M e a su re d by T e s ts The n u ll h y p o th esis ( H q 3 ) w as th a t se n se of h u m o r is not re la te d to sch o o l a c h ie v e m e n t a s m e a s u re d by sta n d a rd iz e d a ch iev e m e n t te s ts ; the r e s e a r c h h y p o th esis (H^3) w as th a t se n se of h u m o r is p o sitiv e ly c o rr e la te d w ith sc h o o l a ch iev e m e n t, as m e a s u re d by sta n d a rd iz e d a c h ie v e m e n t te s ts . The value of N fo r the CAT sa m p le w as 425, fo r the S T E P , 149. An obtained c o rre la tio n co efficien t of . 10 o r h ig h e r is sig n ific a n t w ith an N of 425, w hile an o btained r of . 17 is sig n ific a n t w ith an N of 149. The d istrib u tio n of a ch iev e m e n t t e s t s c o re s fo r 434 s tu dents on the CAT is given in F ig u re 15. F ig u re 16 show s the d is trib u tio n of p e rc e n tile s c o re s fo r 222 stu d e n ts on the S T E P re a d in g te s t. The c o e ffic ie n t of c o rre la tio n b etw een se n se of h u m o r s c o re s and to ta l g rad e p la c e m e n t s c o re s on the CA T w as found to be . 24. The c o rre la tio n b etw een se n se of h u m o r s c o r e s and p e r c e n tile s c o re s on the S T E P re a d in g te s t w as a ls o . 24. The p ro b a b ility T o tal G rade P la c e m e n t f 12. 0- 1 2 .4 X 1 U . 5- 11. 9 xxx 6 U . 0- 1 1 .4 xxxx N = 434 8 10. 5- 10. 9 xxxxxxxxxx 19 10. 0- 10. 4 xxxxxxxxxxxxxx 28 9. 5- 9. 9 xxxxxxxxxxx 22 9. 0- 9 .4 xxxxxxxxxxxxxx 28 8. 5- 8. 9 xxxxxxxxxxxxxxxxxxxxxx 43 8. 0- 8. 4 xxxxxxxxxxxxxxxxxxxxxxxx 48 7. 5- 7. 9 xxxxxxxxxxxxxxxxxxxxxxx 46 7. 0- 7 .4 xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx 61 6. 5- 6. 9 xxxxxxxxxxxxxxxxxxxxxxxxxx 52 6. 0- 6. 4 xxxxxxxxxxxxxxx 29 5. 5- 5. 9 xxxxxxxxxxxxxx 28 5. 0- 5 .4 xxxx M ean: 8. 0 8 4. 5- 4. 9 xx SD: 1 .6 4 F ig . 1 5 --D istrib u tio n of to ta l g rad e p la c e m e n t s c o r e s on the C A T a s s o c ia te d w ith an r as la rg e as . 24 u n d e r H q is le s s th an . 01 in e ac h c a s e . The d e c isio n w as to r e je c t H q in fa v o r of H^. S ense of h u m o r is p o sitiv e ly c o rr e la te d w ith sch o o l a ch iev e m e n t, as m e a s u re d by s ta n d a rd iz e d te s t s c o r e s . A ch iev em en t as M e a su re d by M ark s The n u ll h y p o th e sis ( H q 4 ) w as th a t se n se of h u m o r is p o s i tiv e ly c o rre la te d w ith sc h o o l a ch iev e m e n t, as m e a s u re d by r e p o r t- c a rd m a rk s ; the r e s e a r c h h y p o th e sis (H-^4) w as th a t se n se of hum or; is n e g a tiv e ly c o rr e la te d w ith sch o o l a ch iev e m e n t, a s m e a s u re d by P e rc e n tile S core f 95-99 xxxxxxxxxxxxxxxxxxx 19 90-94 xxxxxxxxxxxxxx 14 85-89 xxxxxxxxxxxxxxxxxxx 19 80-84 xxxxx N = 222 5 75-79 xxxxxxxxxxxxx 13 70-74 xxxxxxxxxxxxxxxxxxxx 20 65-69 xxxxxxxxxx 10 60-64 y y y y y y y y y y y y y y y y 16 55-59 xxxxxxxx 8 50-54 xxxxxxxxxxxxxxxxxxxx 20 45-49 xxxxxxx 7 40-44 xxxxx 5 35-39 xxxxxxxxxxxxxxxxxxxxxx 22 30-34 xxxxxx 6 25-29 xxxxxxxxx M ean: 58. 3 9 20-24 xxxxxxxxxxx 11 15-19 xxxxxx SD: 2 5 .9 6 10-14 xxxxxxxxxx 10 5-9 XX 2 F ig . 1 6 --D istrib u tio n of p e rc e n tile s c o r e s on the S T E P re a d in g te s t r e p o r t- c a r d m a rk s . The v alu e of N w as 248. An obtained c o r r e l a tion c o efficien t of . 14 o r la r g e r is sig n ific a n t a t th e sp e cified le v e l of confidence, w ith 246 d e g re e s of fre e d o m . The P e a rs o n p ro d u c t-m o m e n t c o rre la tio n c o efficien t b e tw een g rad e p oint a v e ra g e s com puted fro m r e p o r t- c a r d m a rk s and s c o r e s on the se n se of h u m o r te s t w as a p o sitiv e . 32. The p r o b a b ility a s s o c ia te d w ith su ch a value of r u n d er H q is le s s th an . 0 1 . Since the obtained c o rre la tio n w as p o sitiv e in ste a d of n e g ativ e , the 127 d e cisio n w as to r e je c t H-^ in fa v o r of H q . T h ere w as not a n eg ativ e c o rre la tio n b etw een te s t s c o r e s and m a r k s . T h ere is a p o sitiv e c o rre la tio n betw een se n se of hu m o r and r e p o r t- c a r d m a rk s , as m e a su re d . P e rc e iv e d Sense of H um or The p ro c e d u re fo r te s tin g the sig n ific a n c e of the re la tio n b etw een se n se of h u m o r a s p e rc e iv e d b y p e e rs and as m e a s u re d b y te s t s c o r e s w as e x a c tly the sa m e as o u tlin e d above. O nly the s p e cific s ta tis tic a l te s t and re la te d d istrib u tio n s d iffe re d . The n u ll h y p o th esis ( H q 5 ) w as th a t stu d e n ts ra te d b y th e ir p e e rs a s high in se n se of h u m o r w ill n o t s c o re high on a te s t of se n se of h u m o r; the r e s e a r c h h y p o th e sis (H-^5) w as th a t stu d e n ts ra te d by th e ir p e e rs a s high in se n se of h u m o r w ill s c o re high on a te s t of se n se of h u m o r. The s ta tis tic a l t e s t ch o sen w as the K o lm o g o ro v -S m irn o v tw o -sa m p le te s t (Siegel, 1956:127). T his te s t w as c h o sen b e c a u se the a ssu m p tio n s of a n o rm a l d istrib u tio n did not ap p ly in th is c a se and m e a s u re m e n t w as n o t n e c e s s a r ily on an in te rv a l s c a le . The K o lm o g o ro v -S m irn o v te s t m e a s u re s w h e th er tw o in d ep en d en t sa m p le s have b een draw n fro m the sa m e population. A o n e -ta ile d te s t w as u se d to te s t the a ssu m p tio n th a t the s c o r e s of stu d e n ts ra te d by th e ir p e e rs as high in se n se of h u m o r a re h ig h e r than the 128 s c o re s of stu d e n ts not ra te d as high on the q u e stio n n a ire . The sig n ific a n c e le v e l w as s e t a t an alp h a of . 05. The s iz e s of n^ and n^ could be d e te rm in e d only a fte r the d a ta w ere c o l le c te d , b a se d upon the fre q u e n c y of high and low ra tin g s on the q u e stio n n a ire . A s defined, n^ in th is c a se w as 79 (high), rig w as 82 (low). The sa m p lin g d istrib u tio n w as the d istrib u tio n of chi sq u a re w ith two d e g re e s of fre e d o m , fro m the fo rm u la 4 D2 ( n ^ ) x = --------------------- (n -|_ "^Hg) (S iegel, 1956:133) w h e re D eq u als the m ax im u m d ev iatio n b etw een th e two sa m p le s as d e te rm in e d by th e K o lm o g o ro v -S m irn o v te s t. The p ro b a b ility a s so c ia te d w ith an o b se rv e d v alue of D w as d e te rm in e d by com puting x 2 fro m the fo rm u la and r e f e r r in g to the tab le in S ieg el (1956:249). 2 The re je c tio n re g io n c o n s is te d of a ll v a lu e s of x so la rg e th a t the p ro b a b ility a s s o c ia te d w ith th e ir o c c u rre n c e u n d e r H q fo r two d e g re e s of fre e d o m w as e q u al to o r le s s th an a lp h a , o r . 05. The d is trib u tio n of v o tes on the se n se of h u m o r q u e stio n n a ire a p p e a rs in F ig u re 17. To apply the s ta tis tic a l te s t, two c o m p a ris o n s w e re m a d e . In the f i r s t , the se n se of h u m o r te s t s c o re s of the 79 high r a t e r s w e re c o m p a re d w ith the t e s t s c o r e s of the 82 low r a t e r s . The v alu e of D w as com puted to be . 347, w ith a r e - 129 120 110 634 N um ber of stu d e n ts: M edian n u m b er of v o tes: i> ■rH M inim um v o te s: 80 0 ) o C D M axim um v o tes: 70 a B C Q 60 50 40 30 20 35 25 30 40 45 10 20 15 0 5 N u m b er of v o tes re c e iv e d F ig . 17--F re q u e n c y of stu d e n ts re c e iv in g given n u m b e r of v o tes on p e e r se n se of h u m o r q u e stio n n a ire 9 9 su itin g x value of 19. 4. The p ro b a b ility a s s o c ia te d w ith su ch a x w ith tw o d e g re e s of fre e d o m is le s s th an . 001. Since th is v alu e w as s m a lle r th an . 05, the d e c isio n w as to r e je c t H q in fa v o r of H-^. As a ch eck , a se co n d c o m p a ris o n w as m ad e . The n u m b e r j of v o tes re c e iv e d by the stu d e n ts s c o rin g high on the se n se of 130 h u m o r te s t w as c o m p a re d w ith the n u m b e r of v o tes re c e iv e d b y the stu d e n ts sc o rin g low on the s e n s e of h u m o r te s t. In th is c a se n^ w as 120, n^ w as 139. The value of D w as com puted to be . 218, ! i p ! w ith x eq u al to 12. 25. The p ro b a b ility a s s o c ia te d w ith su ch a 1 p valu e of x is le s s th a n . 01. Since th is v alu e w as s m a lle r th an . 05, the d e cisio n w as to r e je c t H q in fa v o r of H j. Students r a te d by th e ir p e e rs a s high in se n se of h u m o r w ill s c o r e high on a te s t of se n se of h u m o r. P e rc e iv e d C re a tiv ity The n u ll h y p o th esis (H q6) w as th a t stu d e n ts ra te d by th e ir ; ! p e e rs as high in c re a tiv ity w ill n o t s c o re high on a c re a tiv ity te s t; the r e s e a r c h h y p o th e sis (H-^6) w as th a t stu d e n ts ra te d by th e ir p e e r s as high in c re a tiv ity w ill s c o re high on a te s t of c re a tiv ity . ; The s ta tis tic a l te s t u se d to m e a s u re the re la tio n betw een p e e r s ' p e rc e p tio n s of c re a tiv ity and c re a tiv ity te s t s c o r e s w as the s a m e a s in the s e n s e of h u m o r c o m p a riso n , the K o lm o g o ro v - S m irn o v tw o -sa m p le te s t. ’ I The re m a in in g ste p s w e re a ls o the sa m e as w ith the se n se j of h u m o r te s t. In th is c a se , the n u m b e r of stu d e n ts ra te d high on the q u e stio n n a ire w as 120, the n u m b e r of stu d e n ts ra te d low w as j i 128, The d istrib u tio n of v o tes re c e iv e d by stu d e n ts on the c re a tiv - j ity q u e stio n n a ire s of th e ir p e e rs is show n in F ig u re 18. j 131 140 130 120 622 N um ber of stu d e n ts: 110 i 1 0 0 S 3 M edian n u m b e r of v o te s: M inim um v o tes: M axim um v o te s: 80 + ■ * S3 0 B m 70 60 o i > ^ o S 3 0 S 3 C T 0 U |X ) 50 40 30 20 10 35 30 40 45 20 25 5 0 10 15 N u m b er of votes re c e iv e d P ig . 1 8 --F re q u e n c y of stu d en ts re c e iv in g given n u m b e r of v o tes on p e e r c re a tiv ity q u e stio n n a ire A gain, tw o c o m p a riso n s w ere m a d e . In th e f ir s t, t e s t s c o re s w e re c o m p a re d by q u e stio n n a ire ra tin g g ro u p s. The v alu e 2 of D w as found to be . 290, re s u ltin g in a x of 20. 8. In the se co n d ... " 132 c o m p a riso n , ch ec k in g the n u m b e r of q u e stio n n a ire v o tes by te s t O s c o re g ro u p s, th e v alu e of D w as . 328, and x w as c a lc u la te d to eq u al 19. 1. In e a c h c o m p a riso n , the a s s o c ia te d p ro b a b ility w as le s s th an . 001. The d e c isio n w as to r e je c t H q in fa v o r of H-^. S tu d en ts r a te d by th e ir p e e r s as high in c re a tiv ity w ill s c o re high on a c re a tiv ity te s t. T e a c h e rs ' R atings The n u ll h y p o th esis ( H q 7 ) w as th a t ra tin g s of te a c h e rs w ill not d iffe r fro m ra tin g s of p e e r s in id en tify in g se n se of h u m o r and c re a tiv ity in th e sa m e stu d e n ts; the r e s e a r c h h y p o th esis (H^7) w as th a t ra tin g s of te a c h e rs w ill d iffe r fro m ra tin g s of p e e rs in id e n ti fying s e n s e of h u m o r and c re a tiv ity in the sa m e stu d e n ts. T his h y p o th e sis is r e a lly two h y p o th eses in one, the f i r s t re g a rd in g ra tin g of se n se of h u m o r and the seco n d ra tin g of c r e a tiv ity . R atin g S ense of H um or A d iffe re n t s ta tis tic a l te s t had to b e u se d in c o m p a rin g te a c h e r s ' ra tin g s w ith p e e r s ' ra tin g s , sin c e the d istrib u tio n of te a c h e r s ' ra tin g s c o n siste d of the v o tes of tw enty-one te a c h e rs fo r e ig h ty -n in e stu d e n ts , w hile th e ra tin g s of p e e r s c o n siste d of m u tu a l v o tes of 634 stu d e n ts . 133 The s ta tis tic a l te s t w as the S p e a rm a n ra n k -d iffe re n c e c o e ffic ie n t of c o rre la tio n , ch o sen b e c a u se of the la c k of a n o rm a l d is trib u tio n and of an in te rv a l s c a le . In e ac h sch o o l, the n a m e s of stu d e n ts re c e iv in g v o te s on the te a c h e r s ' q u e stio n n a ire s w ere p la c e d in ra n k o r d e r a c c o rd in g to v o te s and p o in ts. The to ta l n u m b e r of v o tes re c e iv e d by th e se sa m e stu d e n ts on the p e e r s ’ q u estio n n a ir e s w as th en ta b u la te d , and th e s e ra tin g s p la c e d in ra n k o rd e r. The ra n k -d iffe re n c e c o rre la tio n w as th en c a lc u la te d a c c o rd in g to the u s u a l fo rm u la (S iegel, 1956:204), fo r e a c h of th re e sc h o o ls. The th re e rh o c o e ffic ie n ts o b tain ed w e re re s p e c tiv e ly . 34, . 47, and . 16. T h ese th re e c o e ffic ie n ts w e re co m bined by c o n v e rt in g them to F i s h e r 's z c o e ffic ie n ts, a c c o rd in g to the m eth o d d e s c rib e d by G uilford (1965:349). A c o rre la tio n of . 22 w ould be s ig n ific a n t a t the sp e c ifie d le v e l of confidence. The re s u ltin g a v e ra g e co e ffic ie n t w as . 33, w ith 80 d e g re e s of fre e d o m . The p ro b a b ility a s s o c ia te d w ith an obtained c o rre la tio n c o e ffic ie n t of su ch m a g n i tude is le s s th an . 01. The d e c isio n w as to r e je c t H-^ in fa v o r of H q . T e a c h e rs ' ra tin g s of se n se of h u m o r did n o t d iffe r sig n ific a n tly fro m p e e r s ' ra tin g s , w hen ra tin g the sa m e stu d e n ts. R ating C re a tiv ity F o llo w in g the sam e p ro c e d u re a s in c o m p a rin g s e n s e of h u m o r ra tin g s , rh o c o efficien ts of c o rre la tio n w e re ob tain ed eq u al 134 to . 38, . 52, and . 07 fo r the th re e re s p e c tiv e sc h o o l s a m p le s . A c o rre la tio n of . 23 w ould be sig n ific a n t, w ith 71 d e g re e s of fre e d o m . The ob tain ed a v e ra g e c o e ffic ie n t w as . 34. The p ro b a b ility a s s o c i a te d w ith su ch a c o e ffic ie n t is le s s th an . 01. The d e c isio n w as to r e je c t in fa v o r of H q . T e a c h e rs ' ra tin g s of c re a tiv ity did not d iffe r sig n ific a n tly fro m p e e r s ' ra tin g s of the sa m e stu d e n ts. C re a tiv ity and In te llig e n c e The n u ll h y p o th e sis ( H q 8 ) w as th a t c re a tiv ity is not re la te d ! to in te llig e n c e ; the r e s e a r c h h y p o th esis (H-^8) w as th a t c re a tiv ity is p o sitiv e ly c o rr e la te d w ith in te llig e n c e . The P e a rs o n c o e ffic ie n t of c o rre la tio n w as em p lo y ed to te s t the sig n ific an c e of the re la tio n , as in p re v io u s c o m p a ris o n s. In th is c o m p a riso n , N w as 421 fo r the CTMM in te llig e n c e te s t and 149 fo r the SCAT. The two c o e ffic ie n ts of c o rre la tio n ob tain ed w ere re s p e c tiv e ly . 55 b etw een c re a tiv ity s c o r e s and IQ s c o re s on the CTMM and . 19 b etw een c re a tiv ity s c o r e s and p e rc e n tile s c o re s on the SCAT. The p ro b a b ility a s s o c ia te d w ith an r of .5 5 is le s s th an .01. The p ro b a b ility of an r of . 19 is le s s than . 05. The d e c isio n w as to r e je c t H q in fa v o r of H ^, fo r both te s ts . C re a tiv ity is p o sitiv e ly c o rr e la te d w ith in te llig e n c e . C re a tiv ity and A ch iev em en t The n u ll h y p o th esis < H q 9 ) w as th a t c re a tiv ity is not re la te d 135 to a c h ie v e m e n t; th e r e s e a r c h h y p o th e sis (H-^9) w as th a t c re a tiv ity is p o s itiv e ly c o rr e la te d w ith a c h ie v e m e n t. C o e ffic ie n ts of c o rre la tio n w e re o b tain ed b etw een c r e a tiv ity t e s t s c o r e s and b etw een s c o r e s on the two te s ts of sc h o o l a c h ie v e m e n t. The c o e ffic ie n t b etw een c re a tiv ity te s t s c o r e s and to ta l g ra d e p la c e m e n t s c o r e s on the C A T fo r an N of 434 w as . 50, The c o e ffic ie n t b e tw ee n c r e a tiv ity t e s t s c o r e s and p e rc e n tile s c o r e s on the S T E P re a d in g t e s t fo r 150 s u b je c ts w as . 15. The p ro b a b ility a s s o c ia te d w ith an r of . 50 is le s s th a n .01. The p ro b a b ility of an r of . 15 w ith 148 d e g re e s of fre e d o m is g r e a t e r th a n . 05. The d e c isio n w as to r e j e c t H q in fa v o r of H^ in the CA T s a m p le , and to r e j e c t H-^ in fa v o r of H q in the S T E P sa m p le . C r e a tiv ity is p o s itiv e ly c o r r e la te d w ith sc h o o l a c h ie v e m e n t a s m e a s u re d b y to ta l g ra d e p la c e m e n t s c o r e s on the CA T, b u t n o t re la te d to sc h o o l a c h ie v e m e n t as m e a s u re d b y p e rc e n tile s c o r e s on the S T E P re a d in g te s t. S u m m a ry of R e la tio n s h ip s O b se rv e d F o r c o n v en ien ce, a b r ie f g ra p h ic s u m m a ry is given h e re of the re la tio n s h ip s o b s e rv e d b etw een v a ria b le s a s th e y p e rta in to e ac h h y p o th esis p re s e n te d in th is c h a p te r. T able 6 s u m m a riz e s the p ro d u c t-m o m e n t c o e ffic ie n ts of c o rre la tio n o b tain ed b etw een s e n s e of h u m o r and c re a tiv ity , s e n s e 136 TABLE 6 PEARSON CORRELATIONS B E T W E E N VARIABLES H y p o th esis V a ria b le s C o m p are d N r E H i 1 S /H v s . C r e a 633 .2 1 o • V H-,2 S /H v s. IQ (CTMM) 414 . 17 < . 01 X S /H v s. IQ (SCAT) 149 . 24 < . 01 H 13 S /H v s. A ch (CAT) 425 .2 4 01 ** S /H v s. A ch (STEP) 149 .2 4 <. 01 H q4 S /H v s . A ch (GPA) 248 . 32 < . 01 H 18 C re v s. IQ (CTMM) 421 . 55 < . 01 C re v s. IQ (SCAT) 149 . 19 < . 05 * H 19 C re v s. A ch (CAT) 434 .5 0 < . 01 ** H09 C re v s. A ch (STEP) 150 .1 5 >. 05 n. s . aS/H : se n se of h u m o r, C re : c re a tiv ity , IQ: in te llig e n c e , Ach: a ch iev e m e n t, GPA: g rad e p o in t a v erag e ^S ignificant at th e . 05 le v e l of confidence ^ S ig n ific a n t a t th e . 01 le v e l of confidence of h u m o r and in te llig e n c e , s e n s e of h u m o r and a c h ie v e m e n t, c r e a tiv ity and in te llig e n c e , and c re a tiv ity and a ch iev e m e n t. The r e s u lts of th e c o m p a riso n s betw een te s t s c o re s and q u e stio n n a ire ra tin g s , a s m e a s u re d by the K o lm o g o ro v -S m irn o v te s ts , a re p re s e n te d in T able 7. The c o e ffic ie n ts of c o rre la tio n obtained b etw een the ra tin g s TABLE 7 KOLM OGOROV-SMIRNOV T E S T X 2 VALUES No. V a ria b le s C o m p are d 112 X^ df p H 15 S /H t e s t s c o re s of High v s . Low S 's on S /H Q v o te s 79 82 19. 4 2 < .0 1 * * S /H Q v o tes of High v s . Low S 's on S /H t e s t s c o r e s 120 139 1 2 .3 2 < .0 1 * * H i 6 C re t e s t s c o re s of High v s . Low S 's on C re Q v o tes 120 128 20. 8 2 < .0 1 * * C re Q v o tes of High v s. Low S 's on C re t e s t s c o r e s 83 95 19. 1 2 < .0 1 ** **S ignificant a t the . 01 le v e l of confidence of te a c h e rs and the r a tin g s of p e e rs on the two q u e stio n n a ire s a p p e a r in Table 8. A co m p lete su m m a ry of the r e s u lts and m a jo r fin d in g s, w ith a d isc u ssio n of the im p lic a tio n s and c o n clu sio n s, is p re s e n te d in th e follow ing c h a p te r. TABLE 8 SPEARM AN CORRELATIONS B ETW EEN TEA C H ER S’ AND P E E R S ' QUESTIONNAIRE RATINGS H ypothesis Q u e stio n n a ire School N rh o P Ho7 S ense of hu m o r "R " 28 .4 7 < . 05 "S" 34 .3 4 < . 05 * "B " 27 . 16 - - > . 05 n. s. A verage . 33 < .0 1 ** H 07 C re a tiv ity "R " 29 . 07 > . 05 n. s . "S" 26 . 52 < . 01 "B " 25 . 38 < . 05 * A verage . 34 < . 01 ** ^S ig n ifican t a t the . 05 le v e l of confidence ^ S ig n ific a n t a t the . 01 le v e l of confidence n. s. N ot sig n ific a n t A n a ly sis of R e la tio n sh ip s O b serv e d D istrib u tio n of S c o res S c o re s on the v a rio u s in s tru m e n ts w e re ta b u la te d to d e lin eate the "high" and "low " c o m p a riso n g ro u p s, a s defined. F ig u re 19 show s the re la tiv e s c o r e s of the c o m p a riso n g ro u p s on the r e sp e ctiv e te s ts . T his d istrib u tio n , u sin g 1 sta n d a rd d ev iatio n a s the c r i te rio n fo r H igh and Low c la s s ific a tio n , r e s u lte d in c o m p a riso n 139 "L o w '1 g ro u p s: 1 SD below the m ea n o r lo w e r '’H ig h '1 g ro u p s: 1 SD above the m e a n o r h ig h e r M +1 SD +2 SD -2 SD -2 SD -1 SD M +1 SD +2 SD Low s c o r e s T e sts High s c o r e s 35. 9 41. 3 S ense of H um or 52. 1 57. 5 37. 9 51. 0 C re a tiv ity 77. 2 90. 3 70. 8 85. 9 In tellig e n ce (CTM M ) 116. 1 131. 2 1. 8 25. 6 In tellig e n ce (SCAT) 73.2 97. 0 4 .9 6. 5 A ch iev em en t (CAT) 9. 6 11. 2 6. 5 32. 4 A ch iev em en t (ST E P) 84. 2 ------- F ig . 1 9 --D is trib u tio n of s c o re s show ing H igh and Low g ro u p s on sp e c ific te s ts gro u p s of the follow ing s iz e s : Sense of h u m o r: 143 H igh, 143 Low C re a tiv ity : 93 H igh, 97 Low In te llig e n c e : 106 H igh, 93 Low A chievem ent: 122 H igh, 81 Low W hen 2 x 2 co m b in atio n s w e re d e te rm in e d fo r each of the c la s s ific a tio n s in c re a tiv ity , in te llig e n c e , and a ch iev e m e n t, the siz e of e ac h re s p e c tiv e group w as re d u c e d c o n sid e ra b ly . F ig u re 20 gives the fre q u e n c y d istrib u tio n of stu d e n ts c la s s ifie d as High and Low in c re a tiv ity and in te llig e n c e . 140 In te llig e n c e H igh L ow C re a tiv ity H igh 29 3 32 Low 2 41 43 31 44 75 F ig . 2 0 - -F o u rfo ld d is trib u tio n of s tu d e n ts s c o rin g H igh and Low in c re a tiv ity and in te llig e n c e The sig n ific a n c e of th is d is p a r ity w as te s te d b y th e chi 2 s q u a r e te s t. T he v alu e of x w as c a lc u la te d to be 5 6 .1 . The p ro b - a b ility a s s o c ia te d w ith th is x is le s s th an . 001. It w as co n clu d ed th a t th e re w as a s ig n ific a n t d ev iatio n fro m ra n d o m n e s s , and th a t H igh and Low c re a tiv ity a r e sig n ific a n tly r e la te d to H igh and Low in te llig e n c e re s p e c tiv e ly . The fre q u e n c y d is trib u tio n of stu d e n ts c la s s ifie d a s H igh an d Low in in te llig e n c e an d a c h ie v e m e n t a p p e a rs in F ig u re 21. The A c h iev e m e n t H igh Low In te llig e n c e H igh Low 71 0 1 42 72 42 71 43 114 F ig . 2 1 - -F o u rfo ld d is trib u tio n of stu d e n ts s c o rin g H igh and Low in a c h ie v e m e n t and in te llig e n c e 141 c a lc u la te d chi sq u a re value f o r th is d istrib u tio n w as 108. The prob- 2 a b ility a s s o c ia te d w ith a x of such m ag n itu d e is le s s than . 001. It w as concluded th a t th e re w as a sig n ific a n t re la tio n s h ip betw een High o r Low in te llig e n c e s c o r e s and H igh o r Low a ch iev e m e n t s c o re s re s p e c tiv e ly . The fo u rfo ld tab le in F ig u re 22 c o m p a re s the freq u e n cy of C re a tiv ity A ch iev em en t H igh Low H igh 34 3 37 Low 1 34 35 35 37 72 F ig . 22--F o u rfo ld d istrib u tio n of stu d e n ts sc o rin g H igh and Low in a c h ie v e m e n t and c re a tiv ity stu d e n ts sc o rin g H igh and Low in c re a tiv ity and a ch iev e m e n t. The 2 value of x c a lc u la te d fo r th is d istrib u tio n w as 57. 0, w ith an a s so c ia te d p ro b a b ility of le s s than . 001. It w as concluded th a t High a c h ie v e m e n t is re la te d to High c re a tiv ity , and Low a ch iev e m e n t to Low c re a tiv ity . When se n se of h u m o r s c o r e s w ere com bined w ith H igh and Low s c o r e s in c re a tiv ity , in te llig e n c e , and a ch iev e m e n t, the r e su ltin g 2 x 2 c o m b in atio n s in d ic ate d the re la tio n b etw een th ese v a ria b le s . F ig u re 23 g iv es the s e n s e of h u m o r d istrib u tio n of s tu - C re a tiv ity S ense of H um or H igh Low 142 High 14 6 20 Low 11 18 29 25 24 49 F ig . 2 3 --D istrib u tio n of stu d e n ts s c o rin g High and Low in se n se of h u m o r and c re a tiv ity d en ts c la s s ifie d as H igh and Low in c re a tiv ity . The sig n ific a n c e of th is d is p a rity w as te s te d by the chi o sq u a re te s t. The v alu e of x w as c a lc u la te d to be 4. 9. The p ro b - p a b ility a s s o c ia te d w ith th is x is le s s th an . 03. It w as concluded^ th at th e re w as a sig n ific a n t d ev iatio n fro m ra n d o m n e ss, and th at High and Low c re a tiv ity a re sig n ific a n tly re la te d to High and Low se n se of h u m o r re s p e c tiv e ly . The s e n s e of h u m o r d istrib u tio n of stu d e n ts c la s s ifie d as H igh and Low in in te llig e n c e a p p e a rs in F ig u re 24. The c a lc u la te d S ense of H um or H igh Low In tellig en ce High Low 32 9 7 ' 22 39 31 41 29 70 F ig . 2 4 --D istrib u tio n of stu d e n ts s c o rin g High and Low in s e n s e of h u m o r and in te llig e n c e chi sq u a re value fo r th is d istrib u tio n w as 20. 3. The p ro b a b ility 2 a s s o c ia te d w ith a x of su c h m agnitude is le s s th an . 001. It w as concluded th a t th e re w as a sig n ific a n t re la tio n s h ip b etw een H igh o r Low in te llig e n c e s c o r e s and High o r Low se n se of h u m o r s c o re s re s p e c tiv e ly . The fo u rfo ld tab le in F ig u re 25 c o m p a re s the fre q u e n c y of stu d e n ts s c o rin g H igh and Low in s e n s e of h u m o r and a ch iev e m e n t. S ense of H um or A ch iev em en t High Low High 36 8 44 Low 7 16 23 43 24 67 F ig . 2 5 - -D istrib u tio n of stu d e n ts sc o rin g High and Low in se n se of h u m o r and a ch iev em en t The value of x c a lc u la te d fo r th is d istrib u tio n w as 17. 6, w ith an a s s o c ia te d p ro b a b ility of le s s th an . 001. It w as concluded th a t High a ch iev e m e n t is re la te d to High se n se of h u m o r and Low ach iev em en t to Low se n se of h u m o r. - F a c to ria l A n aly sis To in v e s tig a te the in te ra c tio n b etw een v a ria b le s , th e se High and Low g ro u p s w e re com bined into a 2 x 2 x 2 m o d el r e p r e - 144 sen ted by e ig h t c e lls , w ith s e n s e of h u m o r s c o r e s as the dependent v a ria b le . The c e lls w e re c a s t as follow s: C re a tiv ity : H igh______________ Low____ In te llig e n c e : High Low H igh Low A ch iev em en t: High Low High Low H igh Low H igh Low C e ll No. (1) (2) (3) (4) {5) (6) (7) (8) The c r ite r io n fo r H igh and Low c la s s ific a tio n w as as sta te d , s c o r ing plus o r m in u s one s ta n d a rd d ev iatio n fro m the to ta l sa m p le m ean re s p e c tiv e ly in e a c h te s t. D istrib u tio n w ith One Sigm a as the C r ite rio n fo r C la ssific a tio n W ith the c r ite r io n fo r c la s s ific a tio n a s one s ta n d a rd d e v ia tion above o r below the m ea n , the c e ll population w as a s follow s: C ell: (1) (2) (3) (4) (5) (6) (7) (8) N: 21 0 0 1 0 1 0 23 W ith su c h a d is trib u tio n , re s u ltin g in fo u r em p ty c e lls , a fa c to ria l a n a ly sis w as not c o n sid e re d p ra c tic a l. The sig n ifican ce of su ch a d istrib u tio n w as te s te d , h o w ev er, w ith the K o lm ogorov- S m irnov o n e -sa m p le te s t (Siegel, 1956:51). The value of D w as found to be . 375, w ith the p ro b a b ility of o c c u rre n c e found to be le s s than .0 1 . It w as concluded th a t the d istrib u tio n of stu d e n ts am ong t the e ig h t c e lls w as sig n ific a n tly d iffe re n t fro m ran d o m , w ith C ell 8 145 (Low C reativity., Low In te llig e n c e , Low A ch iev em en t) and C e ll 1 (High C re a tiv ity , High In te llig e n c e , High A chievem ent) c o n trib u tin g m o s t to the d is p a rity . The c r ite r io n fo r group c la s s ific a tio n w as ex ten d ed to plus o r m in u s o n e -h a lf sta n d a rd d ev iatio n , in an a t te m p t to include m o re stu d e n ts in the em p ty c e lls . D istrib u tio n w ith O ne-H alf S igm a a s the C rite rio n fo r C la s sific a tio n W ith th e c rite r io n fo r c la s s ific a tio n as H igh s e t a t o n e -h a lf sig m a above the m ea n , and Low s e t a t o n e -h a lf sig m a below the m e a n , the c e ll populations ro s e to the follow ing: C ell: (1) (2) (3) (4) (5) (6) (7) (8) N: 76 3 2 11 15 1 1 62 W hile th is d istrib u tio n re s u lte d in no em p ty c e lls , two c e lls s till had no v a ria n c e , c o n sistin g of only one su b je c t e ac h . The sig n ific an c e of th is d istrib u tio n w as te s te d w ith the K o lm o g o ro v - S m irn o v te s t. The v alu e of D w as c a lc u la te d to be .3 1 9 , sig n ific a n t a t the . 01 le v e l of confidence. It w as concluded th a t th is w as not a ran d o m d istrib u tio n . A gain, the c e lls c o n trib u tin g m o st to the sk ew n ess of the d istrib u tio n w e re C ell 1 and C e ll 8. To include a ll stu d e n ts in a re c la s s ific a tio n , the c r ite r io n w as changed to c la s s ify a ll s c o re s above o r below the m e^ n as H igh o r Low, re s p e c tiv e ly . D is trib u tio n w ith A b o v e-A v erag e o r B e lo w -A v era g e a s the C rite rio n W ith the c r ite r io n fo r a H igh c la s s ific a tio n a s any s c o re above th e m e a n , and Low as an y s c o re below the m e a n , a new d is trib u tio n w as ta b u la te d , w ith an N of 550: C ell: (1) (2) (3) (4) (5) (6) (7) (8) N: 146 45 32 66 79 34 29 119 A lthough th is d is trib u tio n of c e lls re m a in e d sk ew ed , s c o r e s of th e se s tu d e n ts w e re a n a ly z e d b y a n a ly s is of v a ria n c e as p r e s c r ib e d f o r a 2 x 2 x 2 f a c to ria l e x p e rim e n t w ith o rg a n is m ic fa c to rs (E d w ard s, 1960:217). A n a ly sis of V a ria n c e A co m p lete f a c to r ia l a n a ly sis of v a ria n c e w as co m p leted on th e d a ta o b tain ed , c o rr e c tin g fo r u n e q u a l n u m b e rs in e ach t r e a t m e n t c e ll. The s u m m a ry of th e a n a ly s is of v a ria n c e is p re s e n te d in T able 9. F ro m the a n a ly s is of v a ria n c e ta b le , th e re w e re no s ig n ific a n t m a in e ffe c ts n o ted , and no sig n ific a n t in te ra c tio n s . R e la tiv e im p o rta n c e , h o w ev er, m a y be a tta c h e d to the o r d e r of m ag n itu d e of the m e a n s q u a re s o b tain ed , alth o u g h th ey m a y not be s ta tis tic a lly sig n ific a n t. It is n o ted th a t a c h ie v e m e n t s e e m s to be m o s t r e la te d to s e n s e of h u m o r m e a s u r e s , w ith e r e - 147 TABLE 9 SUMMARY O F FA C TO R IA L ANALYSIS OF VARIANCE S o u rce of V a ria n ce Sum of S q u ares d.f. M ean Square F C: C r e a tiv ity 113. 1 1 113.1 2. 48 I: In tellig en ce 64. 2 1 6 4 .2 1.41 A: A ch iev em en t 152. 3 1 152. 3 3. 34 C xi : C re . x IQ 2 1 .1 1 21. 1 - C x A: C re . x Ach. 41.1 1 41. 1 - I x A: IQ x Ach. 0. 6 1 0. 6 - C x I x A; C re . x IQ x A ch. 3 2 .4 1 32. 4 - E r r o r : W ithin 10218. 6 224 45. 6 T o ta l 10643.4 231 a tiv ity next, and in te llig e n c e re la te d the le a s t. T his is p re c is e ly the o rd e r of m agnitude of the c o rre la tio n s betw een th e se v a ria b le s re p o rte d p re v io u sly . In g e n e ra l, d iffe re n c e s betw een o rg a n ism ic fa c to rs a re of le s s im p o rta n c e than the in te ra c tio n b etw een fa c to rs (E dw ards, 1960:219). The n a tu re of the in te ra c tio n s can often be in d ic ate d by g rap h ic r a th e r th an s ta tis tic a l m eth o d s. In te ra c tio n betw een V a ria b le s A nother w ay of ex am in in g the n a tu re of an in te ra c tio n is to p re s e n t it g ra p h ic a lly . W hen m ean se n se of h u m o r s c o r e s a re c o m p a re d b etw een groups the in te ra c tio n e ffe c ts, w hile p e rh a p s not sig n ific a n t, a re in d ic a tiv e . F o r ex am p le , F ig u re 26 show s the 50 49 48 38 37 36 Low IQ Low C re . Low High Low H igh C re a tiv ity In tellig en ce F ig . 2 6 - -M ean s e n s e of h u m o r s c o r e s fo r H igh and Low in te llig e n c e groups f o r e a c h le v e l of c re a tiv ity in te ra c tio n b etw een c re a tiv ity and in te llig e n c e , in re la tio n to m e a n se n se of h u m o r s c o r e s of th e 75 stu d e n ts c la s s ifie d as in F ig u re 20. c a te s th a t fo r the High IQ g roup, as c re a tiv ity in c re a s e s se n se of h u m o r in c re a s e s a lso , b u t fo r the Low IQ g ro u p , as c re a tiv ity in c re a s e s se n se of h u m o r goes down. In an a lte rn a tiv e in te rp re ta tio n , fo r the H igh C re a tiv ity gro u p , as in te llig e n c e in c re a s e s so does se n se of h u m o r; fo r the Low C re a tiv ity group, h o w ev er, as IQ in c re a s e s se n se of h u m o r d e c lin e s slig h tly . The in te ra c tio n b etw een in te llig e n c e and c re a tiv ity in d i- The g rap h ic re p re s e n ta tio n of in te ra c tio n b etw een in te lli- 149 gence and a c h ie v e m e n t is show n in F ig u re 27, re p re s e n tin g the C D U O O C O C O 0 ni C D 49 48 47 46 45 44 43 42 41 40 39 38 High IQ Low IQ High Low A ch iev em en t H igh Ach. Low Ach. High Low In tellig e n ce F ig . 2 7 --M ean s e n s e of h u m o r s c o r e s fo r H igh and Low in te llig e n c e g ro u p s fo r e a c h le v e l of a ch iev e m e n t s c o r e s of the gro u p s d is trib u te d a s in F ig u re 21. F ig u re 27 show s th a t fo r the High IQ group, a s a ch iev e m e n t im p ro v e s se n se of h u m o r im p ro v e s a s w e ll, but fo r the Low IQ group, h ig h e r a c h ie v e m e n t goes w ith a s lig h tly lo w e r s e n s e of h u m o r s c o r e . F o r the H igh A chievem ent group, as IQ in c re a s e s se n se of h u m o r in c re a s e s ; fo r the Low a c h ie v e rs , h o w ev er, a s IQ in c re a s e s s e n s e of h u m o r d e c re a s e s . The in te ra c tio n b etw een c re a tiv ity and a ch iev e m e n t is g rap h e d in F ig u re 28, w hich show s the m e a n se n se of h u m o r sc o re s ; fo r H igh and Low c re a tiv ity gro u p s fo r e ac h le v e l of a ch iev e m e n t. W ith v e ry little a p p a re n t in te ra c tio n , th e se g rap h s show th a t fo r 150 0 ) J-i O O C O M C O « B i Q > 52 51 50 49 48 47 46 45 43 42 41 40 39 38 37 36 3 5 34 Low C re . High C re . Low H igh A ch iev em en t High A ch. Low Ach. H igh Low C re a tiv ity F ig . 2 8 --M ean se n se of h u m o r s c o re s fo r H igh and Low c re a tiv ity g ro u p s fo r e ac h le v e l of a ch iev e m e n t both H igh and Low C re a tiv ity g ro u p s, as a ch iev e m e n t in c r e a s e s se n se of h u m o r in c r e a s e s . H ow ever, fo r both High and Low A chievem ent g ro u p s, as c re a tiv ity in c r e a s e s s e n s e of h u m o r s c o re s d e c re a s e . W hile th e se in te ra c tio n s as in d ic ate d a re c e rta in ly not co m p lete n o r sig n ific a n t, the im p lic a tio n is th a t the re la tio n of se n se of hu m o r to c re a tiv ity , to in te llig e n c e , and to a ch iev e m e n t is not a sim p le one. The g e n e ra l p a tte rn is a p p a re n t, ho w ev er: high s e n s e of h u m o r is r e la te d to high c re a tiv ity , high in te llig e n c e , 151 and high a ch iev e m e n t; low se n se of h u m o r is re la te d to low in te l lig e n ce , low c re a tiv ity , and low a c h ie v e m e n t in a lm o s t a ll c o m b in a tio n s of fa c to rs . VI. SUMMARY M a jo r F in d in g s The re la tio n of se n se of h u m o r to c re a tiv ity , to in te lli gence, and to sc h o o l a ch iev e m e n t w as in v e stig a te d by c o m p a rin g the p e rfo rm a n c e of 642 e ig h th -g ra d e stu d e n ts on te s ts of se n se of h u m o r, c re a tiv ity , in te llig e n c e , and a ch iev e m e n t. In ad d itio n , a c o m p a riso n w as m ad e betw een p e e r s and te a c h e r on the p e rc e p tio n of se n se of h u m o r and c re a tiv ity as in d ic ate d b y a c la s s ro o m q u e s tio n n a ire . Sense of h u m o r w as found to be p o sitiv e ly c o rre la te d w ith c re a tiv ity , w ith in te llig e n c e , and w ith sch o o l a ch iev e m e n t as m e a su re d b y sta n d a rd iz e d te s t s c o r e s . S ense of h u m o r s c o re s w e re p o sitiv e ly c o rr e la te d w ith sch o o l a ch iev e m e n t a s m e a s u re d by r e p o r t- c a r d m a rk s . Students r a te d b y th e ir p e e rs a s high in se n se of h u m o r sc o re d high on a t e s t of se n se of h u m o r. S tudents ra te d by th e ir p e e rs a s high in c re a tiv ity s c o re d high on a te s t of c re a tiv ity . T e a c h e rs ' ra tin g s of stu d e n ts on s e n s e of h u m o r o r c re a tiv ity did not d iffe r sig n ific a n tly fro m p e e r s ’ ra tin g s of the sam e stu d e n ts. C re a tiv ity s c o r e s w ere p o sitiv e ly c o rre la te d w ith in te lli- 152 153 i gence te s t s c o r e s . C re a tiv ity te s t s c o r e s w e re p o sitiv e ly c o r r e la te d w ith sc h o o l a c h ie v e m e n t a s m e a s u re d b y the CA T, b u t n o t as m e a s u re d b y the S T E P re a d in g te s t. The d is trib u tio n of s c o r e s on a ll te s ts w as re la tiv e ly n o r m a l, w ith the e x c e p tio n of the p e rc e n tile s c o r e s f o r the S T E P r e a d ing te s t. W hen g ro u p s w e re c la s s if ie d a s H igh o r Low a c c o rd in g to t e s t s c o r e s , s e v e r a l obvious and s ta tis tic a lly sig n ific a n t p a tte rn s e m e rg e d . H igh and Low c re a tiv ity w e re re la te d re s p e c tiv e ly to H igh and Low in te llig e n c e . T h e re w as a s ig n ific a n t re la tio n s h ip b e tw ee n H igh o r Low in te llig e n c e and H igh o r Low a c h ie v e m e n t, re s p e c tiv e ly . H igh a c h ie v e m e n t w as r e la te d to H igh c re a tiv ity , and Low a c h ie v e m e n t to Low c re a tiv ity . To in v e s tig a te th e in te ra c tio n b e tw ee n v a ria b le s , the H igh and Low g ro u p s w e re co m bined in to a 2 x 2 x 2 f a c to r ia l m o d el, w ith s e n s e of h u m o r s c o r e s a s the dep en d en t v a ria b le . The f a c to r ia l a n a ly s is could n o t be c o m p le te d sin c e th is d is trib u tio n re s u lte d in fo u r e m p ty c e lls . F ro m a to ta l sa m p le p o p u latio n of 600 stu d en ts, th e re w e re no stu d e n ts who co m b in ed H igh c re a tiv ity and H igh in te llig e n c e w ith Low a c h ie v e m e n t. No stu d e n ts w ith Low c re a tiv ity and Low in te llig e n c e s c o r e d H igh in a c h ie v e m e n t. T h e re w e re no stu d e n ts w ith H igh c re a tiv ity and a c h ie v e m e n t and Low in te llig e n c e . 154 No stu d e n ts w ith High a c h ie v e m e n t and in te llig en c e s c o re d Low in c re a tiv ity . The c r ite r io n fo r H igh o r Low c la s s ific a tio n w as changed fro m sc o rin g one s ta n d a rd d ev iatio n above o r below the sa m p le m ean to s c o rin g e ith e r above o r below the m ea n , to include m o re s c o r e s in the em p ty c e lls . A lthough the d istrib u tio n re m a in e d skew ed, an a n a ly sis of v a ria n c e w as co m p leted . A n a ly sis of v a ria n c e as com puted re v e a le d no sig n ific a n t m a in e ffe c ts and no sig n ific a n t in te ra c tio n s b etw een v a ria b le s . C o m p ariso n of m ea n s c o re s b etw een g ro u p s, h o w ev er, show ed in te ra c tio n e ffe c ts w hich, w hile not s ta tis tic a lly sig n ific a n t, w ere in d ic ativ e of g e n e ra l re la tio n s h ip s . The g e n e ra l p a tte rn s show ed high se n se of h u m o r to be re la te d to high c re a tiv ity , high in te lli gence, and high a ch iev e m e n t. Low se n se of h u m o r w as re la te d to low in te llig e n c e , low c re a tiv ity , and low a ch iev e m e n t in a lm o st a ll co m b in atio n s of fa c to rs . Sense of h u m o r te s t s c o re s of stu d e n ts c la s s ifie d a s H igh in in te llig e n c e but n o t in c re a tiv ity w e re c o m p a re d w ith te s t s c o re s of stu d e n ts High in c re a tiv ity b u t n o t in in te llig e n c e . M ean s c o re s of th e se two g ro u p s --th e sam e two c a te g o rie s stu d ie d by G etzels and J a c k s o n --w e re a lm o st id e n tic a l, w ith the High In tellig en ce g roup s c o rin g one p oint h ig h e r th an the H igh C re a tiv ity group. W hen 155 1 th e ir m ean s c o r e s w e re c o m p a re d w ith the m ean s c o re of the "elite" H ig h -IQ -H ig h -C re a tiv ity group, the g roup High in both fa c to rs s c o re d one point h ig h e r than the High In tellig e n ce group. D isc u ssio n E x p lan atio n s S en se of h u m o r s c o r e s c o rre la te d p o sitiv e ly and s ig n ifi c an tly w ith c re a tiv ity s c o r e s . One e x p lan atio n of th is re la tio n s h ip is found in the s im ila r ity of o p e ra tio n a l d efin itio n s, each involving p e rfo rm a n c e on a r a t h e r d iv e rg e n t te s tin g in stru m e n t, w ith no " c o rre c t" a n sw e rs. The th e o re tic a l e x p lan atio n is th a t both c h a r a c te r is tic s involve s im ila r d iv e rg e n t fa c to r s , such as thinking fle x ib ility , o rig in a lity , v e rb a l fluency, and re d e fin itio n , a s w ell as an affective e le m e n t of a p p re c ia tio n . The stim u lu s m a te r ia l c o m p ris in g the se n se of h u m o r t e s t w as in h e re n tly a ttra c tiv e , w ith a p o ssib le r e s u lt of en h an cin g the g e n e ra l sp o n ta n eity of the te s tin g situ a tio n . The jo k es w ere a ll "good" jo k e s, s e le c te d in a c c o rd w ith th e ex p ected s o c ia l con v en tio n s, back g ro u n d , and d ev elo p m en tal le v e l of the su b je c ts. One index of the d e g re e of sp o n ta n eity p re s e n t in the t e s t in g situ a tio n w as the re la tiv e fre q u e n c y of giggling. In sp ite of in s tru c tio n s to " try n o t to d istu rb o th e rs by laughing out loud, " five 156 ! o r six slig h t ch u ck les w e re n o ted in the one c la s s . T en w ere ta llie d in the n ex t. In the th ird c la s s , tw e n ty -six au d ib le g ig g les w e re tab u late d , b u t in the fo u rth c la s s in the sam e sch o o l, the group w as v e ry r e s tr a in e d . O nly th re e lig h t c h o rtle s w ere counted, although the te a c h e r w as not p re s e n t d u rin g the h u m o r te s t. In the o th e r two c la s s e s in th a t sc h o o l, the stu d e n ts w e re e x ce p tio n ally re s p o n siv e , laughing aloud a p p ro x im a te ly 109 and 225 tim e s, r e sp e c tiv e ly . T hese two c la s s e s obtained the h ig h e st m ea n s c o r e s of the s ix c la s s e s on the se n se of h u m o r te s t. Sense of h u m o r s c o re s w ere p o sitiv e ly c o rr e la te d w ith in te llig e n c e te s t s c o r e s . T his r e s u lt is n o t in a g re e m e n t w ith the p re v io u s r e s e a r c h re p o rte d b y C unningham (1962). One re a s o n fo r the d is p a rity could be d iffe re n c e s in m eth o d : C unningham te s te d only se v en ty high sc h o o l fre s h m e n , a ll g ir ls , u sin g a few c a rto o n s . The p o sitiv e re la tio n sh ip found is m o re in a g re e m e n t w ith the stu d ie s of B yrne (1956) and P e te r s (1960), who both found in te lli gence c lo s e ly r e la te d to se n se of h u m o r. The fac t th a t se n se of h u m o r is a function of in te llig en c e and c re a tiv ity v e rifie s the co n clu sio n of O verlade (1954) th a t se n se of h u m o r is re la te d to the a b ility to a b s tr a c t the o b sc u re fro m the obvious, a sp e c ific ta le n t lin k in g F r e u d 's c h a r a c te r is tic s of joking and G u ilfo rd ’s s tru c tu re of in te lle c t. 157 “ ' ' ' “ I How c a n we e x p la in the fin d in g th a t s e n s e of h u m o r s c o r e s c o r r e la te d w ith in te llig e n c e te s t s c o r e s , and did n o t d is c rim in a te b etw een High In te llig e n c e and H igh C re a tiv ity , a s G e tz e ls and Ja c k s o n im p lie d ? One p o s s ib ility is th a t the H igh In te llig e n c e s t u d e n ts have ju s t as m u ch s e n s e of h u m o r a s th e H igh C re a tiv e s , b u t do n o t ex h ib it it, D e v elo p m en tally , th e ir s e n s e of h u m o r m a y be s t i l l a t the le v e l of a w a r e n e s s - - r e c e p tiv e , c o g n itiv e, and r e la tiv e ly c o n v e rg e n t. O n the q u e stio n n a ire d e sig n ed to id e n tify s e n s e of h u m o r in the c la s s ro o m , the 123 stu d e n ts re c e iv in g th e h ig h e s t n u m b e r of v o te s in clu d ed tw en ty -tw o H igh C re a tiv ity s tu d e n ts , b u t ' th e y a lso in c lu d e d fifte e n H igh IQ s tu d e n ts . P e rh a p s the situ a tio n is e x a c tly a s G e tz e ls and Ja c k so n su g g e st. The h ig h ly in te llig e n t stu d e n t controls h is s e n s e of h u m o r, in keeping w ith h is g e n e ra lly m o re c o n v e rg e n t b e h a v io r, sin c e he d o e s not w an t to in c u r te a c h e r d isa p p ro v a l. The h ig h ly c re a tiv e stu d e n t, on th e o th e r h an d , e x p re s s e s h is s e n s e of h u m o r, in k e e p in g w ith h is g e n e ra lly m o re d iv e rg e n t b e h a v io r, sin c e he does n o t w o rry about te a c h e r d isa p p ro v a l. S e n se of h u m o r w as p o sitiv e ly r e la te d to sc h o o l a c h ie v e m e n t. T his fa c t w as so obvious in a ll fo u r sc h o o ls p a rtic ip a tin g th a t the e x a m in e r w as ab le to te ll w hich sc h o o ls h ad c la s s e s g ro u p ed a c c o rd in g to a c h ie v e m e n t le v e ls , and to ra n k th e c la s s e s in 158 ! o rd e r of th e ir a b ility b e fo re any te s ts had b een s c o re d , w ith a lm o s t c o m p lete a c c u ra c y . It is an a ca d em ic q u e stio n w h e th er s e n s e of h u m o r is the dependent v a ria b le o r w h e th er it is a c o n trib u tin g f a c to r a ffe c tin g sc h o o l a ch iev e m e n t. N e v e rth e le s s , it se e m s a p p a re n t th a t se n se of h u m o r, defined a s sim p ly as in th is study, w ould be in tim a te ly r e la te d to m an y a s p e c ts of a tta in m e n t com m only co n s id e re d "sc h o o l a ch iev e m e n t. " F o r ex am p le , ch o o sin g one joke in a p a ir a s fu n n ie r involves re a d in g v o c a b u la ry , re a d in g c o m p re h e n sio n , a u ra l c o m p re h en sio n , and, in som e c a s e s , fu n d am en tals of E n g lish and sp e llin g . C o n sid e rin g th a t m o s t e x am p le s of h u m o r, e sp e c ia lly jo k es, a re p rim a r ily a u d ito ry -o ra l r a th e r th an v is u a l-g ra p h ic , and th a t m o s t sch o o l a ch iev e m e n t is b a se d upon v is u a l-g ra p h ic co m p e- ; te n c ie s r a th e r th an a u d ito ry -o ra l, the p o sitiv e re la tio n sh ip b etw een se n se of h u m o r and a ch iev e m e n t te s t s c o r e s is m o re sig n ific a n t. The fa c t th a t se n se of h u m o r s c o r e s did n o t c o rre la te h ighly w ith the S T E P re a d in g te s t s c o re s in d ic a te s th a t s e n s e of h u m o r involves m o re th an re a d in g co m p eten cy . The p re s e n ta tio n of jokes aloud, along w ith w ritte n m a te r ia l, w as in k eep in g w ith the r e s e a r c h of M al'pass and F itz p a tric k (1959), who e m p h a siz e d the a u ra l n a tu re of jo k es in group s itu a tio n s. F inding se n se of h u m o r s c o re s p o sitiv e ly c o rre la te d w ith 159 g ra d e point a v e ra g e s did not v e rify the r e s e a r c h h y p o th esis p r e se n te d . One re a s o n fo r th is u n ex p ected r e s u l t w as the sa m p le of te a c h e rs involved. In the p ilo t stu d y , the te a c h e rs w e re r e la tiv e ly u n a w are of c re a tiv ity and of se n se of h u m o r in the c la s s ro o m . The a ssu m p tio n w as th a t te a c h e rs in g e n e ra l w ould p e rso n ify the la c k of acc ep tan c e n o ted by G etzels and Ja c k so n , and w ould ten d to show th e ir d isa p p ro v a l of high se n se of h u m o r in the c la s s ro o m by th e ir r e p o r t- c a r d m a rk s . In the fin a l study, h o w ev er, the te a c h e rs w e re m o re a w are of se n se of h u m o r and of c re a tiv ity , and g rad e po in t a v e ra g e s c o rre la te d m o re h ighly w ith s e n s e of h u m o r than did any o th e r m e a s u re . In r e -e v a lu a tin g the p re m is e th a t se n se of h u m o r w ould n o t be re la te d to high m a rk s , the r e s u lts w e re not s u rp r is in g . If s e n s e of h u m o r is d ire c tly p ro p o rtio n a l to c re a tiv ity , in te llig e n c e , and sch o o l a ch iev e m e n t, then it w ould n o t se e m re a so n a b le to e x p e c t stu d e n ts who s c o r e high in a ll of th e se v a ria b le s to re c e iv e low m a rk s on th e ir r e p o r t c a rd s . The u se of q u e stio n n a ire s to r e la te se n se of h u m o r s c o re s to som e ev id en ce of c o n c u rre n t v a lid ity w as b a se d upon p r e f e r r e d r e s e a r c h tech n iq u es ( e .g ., B y rn e, 1956). The s e le c tio n of q u e s tio n n a ire ite m s b a se d on le v e ls of b e h a v io r as d e lin ea ted by K ra th - w o h l's T axonom y w as p ro b ab ly too re fin e d , although not im p ra c tic a l 160 fro m a th e o re tic a l view point. One fa c to r affectin g the q u e stio n n a ire r e s u lts w as the a b ility grouping of the e ig h th -g ra d e c la s s e s in w hich th ey w ere p r e se n ted . E ach stu d e n t, w hile p e rm itte d to nam e an y stu d e n t in any c la s s , tended to id en tify c la s s m a te s . T hus, in the "h ig h e st" c la s s e s c o m p rise d of a m a jo rity of s u p e rio r stu d e n ts m an y stu d e n ts w ere o v erlo o k ed ; in the "lo w e st" c la s s e s stu d e n ts w ith re la tiv e ly le s s s e n s e of h u m o r o r c re a tiv ity w e re se le c te d . F o r e x am p le, 66 p e r c en t of the tw en ty -n in e H igh IQ stu d e n ts in one sch o o l w e re in one c la s s ; th a t sa m e c la s s a ls o co n tain ed 40 p e r cen t of th at sc h o o l's High C re a tiv ity stu d e n ts. T h e re fo re , the stu d e n t who ra n k e d sev en th in n u m b e r of q u e stio n n a ire v o tes in th is c la s s r e ceiv ed the sam e n u m b e r of v o tes as the stu d e n t who ra n k e d f i r s t in the "lo w e r" c la s s n ex t door. R elated to the s e le c tiv ity of the group is the fa c to r of " v isib ility . " H igh q u e stio n n a ire ra tin g s w ere found to be m o re r e la te d to high t e s t s c o re s than low ra tin g s w e re to low te s t s c o r e s . P e rh a p s the stu d e n ts ex h ib itin g a high lev e l of se n se of h u m o r o r c re a tiv ity w e re m o re o v e rt, m o re obvious, m o re v isib le , and thus m o re id e n tifia b le . The opposite m a y not hold tru e . A la c k of v o tes m a y not be a tru e in d icatio n of a la c k of se n se of h u m o r o r c r e a tiv ity . In the c la s s m en tio n ed above, fo r ex am p le, th e re m a y not have b een enough v o te s to go around. As in m o s t a b ility grouping, the stu d e n t w ith re la tiv e ly good a b ilitie s is often o v ersh ad o w ed in a ro o m fu ll of gifted c h ild re n . A nother fa c to r re la te d to the v a lid ity of the q u e stio n n a ire s is the concept of e x p re s s iv e v e rs u s re c e p tiv e b e h a v io r. The q u e s tio n n a ire s w e re b a se d upon ev id en ce of e x p re s s iv e b e h a v io r, in volving encoding, output, and s o c ia l re s p o n s e s . The te s ts of se n se of h u m o r and of c re a tiv ity , h o w ev er, w e re s c o re d on the b a s is of re c e p tiv e b e h a v io r, involving decoding, input, and som ew hat in d i v id u alize d re s p o n s e s . In te r m s of d iffe re n t s ty le s of h u m o r, the q u e stio n n a ire m ay be id en tify in g a m o re " c re a tiv e " se n se of h u m o r, w hile the te s t s c o r e s in d ic ate a m o re "in te llig e n t" se n se of h u m o r. T e a c h e rs ' q u e stio n n a ire s, w hile g e n e ra lly c o rr e la te d w ith p e e r s ' ra tin g s and w ith te s t s c o r e s , w e re often m o re in a c c u ra te th an a c c u ra te in id en tify in g sp e c ific stu d e n ts a s high in s e n s e of h u m o r o r c re a tiv ity . W hen te a c h e r s ' ch o ices w e re c o m p a re d to p e e r s ' c h o ic e s, in no sc h o o l w as the p e rc e n ta g e of a g re e m e n t g re a t e r th an 45 p e r c en t. W hen c o n sid e re d by c la s s ro o m g ro u p s, the a c c u ra c y w as even le s s . P a r t of the in a c c u ra c y m ay be due to the s e le c tiv ity , v isib ility , and o v e rtn e s s noted w ith the p e e r q u e stio n n a ir e s . A nother fa c to r in flu en cin g te a c h e r s ' p e rc e p tio n s m a y be d iffe re n c e s betw een adult sta n d a rd s and p e e r sta n d a rd s fo r e v a lu a t- ing b e h a v io r. T e a c h e rs m a y have p re c o n c e iv e d notions of w hat c o n stitu te s se n se of h u m o r o r c re a tiv ity , and e x am p le s lis te d on a q u e stio n n a ire m a y o r m a y n o t a g re e w ith th e ir c o n cep ts. As one te a c h e r w ro te , "T h is c la s s w as the le a s t c re a tiv e group of young s t e r s I have e v e r b een a s s o c ia te d w ith d u rin g m y y e a rs of teach in g ." M o st te a c h e rs u n d e re s tim a te d the s e n s e of h u m o r and c r e a tiv ity of stu d e n ts. One stu d e n t, fo r e x am p le, w as d e s c rib e d b y h is te a c h e r as a clow n and a sh o w -o ff, w ith a "w arp ed s e n s e of h u m o r." He w as one of the ten stu d e n ts who q u a lifie d a s High in se n se of h u m o r, c re a tiv ity , in te llig e n c e , and sc h o o l a ch iev e m e n t. C re a tiv ity and in te llig e n c e w ere found to be r e la te d s ig n ific a n tly and p o sitiv e ly , a s w e re c re a tiv ity and a c h ie v e m e n t. T hese r e s u lts a re n o t s u r p r is in g if th ese g e n e ric tr a its a re c o n s id e re d to c o n s is t of m an y of the sam e e le m e n ts . W hen we sp e ak of v e rb a l flu en cy , a b s tr a c t re a so n in g , re a d in g v o c a b u la ry , r e d e f i n itio n , v isu a l m e m o ry , o r n u m e ric a l c o m p re h en sio n , who can s a y w h ere c re a tiv ity ends and in te llig en c e o r a c h ie v e m e n t b e g in s? In te rp re ta tio n s D isc u ssio n of the m a jo r findings of th is stu d y le a d s to the in te rp re ta tio n th a t s e n s e of h u m o r in v o lv es both c re a tiv ity and in te l lig e n ce , and is re la te d to a ffectiv e and cognitive dev elo p m en t, as w ell a s d iv e rg e n t and c o n v e rg e n t b e h av io r. S ense of h u m o r s e e m s " - ' 163 to be one a s p e c t of g ifte d n e ss. T h e re is both a " c re a tiv e " se n se of h u m o r and an " in te lli gent" se n se of h u m o r, depending upon the e m p h a sis and the in d iv id u a l, and ta k in g into c o n sid e ra tio n the p ow erful e x tra n e o u s fo rc e s m en tio n ed b y C a tte ll (1947). C e rta in ly p e rs o n s can be m o re o r le s s c re a tiv e o r in te llig e n t in th e ir s o c ia l co n v en tio n s, b a ck g ro u n d s of know ledge, in h ib itio n s, p a s s in g a p p e tite s o r m o o d s, and d e g re e of s o c ia l o r p e rs o n a l in v o lv em en t. M any of th e se fo rc e s w ould p ro b ab ly ten d to d is c rim in a te b etw een a " c re a tiv e " se n se of h u m o r and an " in te llig e n t" s e n s e of h u m o r. P ro b a b ly both s ty le s can e x is t in the sa m e in d iv id u al sim u lta n e o u sly , to be e x p re s s e d d if fe re n tia lly , as w ith m o s t p e rs o n a lity v a ria b le s . S ense of h u m o r is in te rp r e te d as a su b s e t of c re a tiv ity and of in te llig e n c e . C o n sid e rin g the e ffe c ts of sch o o l a ch iev e m e n t and le v e ls of d ev elo p m en t, p e rh a p s th e se fa c to rs e n te r into the p ic tu re a s w ell. C e rta in ly m o re s e rio u s th e o re tic a l in v e stig a tio n s a re n e c e s s a ry b e fo re a co m p lete m o d el of se n se of h u m o r can be c o n s tru c te d . F u r th e r c o n sid e ra tio n m u s t be given to the co n trib u tio n s of su ch v a ria b le s a s e x p e rie n c e , p h y sic a l a c u itie s , s e n s o ry m o d a l itie s , c u ltu ra l d im e n sio n s, and the value p lac ed on h u m o r. S ense of h u m o r does n o t d isc rim in a te b etw een stu d e n ts high in c re a tiv ity and high in in te llig e n c e , b e c a u se se n se of h u m o r 164 is p a r t of both c h a r a c te r is tic s . A few s e le c t jo k e s m a y d is c r im i n ate, o r the d e g re e of e x p re s s e d p re fe re n c e fo r s e n s e of h u m o r as a d e s ire d p e rs o n a lity t r a i t m a y d is c rim in a te , but s e n s e of h u m o r as a p e rs o n a l b e h a v io r is in tim a te ly r e la .e d to both c re a tiv ity and in te llig e n c e . P ro b a b ly in te llig e n c e is s lig h tly m o re re la te d to se n se of h u m o r th an is c re a tiv ity , as m e a s u re d h e re . T h ree in te rp re ta tio n s a re o ffe re d of the d is c re p a n c y b e tw een G e tze ls and J a c k s o n ’s su g g e stio n th a t se n se of h u m o r d iff e r e n tia te s H igh C re a tiv ity fro m H igh In tellig en ce and th e r e s u lts of th is stu d y . F i r s t , th e re is the d iffe re n c e b etw een e x p re s s iv e h u m o r, noted b y G e tze ls and Ja c k so n , and re c e p tiv e h u m o r, the kind m e a s u re d by the s e n s e of h u m o r te s t as u se d h e re . P e rh a p s if m o re v a lid m e a s u re s of e x p re s s iv e h u m o r could be sta n d a rd iz e d fo r c la s s ro o m u s e , th e re w ould be a d is c rim in a tin g d iffe re n c e . Second, G e tzels and Ja c k so n ex clu d ed fro m th e ir c o m p a ri son th e H ig h -C re a tiv ity -H ig h -In te llig e n c e group of stu d e n ts . T his group of stu d e n ts w as in clu d ed in th is stu d y . T h ird , the su b je c ts in G etzels and J a c k s o n 's stu d y ra n k e d se n se of h u m o r a s a d e s ire d p e rs o n a lity tr a i t, w ith one g ro u p p r e f e r r in g it o v e r the o th e r. In th a t c a se , s e n s e of h u m o r w as n o t m e a s u re d , only ran k e d . In th is stu d y , se n se of h u m o r w as m e a s u re d , n o t ra n k e d . It is e n tire ly p o ssib le th a t the sa m e stu d e n ts who s c o re high in s e n s e of h u m o r 165 m ig h t ra n k it low on a l i s t of p e rs o n a lity tr a its . T h e re is a d if f e r en ce b etw een p r e f e r r in g a p e rs o n a lity c h a r a c te r is tic and p o s s e s s ing it. C o n clu sio n s S ense of H um or a n d C re a tiv ity S e n se of h u m o r w as d ire c tly re la te d to c re a tiv ity . W hile the c o rr e la tio n betw een s c o re s on re s p e c tiv e te s ts of se n se of h u m o r and c re a tiv ity w as low , the c o r r e la tio n w as p o sitiv e and s i g n ific a n t. The c e ll d is trib u tio n s sh o w in g the c o m b in atio n s of H igh s e n s e of h u m o r and H igh c re a tiv ity re v e a le d a s ig n ific a n t r e la tio n sh ip b etw een high s c o r e s in the tw o m e a s u r e s . In in te ra c tio n s b e tw een in te llig e n c e , c re a tiv ity , and a c h ie v e m e n t, H igh c re a tiv ity w as a s s o c ia te d w ith H igh se n se of h u m o r. S tu d en ts c la s s ifie d a s Low in s e n s e of h u m o r tended to s c o r e Low in c re a tiv ity . It is c o n cluded th a t s e n s e of h u m o r is a s u b s e t of c re a tiv ity , but m o re r e la te d to H igh c re a tiv ity th an to Low c re a tiv ity . S ense of H um or an d In te llig e n c e S e n se of h u m o r w as d ire c tly re la te d to in te llig e n c e . The c o e ffic ie n t of c o rr e la tio n betw een s c o r e s on t e s ts of se n se of hum or; and in te llig e n c e w as low but p o sitiv e and sig n ific a n t. C e ll d istrib u -^ tio n s show ing co m b in atio n s of H igh s e n s e of h u m o r and H igh in te l 166 lig en ce re v e a le d a s ig n ific a n t re la tio n betw een high s c o r e s on the two m e a s u re s ; low s c o r e s on th e re s p e c tiv e te s ts show ed the sa m e d ire c t re la tio n s h ip . In in te ra c tio n s betw een in te llig e n c e and a ch iev e m e n t, and b etw een in te llig e n c e and c re a tiv ity , H igh in te lli gence w as a s s o c ia te d w ith H igh s e n s e of h u m o r. S tu d en ts c la s s ifie d as Low in s e n s e of h u m o r tended to s c o re Low in in te llig e n c e . It is concluded th a t se n se of h u m o r is a su b se t of in te llig e n c e , but r e lated m o re to High in te llig e n c e th an to Low in te llig e n c e . Sense of H um or and A chievem ent S en se of h u m o r w as d ire c tly re la te d to sc h o o l achievem ents The c o e ffic ie n t of c o rre la tio n b etw een t e s t s c o re s in se n se of h u m o r and in a c h ie v e m e n t, w hile r e la tiv e ly low, w as sig n ific a n t and p o s i tiv e , F a c to r ia l d istrib u tio n s of co m b in atio n s of High and Low s c o re s on the two v a ria b le s re v e a le d a sig n ific a n t re la tio n s h ip b e tw een H igh s c o re s and Low s c o r e s on the re s p e c tiv e te s ts . I n te r a c tio n s b etw een in te llig e n c e and a ch iev e m e n t and b etw een c re a tiv ity and a c h ie v e m e n t in d ic a te d th a t High a ch iev e m e n t is a s s o c ia te d w ith High s e n s e of h u m o r. S tudents c la s s ifie d as Low in a ch iev e m e n t tended to s c o re Low in se n se of h u m o r. T h ere w as a sig n ific a n t p o sitiv e c o rre la tio n b etw een s e n s e of h u m o r te s t s c o r e s and r e p o r t - c a rd m a r k s . It is concluded th a t th e re is a d ire c t p o sitiv e re la tio n sh ip b etw een se n se of h u m o r and sch o o l a ch iev e m e n t, as m e a s u re d 167 by te s t s c o re s and as m e a s u re d b y g rade p o in t a v e ra g e s . P e rc e iv e d S en se of H u m o r S tudents r a te d b y th e ir p e e rs as h ig h in se n se of h u m o r tended to s c o re high on a te s t of se n se of h u m o r. W hen te s t s c o re s of stu d e n ts who re c e iv e d the m o s t v o tes on a se n se of h u m o r q u e s tio n n a ire w e re c o m p a re d w ith s c o r e s of stu d e n ts re c e iv in g no v o tes, th e re w as a sig n ific a n t d iffe re n c e in the d istrib u tio n of s c o r e s . W hen the n u m b e r of v o tes re c e iv e d on the q u e stio n n a ire by stu d e n ts s c o rin g high on the te s t w as c o m p a re d w ith the n u m b er of v o tes r e ceiv ed by stu d e n ts s c o rin g low on the te s t, th e re w as a sig n ific a n t d ifferen c e in the d istrib u tio n of v o te s. It is concluded th a t th e re is a d ire c t p o sitiv e re la tio n s h ip b etw een p e e r s ' ra tin g s of stu d e n ts on p e rc e iv e d se n se of h u m o r in the c la s s ro o m and p e rfo rm a n c e of stu -. dents on a te s t of se n se of h u m o r. P e rc e iv e d C re a tiv ity S tudents r a te d b y th e ir p e e rs as h ig h in c re a tiv ity tended to s c o re high on a t e s t of c re a tiv ity . The n u m b e r of v o tes re c e iv e d on a q u e stio n n a ire id en tify in g c re a tiv ity in the c la s s ro o m , b y s tu dents sc o rin g high on a c re a tiv ity te s t, w as c o m p a re d w ith the n u m b e r of v o tes re c e iv e d by the stu d e n ts s c o rin g low on the te s t. T heih w as a sig n ific a n t d iffe re n c e in th e d istrib u tio n of v o te s. W hen te s t 168 s c o re s of stu d e n ts who re c e iv e d the m o s t v o te s on the q u e stio n n a ire w ere c o m p a re d w ith te s t s c o r e s of stu d e n ts who re c e iv e d no v o te s, th e re w as a sig n ific a n t d iffe re n c e in the d istrib u tio n of s c o r e s . It is concluded th a t th e re is a sig n ific a n t p o sitiv e re la tio n s h ip b etw een p e rfo rm a n c e of stu d e n ts on a te s t of c re a tiv ity and th e ir ra tin g s by p e e r s on p e rc e iv e d c re a tiv ity in the c la s s ro o m . T e a c h e r s ' P e rc e p tio n s of S ense of H um or T e a c h e rs ' p e rc e p tio n s of se n se of h u m o r in stu d e n ts did not d iffe r sig n ific a n tly fro m p e e r s 1 p e rc e p tio n s of s e n s e of h u m o r in the sa m e stu d e n ts. W hen th e q u e stio n n a ire ra tin g s by tw en ty - one te a c h e rs w e re c o m p a re d w ith the ra tin g s given by 634 stu d e n ts, the c o rre la tio n s obtain ed w e re p o sitiv e and sig n ific a n t. S tudents id en tifie d by te a c h e rs as e x h ib itin g se n se of h u m o r in the c l a s s room s c o re d high on a te s t of se n se of h u m o r. It is concluded th a t te a c h e rs and p e e rs do n o t d iffe r sig n ific a n tly on th e ir p e rc e p tio n s of s e n s e of h u m o r, and th a t p e rc e p tio n s of te a c h e rs and p e e rs a re valid. T e a c h e rs ' P e rc e p tio n s of C re a tiv ity T e a c h e rs ' p e rc e p tio n s of c re a tiv ity in stu d e n ts did n o t d if fe r sig n ific a n tly fro m p e e r s ' p e rc e p tio n s of c re a tiv ity in the sa m e stu d e n ts. Students id e n tifie d by te a c h e rs as m a n ife stin g c re a tiv e 169 b e h a v io r in c la s s s c o r e d high on a te s t of c re a tiv ity . W hen q u e s tio n n a ire ra tin g s b y te a c h e rs w e re c o m p a re d w ith ra tin g s b y s tu d e n ts ' p e e r s , the o b tain ed c o rre la tio n s w ere p o sitiv e and s ig n ifi c an t. It is concluded th a t te a c h e rs and p e e rs do n o t d iffe r s ig n ifi c a n tly in th e ir p e rc e p tio n s of stu d e n t c re a tiv ity , and th a t th e ir p e rc e p tio n s a re v a lid . C re a tiv ity and In tellig en ce C re a tiv ity w as p o sitiv e ly c o rre la te d w ith in te llig e n c e . The c o e ffic ie n t of c o rr e la tio n b etw een s c o r e s on the c re a tiv ity te s t and to ta l IQ s c o r e s on the CTMM w as g r e a te r than th a t b etw een the ere-: a tiv ity te s t and p e rc e n tile s on the SCAT. B oth c o rre la tio n s , how e v e r, w e re sig n ific a n t and p o sitiv e . It is concluded th a t c re a tiv ity is d ire c tly re la te d to in te llig e n c e . C re a tiv ity and A chievem ent C re a tiv ity w as p o sitiv e ly c o rr e la te d w ith sc h o o l a c h ie v e m e n t as m e a s u re d by te s t s c o r e s . The c o efficien t of c o rre la tio n betw een c re a tiv ity t e s t s c o r e s and to ta l g ra d e p la c e m e n t s c o r e s on the CA T w as p o sitiv e and sig n ific a n t. The c o rre la tio n b etw een c r e a tiv ity s c o r e s and p e rc e n tile s c o r e s on the S T E P re a d in g te s t w as low b u t p o sitiv e . It is concluded th a t c re a tiv ity is sig n ific a n tly r e - : la te d to sch o o l a c h ie v e m e n t a s m e a s u re d by the CAT, b u t not as m e a s u re d by the S T E P re a d in g te s t alo n e. 170 In te ra c tio n s betw een F a c to r s The in te ra c tio n b etw een fa c to rs w as a p p a re n t fro m the lac k of a n o rm a l d istrib u tio n of v a ria b le s am o n g the c e lls of the fa c to ria l a n a ly s is m o d el. In a to ta l sa m p le of 600 stu d e n ts, n o t one stu d e n t w ith H igh c re a tiv ity and H igh in te llig e n c e s c o re d Low in a c h ie v e m e n t. C o n v e rse ly , no stu d e n t w ith Low c re a tiv ity and Low in te lli gence s c o re d H igh in ach iev e m e n t. No stu d e n t s c o rin g H igh in c r e a tiv ity and a c h ie v e m e n t h ad Low in te llig e n c e . No stu d e n t sc o rin g H igh in a c h ie v e m e n t and in te llig e n c e w as Low in c re a tiv ity . G e n e ra l p a tte rn s of in te ra c tio n show H igh se n se of h u m o r in d icativ e of H igh c re a tiv ity , H igh in te llig e n c e , and High a c h ie v e m e n t. Low s e n s e of h u m o r is re la te d to Low in te llig e n c e , Low c re a tiv ity , and Low ach iev em en t. Im p lica tio n s Sense of h u m o r m a y be an in d ic a to r phenom enon th a t p r o v id es an index of c re a tiv ity , p a rtic u la rly if the sty le of th a t se n se of h u m o r is o rig in a l, p lay fu l, em o tio n al, fre e , and e x p re s s iv e . C o n sid e r th is fa c t in the guidance of th e c la s s ro o m clow n, w hose clow ning m ay be the only a v aila b le so ciaH y a cc e p ta b le m a n n e r of d isp lay in g h is c re a tiv e w it. 171 S ense of h u m o r m ay be an in d ic a to r of in te llig e n c e th a t is not o b se rv a b le th ro u g h any o th e r m e a n s. T e a c h e rs should be a le r t fo r the stu d e n t who d isp lay s a w ry , co n fo rm in g , in te lle c tu a l, co n tro lle d kind of d ro lln e s s . T his d ry se n se of h u m o r m ay be re la te d to in te llig e n c e th a t h as g re a t p o te n tia l, d e sp ite a. p en ch an t f o r puns and s a r c a s m . S ense of h u m o r m a y be an in d ic a to r of a ca d em ic a tta in m e n t, u n fu lfilled o r o th e rw ise . The co m b in atio n of high c re a tiv ity , high in te llig e n c e , high se n se of h u m o r, and low sch o o l a ch iev e m e n t is a lm o s t n o n -e x is te n t. If a stu d e n t show s sig n s of an a c u te se n se of h u m o r, b u t no sig n s of a c a d e m ic e x c e lle n c e , th e re is a high p ro b a b ility th a t the p o te n tia l fo r s c h o la s tic s u c c e s s is p re s e n t. The stu d e n t w ith a re fin e d s e n s e of h u m o r p ro b a b ly h a s the c a p a c ity fo r a ca d em ic a ch iev e m e n t, if n o t the in clin atio n . S tudents m a y be m o re p e rc e p tiv e th a n te a c h e rs in id e n ti fying s e n s e of h u m o r and c re a tiv ity am ong th e ir p e e r s . P e rh a p s m o re se lf-e n h a n c e m e n t and p o sitiv e in te ra c tio n could tak e p lace in c la s s ro o m guidance if te a c h e rs p aid m o re a tte n tio n to the functions of c re a tiv ity and s e n s e of h u m o r in the te a c h in g -le a rn in g p ro c e s s . R eco m m en d atio n s R eco m m en d atio n s fo r f u rth e r stu d y w ould include m o re know ledge of the d y n am ics of a d o le sc e n t h u m o r p re f e re n c e s , p a r 172 tic u la r ly a s th ey a r e re la te d to F r e u d ’s c o n cep ts of h o s tility and e x p o su re . T e a c h e rs should lis te n to th e ir s tu d e n ts ' jo k es. F u r th e r c o n ten t a n a ly sis of the jokes p r e f e r r e d by e ig h th - g ra d e stu d e n ts m ig h t sh e d som e lig h t on the s e n s e of h u m o r s ty le s r e la te d to th e ir choice of jo k e s. Such a c o n ten t a n a ly sis m ig h t be c o m p a re d to the re s p o n s e s of the sa m e stu d e n ts to se c tio n s of the C re a tiv ity T e s t r e la te d to the e x p re s s io n of h u m o r o r a g g re ss io n . S e p a ra te n o rm s should be e s ta b lis h e d fo r o th e r age g ro u p s, to e s ta b lis h the d ev elo p m e n tal p a tte r n of joke p re fe re n c e s , fro m childhood th ro u g h ad u lt. T h ese p a tte rn s of p re fe re n c e could a ls o be re la te d to p a tte rn s of h ig h in te llig e n c e , c re a tiv ity , and a c h ie v e m e n t. It is even p o ss ib le th a t p ro file s could be id en tifie d , s im ila r to th o se on the M y e rs -B rig g s Type In d ic a to r (B rig g s and M y e rs, 1962), b a se d on h u m o r p re fe re n c e s w hich d is c rim in a te the v a rio u s c o m b in atio n s of v a ria b le s . Some of th e se joke p re fe re n c e s have a lre a d y b een e s ta b lis h e d (W ilson, 1967). M ore r e s e a r c h is need ed on the s ta n d a rd iz a tio n of b e tte r te s ts of se n se of h u m o r, p a rtic u la rly fo r u se w ith n o rm a l su b je c ts. If the in te rre la tio n s h ip s b etw een s e n s e of h u m o r and c re a tiv ity , in te llig e n c e , and a c h ie v e m e n t a re as pro n o u n ced as th is stu d y im p lie s , th en the n e ed fo r in s tru m e n ts w ith ad eq u ate re lia b ility and v a lid ity is a c ru c ia l one. 173 Is the s u b je c t of jo k es w o rth so m u ch tro u b le ? S ense of h u m o r m ay be the m ed iu m th ro u g h w hich the c r e a tiv e , in te lle c tu a l, o r o th erw ise gifted stu d e n t is s triv in g to e x p r e s s h im s e lf in a s y s te m w hich does little to p ro m o te o r re w a rd s e lf-e x p re s s io n - G e tz e ls and Ja c k so n found th a t the h ig h ly in te l le c tu a l stu d e n ts w e re m o re fa v o re d by te a c h e rs th an the h ig h ly c r e a tiv e . W hat of the stu d e n t w ith a g re a t s e n s e of h u m o r? C re a tiv e and in te llig e n t, b u rd e n e d w ith an o v e r-d o s e of "playful ju d g m en t, " u n c o n c e rn e d w ith a d u lt s u c c e s s , lac k in g in the d e s ire to e m u late te a c h e rs , unm indful of te a c h e r a c c e p ta n c e , and c a s u a l about h o m e w o rk a ssig n m e n ts, w hat w ill b eco m e of h im ? He w ill p ro b a b ly tu rn out a ll rig h t. He h as a lre a d y d is c o v e re d , p ro b a b ly in tu itiv e ly , the joys of finding, as F re u d p ointed out, " s im ila rity b etw een d is s im ila r th in g s. " We can n o t do a g re a t d eal to develop su c h a ta le n t, b u t we can do a g r e a t d e a l to in h ib it it. To keep fro m in h ib itin g it, one su g g e stio n is o ffe re d to the te a c h e r of the stu d e n t w ith a se n se of h u m o r. To p a ra p h ra s e the fam ous advice of D r. B en jam in Spock: "D o n 't stu d y h im ; en jo y him . " R E FE R E N C E S A bels on, R o b e rt P . , and L ev in e, Jaco b . "A F a c to r A nalytic Study of C arto o n H u m o r am ong P s y c h ia tric P a t i e n t s ,1 1 J o u rn a l of P e rs o n a lity , XXVI (1958), 451-456. A n d erso n , H. H. ( e d .). R e s e a rc h on the A c a d e m ic a lly T alen ted S tu d en t. W ashington: N atio n al E d u catio n A sso c ia tio n , 1961. B a rro n , M ilto n . 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"T he V a lid a tio n of P e r s o n a lity F a c to r s in H u m o r, " J o u rn a l of P e r s o n a lity , XV (1947), 2 83-291. M a lp a s s, L e s lie F . , and F itz p a tric k , E u g en e D. . "S o c ial F a c ilita tio n a s a F a c to r in R e a c tio n to H u m o r, " J o u rn a l of S o cial P sy c h o lo g y , L (1959), 295-303. M e tfe s s e l, N ew ton S. G roup T e s t of C re a tiv ity . T e s t d ev elo p ed by P r o je c t P o te n tia l. L os A ngeles: U n iv e rs ity of S o u th e rn C a lifo rn ia , 1964. (M im e o g ra p h e d .) M e tfe s s e l, N ew ton S. " in te rp r e ta tio n Guide fo r th e G roup T e s t of C re a tiv ity . " M anual d ev elo p ed b y P r o je c t P o te n tia l. L o s A n g e les: U n iv e rs ity of S o u th ern C a lifo rn ia , 1965. (M im e o g ra p h e d . ) M e tfe s s e l, N ew ton S. "B ib lio g ra p h y : T w e n ty -six C h a r a c te r is tic s of C re a tiv e Y outh. " R e p o rt of P r o je c t P o te n tia l. L os A n g eles: U n iv e rs ity of S o u th ern C a lifo rn ia , 1965. (M im e o g ra p h e d . ) M id d leto n , R u s s e ll. "N eg ro and W hite R e a c tio n s to R a c ia l H u m o r," S o c io m e try , XXH (1959), 175-183. M id d leto n , R u s s e ll, and M oland, John. "H u m o r in N e g ro and W hite S u b c u ltu re s: A S tudy of Jo k e s am o n g U n iv e rs ity S tu d e n ts, " A m e ric a n S o c io lo g ic al R ev iew , XXTV (1959), 61 -6 9 . M o re , D ouglas M ., and R o b e rts , A llyn F . " S o c ie ta l V a ria tio n s in H u m o r R e sp o n se s to C a rto o n s, " J o u rn a l of S o c ial P s y ch o lo g y , XLV (1957), 233-243. M o ss, F . A ., H unt, T . , and O m w ake, K. T. S o cial In te llig e n c e T e s t. G eorge W ash in g to n U n iv e rs ity S e r ie s , R e v ise d F o rm , F i r s t E d itio n . W ashington, D. C. : G eorge W ashington U n iv e rs ity , 1930. (Second E d itio n , 1949) 179 O 'C o n n ell, W alte r E , "A daptive F u n c tio n s of H u m o r. " U npublish e d d o c to ra l d is s e rta tio n . P sy c h o lo g ic a l A b s tra c ts , XXXIII (1958), 7628. O 'C o n n ell, W a lte r E . "T he A daptive F u n c tio n s of W it and H u m o r, " J o u rn a l of A b n o rm al and S ocial P sy ch o lo g y , L I (1960), 263-270. O 'C o n n ell, W a lte r E . "Item A n aly sis of the W it and H um or A p p re c ia tio n T e st, " J o u rn a l of S o cial P sy ch o lo g y , LVI (1962), 271-274. O v e rla d e , D an C. "H um or P e rc e p tio n a s A b stra c tio n A bility. " U npublished Ph. D. d is s e rta tio n , P u rd u e U n iv e rsity , 1954. D is s e rta tio n A b s tr a c ts , XIV (1954), 2136. P e n n y p a c k e r, H. S. and T h y se ll, R. V. "A M a n ifest M ultichotom y A n a ly sis of C a rto o n H um or R a tin g s, " P ro c e e d in g s of the M ontana A cad em y of S c ie n c e s, XTVIH (1958), 77, c ited in P sy c h o lo g ic a l A b s tra c ts , XXXIV (1960), 2915. P e te r s , H. J . "H um or and th e S u p e rio r S tudent, " P eab o d y J o u rn a l of E d u ca tio n , XXXVH (1960), 229-231. P id dington, R alph. P sy ch o lo g y of L a u g h te r. New Y ork: G am ut P r e s s , 1963. R aley, A gnes, and B a llm an , C h ristin e . " T h e o re tic a l Im p lic a tio n s fo r a P sy ch o lo g y of th e L u d ic ro u s, " J o u rn a l of S o cial P s y chology, XLV (1957), 19-23. R app, A lb e rt. The O rig in s of W it and H u m o r. New Y ork: D utton and C om pany, 1951. R edlich, F re d e r ic k C , , L ev in e, Jaco b , and S o h le r, T heodore P . "A M irth R esp o n se T e st: P re lim in a r y R e p o rt on a P s y c h o d iag n o stic T echnique U tiliz in g D ynam ics of H um or. " A m e ric a n J o u rn a l of O rth o p sy c h ia try , XXI (1951), 717-734. R o b e rts, A llyn F . "Som e R e la tio n s b etw een P e rs o n a lity and H u m o r. " U npublished P h . D. d is s e rta tio n , M ichigan S tate U n iv e rsity , 1959. D is s e rta tio n A b s tra c ts , XX (1959), 1433-1444. 180 R o b e rts , A llyn F . , and Johnson, D onald M . "Som e F a c to r s R e la te d to the P e rc e p tio n of F u n n in e ss in H um or S tim u li, " Jo u rn a l of S o c ial P sy ch o lo g y , X LV I (1957), 57-63. S h ap iro , E dna, B ib e r, B a rb a ra , and M inuchin, P a tr ic ia . "T he C a rto o n S itu atio n s T e st: A S e m i-s tru c tu re d T echnique fo r A s s e s s in g A sp e c ts of P e rs o n a lity P e rtin e n t to the T e a c h ing P r o c e s s , " Jo u rn a l of P ro je c tiv e T ech n iq u es, XXI (1957), 172-184. S ieg el, Sidney. N o n p a ra m e tric S ta tis tic s fa r the B e h a v io ra l S c ie n c e s. New Y ork: M c G ra w -H ill Book C om pany, 1956. S im m ons, D onald C. " P ro te s t H um or: F o lk lo ris tic R eactio n to P re ju d ic e , " A m e ric an J o u rn a l of P s y c h ia try , CXX, p a r t 6 (1963), 567-570. S m ith, E . W ., and G oodchilds, Ja c q u e lin e D. "T he Role of W it in L a rg e and S m a ll G roups, " P sy c h o lo g ic a l R e p o rts , XIII (1963), 273-274. S m ith, N ath alie V. "O rie n ta l v e rs u s W hite R eactio n s to H um or. " U npublished M a s te r ’s th e s is , U n iv e rs ity of H aw aii, 1952, S m ith, N ath alie V ., and V inacke, W. E . "R e ac tio n s to H um orous S tim u li of D iffere n t G e n e ra tio n s of Ja p a n e se , C h in ese, and C a u c a sia n s in H aw aii, " J o u rn a l of S ocial P sy ch o lo g y , XXXIV (1951), 69-96. S ta r e r , E m an u el. "R eactio n s of P s y c h ia tric P a tie n ts to C a rto o n s and V e rb a l Jo k e s, " J o u rn a l of G e n e ra l P sy ch o lo g y , LXV (1961), 301-304. S tric k la n d , John F , "T he E ffe c t of M otivation A ro u sa l on H um or P r e f e r e n c e s . " U npublished d o c to ra l d is s e rta tio n , 1958, c ite d in B y rn e , Donn, "Som e In c o n s iste n c ie s in the E ffe c t of M o tiv atio n A ro u sa l on H um or P r e f e re n c e s , " J o u rn a l of A b n o rm al and S ocial P sy ch o lo g y , LXH (1961), 158-160. S tric k la n d , John F . "T he E ffe ct of M o tiv atio n A ro u sa l on H um or P r e f e r e n c e s , " Jo u rn a l of A b n o rm al and S o cial P sy ch o lo g y , LIX (1959), 278-281. 181 Sum m o, A nthony J . "H um or in R eview , " Jo u rn a l of S o cial T h e r apy, IV (1958), 201-208. T o llefso n , D. L . , and C a tte ll, R. B. The IP A T H u m o r T e s t. F o rm A, 1963 E d itio n . C ham paign, Illin o is: In stitu te fo r P e rs o n a lity and A b ility T estin g , 1963. T o rra n c e , E . P a u l. "W hat K ind of a P e rs o n Do You W ant Y our G ifted C hild to B e c o m e ? , " G ifted C hild Q u a rte rly , VII (1963), 87-91. U llm an, L . P . , and L im , D onald T. " P re fe re n c e s fo r H um or am ong P s y c h ia tric P a tie n ts , " Jo u rn a l of C onsulting P s y chology, XXVI (1962), 221-225. W e iss, J u s tin L . "An E x p e rim e n ta l Study of the P sy ch o d y n am ics of H u m o r. " U npublished Ph. D. d is s e rta tio n , U n iv e rsity of M ichigan, 1955. D is s e rta tio n A b s tr a c ts , XV (1955), 873. W ilso n , M ilton P . "D irty J o k e s : In d ic a to rs of P sy c h o se x u a l G row th and D evelopm ent. " P a p e r p re s e n te d a t the an n u al c o n fe re n c e of the C a lifo rn ia A sso c ia tio n of School P s y c h o lo g ists and P s y c h o m e tris ts , San F ra n c is c o , M a rch , 1965. (M im eo g ra p h ed .) W ilson, M ilton P . "H um or P re fe re n c e s in R elatio n to C re a tiv ity and In te llig e n c e . " U npublished p a p e r, E d u ca tio n a l P s y chology 790, U n iv e rsity of S o u th ern C a lifo rn ia , S u m m er S essio n , 1967. (T y p e w ritte n .) W inick, C. "Space Jo k e s as In d ica tio n s of A ttitu d es to w ard S p a c e ," Jo u rn a l of S ocial I s s u e s , XXVII, p a r t 2 (1961), 43-49. W olfenstein, M a rth a . "A P h a se in the D evelopm ent of C h ild re n 's S ense of H um or, " in E is s le r , Ruth S ,, and o th e rs , The P sy c h o a n a ly tic Study of the C h ild . New Y ork: In te rn a tio n a l U n iv e rs ity P r e s s , 1951, VI, 336-350. W olfenstein, M a rth a , " C h ild re n 's U n d erstan d in g of Jo k e s, " in E is s le r , R u th S ., and o th e rs , The P sy c h o a n a ly tic Study of the C h ild . New Y ork: In te rn a tio n a l U n iv e rsity P r e s s , 1954, V III, 162-176. 182 W ord, C . E . " F re u d ia n T h e o rie s of W it and H u m o r a s A pp lied to C e rta in T h e o rie s of S o cial C o n flict. " U npublished P h .D . d is s e rta tio n , B o sto n U n iv e rsity , 1960. D is s e rta tio n A b s t r a c t s , XXI (1960), 954. Y arn o ld , J a m e s K ., an d B e rk e le y , M a rv in H. "An A n a ly sis of the C a tte 11 - L u b o rsk y H u m o r T e s t into H om ogeneous S c a le s, " J o u rn a l of A b n o rm al and S o cial P sy c h o lo g y , XLEX (1954), 543-546. A PPE N D IX Included in the A ppendix a re the follow ing ite m s : 1. H u m o r R atin g S c a le , F o rm P 2. A nsw er s h e e t fo r H u m o r R atin g S c a le , F o rm P 3. C o n fid en tial Q u e stio n n aire f o r Id en tify in g S ense of H um or and C re a tiv ity in the C la s sro o m 4. G roup T e s t of C re a tiv ity (S h o rt F o rm ), w ith e x a m p le s of re s p o n s e s fille d in FORM P H U M O R R A T I N G S C A L E 80 20 30 60 70 40 50 DIRECTIONS T h is is a te s t of yo u r s e n s e of h u m o r. In th is booklet a re 80 p a ir s of jo k es. E ac h p a ir h a s a joke on the le ft, m a rk e d (a), and one on the rig h t, m a rk e d (b). You a re to m a rk the b lan k on the a n sw e r s h e e t w hich c o rre s p o n d s to the joke in e a c h p a ir, e ith e r (a) o r (b), th a t you think is fu n n ie r. N O TE: You a re to ch eck w hich joke in e a c h p a ir you c o n sid e r m o re a m u sin g , a c c o rd in g to HOW FUNNY you think it i s , not m o re c le v e r, o r in good ta s te , o r in te lle c tu a l, o r u p -to -d a te . M ark a ll of y o u r a n sw e rs on the s e p a ra te a n sw e r s h e e t, and m ak e no m a rk s in th is bo oklet. Be s u r e to m ak e a choice in e v e ry c a s e . Do n o t le a v e any p a ir u n a n sw e red . A lw ays re a d joke (a) b e fo re joke (b). If you do not u n d e r sta n d the in s tru c tio n s , a sk now, b e fo re the te s t b e g in s. Go ahead a t y o u r own r a te , b u t choose a c c o rd in g to y o u r im m e d ia te e n jo y - m en t. Do n o t w aste tim e thinking too m u ch about any one jo k e. You should be th ro u g h in about one c la s s p e rio d . TRY NO T TO DISTURB OTHERS BY LAUGHING OU T LOUD M ilton P . W ilson 1967 1(a) F a th e r: T h e re 's so m e th in g w ro n g 1(b) w ith m y sh av in g b r u s h ! Son: T h a t's funny. It w o rk ed fine w hen I p ain ted m y bike th is m o rn in g . 2(a) M I dine out once in a w h ile, b u t I 2(b) n e v e r go to the s a m e p la c e tw ice . " "1 d o n ’t lea v e tip s e ith e r. " 3(a) An Indian p rin c e s s w ent to v is it New 3(b) Y ork C ity fro m the re s e rv a tio n . W hile sh e w as out w alking, a c ity re s id e n t a sk e d , "And how do you like o u r c ity ? " "F in e , " sh e re p lie d , "How do you like o u r c o u n try ? " 4(a) Two f i r s t g ra d e rs w e re a rg u in g . 4(b) "I b e t you c a n 't count to ten . " "Oh, y es I can. O ne, g re e n , fo u r, high, b lu e, s ix ty -s e v e n , re d , ap p le, tw e n ty -th re e , ten . " "I d id n 't think you could do i t ! " 5(a) A d o c to r re c e iv e d a fra n tic c a ll 5(b) fro m a lad y w hose bab y had sw allow ed a fountain pen. " P le a s e com e a t once, " sh e begged. "A ll rig h t, " re p lie d the p h y sic ia n , "but w hat a re you doing in the m e a n tim e ? " "U sin g a p en cil, " sh e a n sw e re d . 6(a) T e a c h e r: I d o n 't se e how one 6(b) p e rs o n could p o ssib ly m ak e so m an y m is ta k e s on one h o m ew o rk p a p e r. Student: It w a s n 't one p e rs o n . M y dad h elp ed m e. 7(a) A m a n w as b a rb e q u in g a ch ic k en 7(b) on a s p it in h is b a c k y a rd . As he k ept tu rn in g the handle a ro u n d and a ro u n d , a b e atn ik w atching fro m the sid ew alk fin a lly s a id to h im : " I d o n 't w ant to bug you, dad, but y o u r m u s ic 's sto p p ed , and y o u r m o n k e y 's on f ir e . " A frig h te n e d h u n te r c lim b e d into a tr e e to m ak e s u r e th a t no one w ould m is ta k e h im fo r a d e e r. Sure enough, it w orked. T he guy who sh o t h im m isto o k h im f o r a b e a r. Q. W hat is i t th a t n e v e r a s k s any q u e stio n s but r e q u ir e s m an y a n sw e rs. A. A d o o rb e ll. A little g irl c a m e up to a v e ry old w om an s ittin g on a bus. "L ady, " sh e a sk e d , "w ere you on N o ah 's A rk ? " "W hy c e rta in ly not. " "T hen why d id n 't you d ro w n ? " Cowboy: "How w as y o u r f i r s t h o rse b a c k rid e ? " D ude: "F in e . The h o rs e w as a p e rfe c t g en tlem an . E v e ry tim e we cam e to a fen c e he le t m e go o v e r f i r s t . " A bunch of p o te n tia l d elin q u en ts w ere b a r r e lin g down an is o la te d c o u n try ro a d , doing about 100 m ile s an h o u r w hen one of them n o tic e d th a t th e c a r d o o r w a s n 't sh u t tig h t. He q uickly opened it and c lo s e d it. The d riv e r sn e e re d , w ithout looking a ro u n d , "H ey, who ju s t got i n ? " "I once w ent h u n tin g in A fric a w ith only a club. " "Oh, y o u 're n o t th a t b ra v e . " "Y es I am . T h e re w e re fo rty people in the clu b . " L ady in r e s ta u r a n t: "W a ite r, w hat is th is fly doing in m y so u p ? " W a ite r: " it lo o k s like the b a c k s tro k e to m e ! " 8(a) Ira te P a s s e n g e r : M adam , c a n 't 8(b) you c o n tro l th a t c h ild ? He ju s t to re off m y toupee ! M o th e r: Oh, w h at a r e l i e f ! I thought he s c a lp e d you. 9(a) T ru c k d r iv e r : N u rs e , I s e e g re e n , 9(b) yellow , an d b lu e sp o ts in fro n t of m y e y e s. N u rs e : D id you s e e a d o c to r? T ru c k d r iv e r : No, only g re e n , yellow , and b lu e s p o ts . 10(a) " F i r s t , I h ad a p p e n d ic itis , th e n 10(b) to n s illitis , fo llo w ed b y p n eu m o n ia. T his w as c lim a x e d w ith n e u r itis , th en th e y gave m e h y p o d e rm ic s and in o c u la tio n s. " "Boy, did you have a ro u g h tim e . " " I 'll sa y . T h at w as the w o rs t s p e llin g t e s t I e v e r had! " 11(a) F i r s t g a rd e n e r: I u se d to w o rk 11(b) w ith 2, 000 m e n u n d e r m e . Second g a rd e n e r: R e a lly ? W here ? F i r s t g a rd e n e r: I c u t th e g r a s s in a c e m e te ry . 12(a) The phone ra n g a t th e fire h o u s e 12(b) ju s t fiv e m in u te s a fte r th e m en h ad r e tir e d . " I t's a te r r ib le b la z e , " th e v o ice c r ie d f r a n t i c a lly . "T he fla m e s a r e lic k in g th ro u g h th e f i r s t flo o r. P r e tty soon th e y 'll ra v a g e the e n tir e p la c e . 1 1 "D id you t r y th ro w in g w a te r on i t ? " a sk e d th e f ir e ch ief. "Y es. " "T h en t h e r e 's n o u s e o u r co m in g o v e r. T h a t's a ll we do. " Two b e a tn ik s w e re sta n d in g on a r i v e r b an k , w hen one f e ll in. "H elp! H elp! I c a n 't s w im !" H is buddy c a lle d out, "F a k e it, m an , fak e i t ! " A young boy is c ra w lin g a ro u n d on h is h a n d s and k n e es u n d e r a s t r e e t la m p . A m a n c o m e s up. "W hat a re you d o in g ? " " I'm lo o k in g f o r a q u a r te r . " "W h ere did you lo se i t ? " "Tw o b lo ck s down th a t w ay. " "T h en why a r e you looking h e re ? " "B e c a u se the lig h t's b e tte r! " T e a c h e r: W hat is the fo rm u la f o r w a te r? S tu d en t: H -I -J - K - L -M -N -O . T e a c h e r: A re you try in g to be fu n n y ? S tudent: No, te a c h e r. You to ld u s it w a s H -to -O . An E n g lis h count, w ith the h elp of an a c c o m p lic e , h ad s to le n the Q u e e n 's je w e ls . The K ing fo rc e d the c o u n t to c o n fe ss , b u t he w ould n o t te ll who h e lp e d h im . The K ing gave th e u ltim a tu m to th e count: If he d id n o t te ll, he w ould be b e h e a d e d . S till no in fo rm a tio n . A s he w as b e in g le d to the b lo ck , th e c o u n t w as given a n o th e r chance to ta lk , b u t he re fu s e d . F in a lly , a s th e a x w as co m in g dow n, the count y e lle d , " I 'll te ll! I 'l l t e l l ! " Too la te . And th e m o r a l of th is s to r y is : D o n 't h a tc h e t y o u r counts b e fo re th e y c h ick en . P a m : W hy a r e you ta k in g y o u r m a th h o m ew o rk to th e gym w ith yo u ? S am : I have to re d u c e th e se f r a c tio n s . 2 . 13(a) Judy: You sa y y o u r g re a t- 13(b) g ra n d fa th e r alw ays got out of sch o o l e a r ly ? How co m e? T rudy: He put q u ick san d in the h o u rg la s s. 14(a) Big S is te r : Know how I keep m y 14(b) head above w a te r? Kid S is te r : S u re. W ood flo a ts . 15(a) F a r m e r : W aal, I p lan ted a m e s s 15(b) o' tu rn ip s , and w hat d 'y a th in k cum u p ? N eig h b o r: I dunno. W hat? F a r m e r : A flo ck of hogs. And e t 'e m a ll up. 16(a) F ly in g o v e r the R ocky M ountains, 16(b) the a irlin e h o s te s s d istrib u te d chew ing gum to a ll the p a s s e n g e rs . " It's to k eep yo u r e a r s fro m p o p ing a t high a ltitu d e s, 1 1 she e x p lain ed . W hen the plane lan d e d , one of the p a s s e n g e rs ru sh e d up to the h o s te s s and a sk e d , "I'm m e e t ing m y so n rig h t aw ay. How do I get th e gum out of m y e a r s ? " 17(a) A w a ite r in a la rg e r e s ta u r a n t w as 17(b) su d d en ly taken ill and ru sh e d to a n e a rb y e m e rg e n c y h o sp ita l. On the o p e ra tin g ta b le , in g re a t p ain , he w a ite d fo r a tte n tio n . An in te rn w ho had re c e n tly been to the r e s ta u r a n t p a sse d by. The p a tie n t p lead ed fo r atten tio n . "S o rry , " s a id the d o c to r, " th is is n 't m y tab le. " A g o lfe r, annoyed a t the lo s s of h is b a ll, sc o ld ed the caddy fo r n o t w atch in g the b a ll. "W ell, s i r , " sa id the caddy, "they d o n 't u s u a lly go an y w h ere, so it kind of took m e u n p re p a re d . " A m a n w as w alking down a d a rk s t r e e t when two m en su d d en ly p u lle d him into an a lle y . The m an put up a te r r if ic fig h t. A fter the m en fin a lly o v e rp o w ere d h im , th e y found th a t he h ad only 30 c e n ts. One of the ro b b e rs sa id , "You m e a n you put up a fig h t lik e th a t fo r 30 c e n ts ? " "No, " he re p lie d , "I thought you w e re a fte r the $500 in m y sh o e. " A m a n w as having te r r ib le h e a d a ch e s and he w ent to a d o c to r to g et h elp . The d o c to r c o u ld n 't help h im , so he tr ie d d o c to r a fte r doctor. F in a lly , he w ent to a W itch D o cto r. The W itch D octor gave him a s tr ip of le a th e r, and told h im to e a t an in ch of it e v e ry day, and the h e a d ache w ould go aw ay. A fte r he had e a te n the w hole lac in g , he s till had h e a d a c h e s, s o he w ent to co m p lain . "O h, I s e e , " s a id the W itch D octor, "the thong is ended but the m alad y lin g e rs o n !" A la d y a b o a rd sh ip b e ca m e quite s e a s ic k . A ste w a rd a sk ed if he could b rin g h e r anything. "Y es, " s a id the lady, "b rin g m e an is la n d . " A tr a in tr a v e le r a sk e d the p o rte r fo r a d rin k of w a te r. "I alw ays g e t s ic k w hen I rid e b a ck w a rd s on a tr a in , " he re m a rk e d . "W hy d id n 't you a sk the p e rs o n rid in g opposite you to tra d e p la c e s w ith y o u ? " a sk ed the p o rte r. "I thought of th a t, b u t th e re w a s n 't anyone th e re . " 3 . 18(a) 19(a) 20(a) 21(a) 22(a) 23(a) M om : W here a re you going? 18(b) Son: O ut to play. M om : W ith those h o le s in y o u r sh o e s ? Son: No, w ith the k id s a c ro s s the s tr e e t. M om : Ju n io r, if you d o n 't sto p 19(b) p lay in g th a t saxophone, I 'l l go out of m y m in d ! Ju n io r: I t’s too la te ! I sto p p ed p lay in g an h o u r ago. A M a rtia n w as w alking down the 20(b) s tr e e t, w hen the f i r s t E a rth m a n he m e t happened to be a bum . "Can you s p a re a dim e ? " he ask ed . "W h at's a d im e ? " " Y o u 're rig h t. M ake it a q u a rte r ! " A p a ra c h u tis t w as m ak in g h is f i r s t 21(b) jum p. The in s tr u c to r sa id , "C ount 1 -2 -3 , th en pull th is b ig rin g . If nothing h ap p en s, count 4 -5 -6 , and p u ll th is little rin g . W hen you lan d , th e re w ill be a tru c k w aiting to p ick you up. " The m a n jum ped, counted 1 -2 -3 , and p u lle d the rin g . The chute d id n 't open. So he counted 4 -5 -6 and p u lle d the o th e r rin g . N othing hap p en ed th is tim e e ith e r. He thought to h im se lf, "Now i t w ill be ju s t m y luck the tru c k w o n 't be th e re e ith e r ! " P a tro n : "W a ite r, c a ll the m a n a g e r ! 22(b) I'v e n e v e r se en anything in m y whole life as tough a s th is s te a k . " W a ite r: "You w ill if I c a ll the m a n a g e r. " A fte r a h a rd m o rn in g out playing, 23(b) J u n io r c am e hom e and a sk e d his m o th e r, "Who am I ? " She g u e sse d p lay fu lly , "B at M a n ? " "T he lady down th e s t r e e t w as rig h t! " c rie d the little fellow , "She s a id I w as so d ir ty even m y own m o th e r w o u ld n 't know m e . " The g r e a te s t th in g G eo rg e W ashington w as n o ted fo r w as h is m e m o ry . R e a lly ! T hey have even e r e c te d a m o n u m en t to it. T e a c h e r: N am e the o u tstan d in g a c c o m p lish m e n t of the R om ans. Student: T hey u n d e rsto o d L atin . Did you e v e r re a liz e th a t w aving a r e d fla g d o e s n 't b o th e r b u lls a t a ll? It d o e s, h o w ev er, b o th e r cow s. The th in g th a t m a k e s b u lls m a d is b e in g m is ta k e n fo r cow s ! "I saw a m a n com e in to a d ru g s to r e and o r d e r a ch o co late sundae w ith w hipped c re a m and chopped n u ts, and rig h t aw ay I knew he w as a s a ilo r . " "How did you know th a t? " "He had on h is u n ifo rm . " "W hat w ould you have if you c o l le c te d a h u n d red fe m a le pigs and a h u n d red m a le d e e r ? " "I give up. W hat w ould I have ? " "A h u n d red sow s and b u ck s. " M rs . S m iff: Y es, I h e a r d a b u r g la r and got up. And th e re u n d e r the b ed I saw a m a n 's l e g s ! M rs . C a se : H eav en s! The b u r g la r 's ? M rs. Sm iff: No, m y h u sb a n d 's. He h e a rd th e n o ise , too. 4. 24(a) "W hat did the b a b y p o rcu p in e sa y w hen he backed in to the c a c tu s ? " "Is th a t you, m a m a ? " 25(a) " T h a t's a s tra n g e p a ir of so c k s you h ave on th e re ; one re d and one g r e e n ." "Y es, and the funny thing about it is th a t I'v e got a n o th e r p a ir at hom e ju s t like th is one. " 26(a) "I got sh o t hunting la s t fa ll. " "H ave a s c a r ? " "No th an k s, I d o n 't sm o k e. " 27(a) H usband: W h at's fo r d in n e r tonight W ife: W e'll have to e a t out d e a r. The e le c tr ic ity w as off to d ay . H usband: But we have a gas stove and a gas r e f r ig e r a to r . W ife: Y es, b u t we have an e le c tr ic can o p e n er. 28(a) A m a id who could n o t re a d o r w rite alw ays sig n ed h e r nam e w ith an "X ". One day, sh e sig n e d h e r n am e w ith an "O ". W hen ask ed why, sh e re p lie d , "Oh, I got m a r r ie d , and changed m y n am e, " 29(a) I n e v e r knew people talk ed in su ch a p ro fan e way u n til I got a c a r. Now n e a rly e v ery o n e I bum p into s w e a rs d read fu lly ! 30(a) "Do you m is s sc h o o l? " " E v e ry chance I get. " 31(a) G ranny: Give m e a m o u se tra p , q u ick ly , young m an ! I have to c a tc h a b u s. C le rk : I'm s o r r y , m ad a m , we d o n 't have any th a t big. 24(b) Two an ts w e re ru n n in g a c r o s s the top of a c ra c k e r box. One ask ed the o th e r, "Why a re we ru n n in g so f a s t ? " "C a n 't you r e a d ? " a n sw e re d the o th e r, " it sa y s 'T e a r along th is line*. " 25(b) Is y o u r dog tra in e d ? W ell, w hen I te ll h im not to s i t up, he d o e sn 't. 26(b) C u sto m e r: And th is , I su p p o se, is one of th o se h id eo u s c a ric a tu re s you c a ll pop a r t ? A rt D e a le r: Oh, no, m ad a m . I t's ju s t a m ir r o r . 27(b) A lad y on a bus w as a fra id she w ould m is s h e r sto p , so sh e poked the d r iv e r w ith h e r u m b re lla and a sk ed , "Is th is M issio n H ills ? " "No, lady, " he re p lie d , " th a t's m y rib . " 28(b) A p a tie n t c a lle d fo r a d e n tist a p p o in tm en t. "I'm so s o r r y , " sa id th e d e n tist, "not today. I have e ig h te e n c a v itie s to fill. " The d e n tis t th en picked up h is golf b ag and le ft the o ffice. 29(b) "Is it tru e th a t you g e t h ead ach es w hen you le a r n to rid e h o rs e s ? " "Oh, no. Q uite the o p p o site. " 30(b) D efinition: A larm clo ck - - so m e th in g to s c a r e the daylights in to you. 31(b) If a ll the c a r s in the w orld w ere p u t end to end, it w ould be Sunday aftern o o n . 5 . 32(a) A d is tr ic t a tto rn e y w as hav in g 32(b) tro u b le w ith a w itn e ss. M A re you a cq u ain ted w ith any of the ju r y ? " "M ore th an h a lf. " "A re you w illin g to s w e a r th a t you know m o re th an h a lf of th em ? " "If it c o m es to th a t, I'm w illin g to sw e a r th a t I know m o re th an a ll of them put to g e th e r! " 33(a) A s e c r e ta r y w alked up to a v e n d - 33(b) ing m a c h in e , p u t a coin in and p r e s s e d the b utton fo r "C offee, double c re a m , w ith s u g a r. " No cup cam e down. B ut two n o z z le s w ent in to a ctio n , one se n d in g fo rth co ffee, the o th e r c re a m an d s u g a r. A fte r the p ro p e r am ounts h ad gone down the d ra in w h ere the cup should have b e en , the m ach in e c lic k e d off. "Now, th a t's r e a l au to m atio n , " sh e e x c la im e d . "It even d rin k s i t fo r you! " 34(a) "I re a d w h ere m o re th an tw o 34(b) th o u san d e le p h a n ts a re r e q u ire d to m ake o u r p ian o keys e a c h y e a r. " " Is n 't it w o n d erfu l w hat th o se huge b e a s ts can be tra in e d to d o ? " 35(a) A g o rilla w alked into a d ru g s to re 35(b) and o rd e re d a 5 0 -c e n t su n d a e , giving the c le rk a $10 b ill. The c le rk thought, "G o rilla s d o n 't know m u ch about m oney, " and handed the g o rilla a o n e -d o lla r b ill in change. The c le r k 's c u rio s ity fin a lly got the b e s t of h im , and he s a id , "We d o n 't get too m an y g o rilla s in h e re . " The g o rilla re p lie d , " it's no w o n d er, a t th e se p r ic e s . " 36(a) "I know a m an w ith one w ooden 36(b) le g n am ed S m ith. " "Y eah? W h at's the nam e*of h is o th e r le g ? " J im : D id you know you c a n 't s e n d m a il to W ash in g to n ? Ja n e : N o? Why n o t? J im : B e ca u se h e 's dead! - - B ut you can s e n d m a il to L incoln. Ja n e : B ut h e 's dead, too! Jim : Y e s, b u t he le ft his G e tty sb u rg A d d re ss . "I show ed m y g ir l a p ic tu re of m e w hen I w as a little boy, w ith m y fa th e r h o ld in g m e on h is knee. " "W hat did sh e s a y ? " "W ho's th e v e n trilo q u is t? " A m an s a id to the w a itr e s s , " I 'll have two f rie d e g g s, and a kind w ord. " The w a itr e s s b ro u g h t the eg g s. T hen she le a n e d o v er and w h isp e re d in h is e a r : "D on't e a t th em e g g s. " Two m en w e re d is c u s s in g sp an k in g in sch o o l. "T he only tim e I w as lic k ed in sc h o o l w as fo r te llin g the tru th , " s a id one. "W ell, " s a id the o th e r, "it s u re c u re d you. " T his le t t e r cam e to th e Tax C o l le c to r : D e a r S ir, I have been c h ea tin g on m y ta x e s fo r the la s t th re e y e a r s , and I c a n 't sle e p . H ere is fifty d o lla rs . If I s till c a n 't s le e p , I 'l l s e n d you the b a la n ce . 6 . 37(a) "Did you h e a r about the len s 37(b) m a k e r who fe ll in to h is g rin d in g m ach in e ? " "No, w h at happened ? " "He m ad e a sp e c ta c le of h im se lf. " 38(a) Q. How do s a ilo r s g et th e ir 38(b) c lo th e s c le a n ? A. T h ey th ro w th em o v e rb o a rd , and th e y a re w ash ed a s h o re . 39(a) A lad y w as on a tr a in w hen a m an 39(b) cam e in and s a t n e x t to h e r and got out h is pipe. "S ir, " sh e s a id , "sm o k in g alw ays m ak e s m e s ic k . " As he l i t up h is pipe, he so ftly sa id , "W ell, tak e m y ad v ice and give it up. " 40(a) E p itap h on the to m b sto n e of a 40(b) h y p o ch o n d riac: "I to ld you I w as s ic k . " 41(a) A m a n w as w alking hom e th ro u g h 41(b) a c e m e te ry one night, w hen he fe ll in to an open g rav e and c o u ld n 't g et out. L a te r on, a n o th e r m an w a n d ere d th ro u g h . "H elp! " c rie d the f i r s t , " it's cold down h e r e . " "No w o n d er y o u 're cold, " a n sw e re d the se co n d , "you've k ick ed off a ll y o u r c o v e r s ! " 42(a) "A la d y c a m e l w ith two hum ps 42(b) m a r r ie d a g en tlem an c a m e l w ith one hum p. T hey had a baby c a m e l w ith no h u m p s. W hat did th ey n am e h im ? " "I d o n 't know. W h at?" "H um phrey. " 7 . The re a s o n th e R om ans h ad to give up th e ir big h o lid ay s w as th a t the lio n s ate up a ll th e ir p ro p h e ts. A te a c h e r w ro te on the b la c k b o a rd " P le a s e W ash. " And the ja n ito r took h is b a th on T h u rsd ay n ig h t in ste a d of w aitin g till S a tu rd a y ! A w itn ess in c o u rt w as a sk e d to re p e a t the c o n v e rsa tio n he h e a rd betw een tw o m en in a c o llisio n . "I c a n 't re m e m b e r 'x a c tly , 'c e p t ea c h one w as c a llin ' the o th e r w hat th ey b o th is . " Once th e re w e re th re e Indian p r in c e s s e s . One got m a r r ie d in a ro b e m ad e of d e e r s k in s. One got m a r r ie d in a ro b e m ad e of w olf s k in s. The th ird got m a r r ie d in a ro b e m ad e of hippopotam us s k in s . T he f i r s t two e a c h had a baby boy. The th ird one had tw in s. T h is a ll goes to p ro v e th a t old say in g , th a t the squaw of the hip p o p o tam u s is e q u a l to the su m of the squaw s of the o th e r two h id es. D efinition: D esk - - a la rg e w a ste b a sk e t w ith d ra w e rs . A g o lfer h it s e v e r a l new b a lls in to the la k e , onto th e highw ay, and then in to the w oods, and lo s t th em a ll. "Why d o n 't you u se an old b a l l ? ” a sk e d the caddy. The d uffer la m en te d , "I'v e n e v e r had one. " 43(a) R id d le: W hat is i t th a t goes 43(b) 9 9-thum p, 9 9 -th u m p ? A centipede w ith a w ooden leg . 44(a) S is: M om, I ju s t saw a m a n who 44(b) m a k e s h o rs e s . M om : How do you know ? S is: He had one a lm o st fin ish e d w hen I saw h im . He w as ju s t n a ilin g on the b a c k f e e t ! 45(a) If a boy is a la d , and he h a s a 45(b) step-father, is he a s te p -la d d e r. 46(a) A te e n a g e r p la y e d a new r e c o r d 46(b) f o r h e r fa th e r, who had ju s t s e ttle d down to re a d th e ev en in g p a p e r. nO ooh, have you e v e r h e a rd an y th in g like i t ? " sh e e x c la im e d . "N ot re a lly , d e a r , " he re p lie d . "T he c lo s e s t to i t I e v e r h e a rd w as w hen a tru c k lo a d e d w ith em p ty g a rb a g e cans r a n into a t r a i l e r fu ll of hogs ! " 47(a) T h e re was once a b a llo o n ist who 47(b) w as caught in a s to rm , and when i t su b sid ed he w as lo s t off c o u rs e . He calle d to a f a r m e r below , "A hoy, w here am I ? " "You c a n 't fo o l m e , " ch u ck led the f a r m e r , " y o u 'r e rig h t up th e re in th a t little ole b a sk e t. " 48(a) D efinition: A b a c h e lo r -~ a chap 48(b) w ho thinks th a t it is b e tte r to have lo v ed and lo s t th an to g et up fo r th e 2 a .m . feed in g . "It s a y s h e re th a t in New Y o rk C ity a m an is ru n o v e r e v e r y 30 m in u te s. " "Oh, m y, the p o o r fe llo w ! " P o e t: Do you th in k I sh o u ld put m o re fire in to m y p o e try ? E d ito r: Oh, no. Q uite the o p p o site. A m a n w alked up to a n o th e r m an in a h o tel lobby, say in g , " I'm s u r e I have m e t you so m e w h ere b e fo re . " "No doubt, " s a id the o th e r, "I have been th e re often. " As I w aited in the s u p e rm a rk e t p a rk in g lo t, a boy about e ig h t in th e c a r n e x t to m e w as w ild ly tw istin g the s te e rin g w heel and m ak in g loud m o to r-lik e sou n d s. I w atched h im playing fo r a w hile, th en lean ed o v e r and sa id , "Hey, bud, yo u 'd b e tte r stic k y o u r arm out when you m ake a tu rn , o r y o u 'll g et a tic k e t. " R e g ard in g m e w ith s c o rn , he r e p lie d , "S tick y o u r a rm out of a ro c k e t sh ip , m is te r , and y o u 'll g et it rip p e d off! " "I woke up la s t night w ith a fe e l in g th a t m y w atch w as gone. " "W as it gone ? " "N o, but i t w as going. " M ay: T his lin im e n t m a k e s m y a rm s m a rt. F a y : W hy d o n 't you ru b so m e on y o u r h ead ? 49(a) A b rig h t young g irl w as tak in g a 49(b) te s t, b u t se e m e d to be stu m p ed on the seco n d q u e stio n , w hich re a d : "G ive the n u m b e r of to n s of c o al e x p o rte d fro m the U nited S ta te s in any given y e a r. " A fte r a few m in u te s of thought, sh e w ro te: "1492 - - none. " 50(a) T e a c h e r: Do you have a new s r e - 50(b) p o rt, fo r c u rr e n t e v e n ts ? P u p il: Y es, M iss B a te s. I r e a d w h e re a s a ilo r sa v e d the e n tire c re w of h is sh ip , a ll a t once. T e a c h e r: How did he do th a t? P u p il: He th re w the cook o v e rb o a rd ! 51(a) Two s m a ll g ir ls w e re p lay in g one 51(b) a fte rn o o n in th e p a rk . "I w onder w hat tim e it is , " s a id one. "W ell, i t c a n 't be fo u r o 'c lo c k , " re p lie d th e o th e r, "b ec a u se m y m o th e r to ld m e I w as to be hom e a t fo u r, and I'm n o t. " 52(a) M illio n a ire : I w ant tw o r e s e r v a - 52(b) tio n s fo r a tr ip a ro u n d the w o rld . T ra v e l C le rk : Y es, s i r . One w ay? 53(a) In a bank, a little b oy su d d en ly 53(b) c a lle d out a t the top of h is v o ice, "D id anyone d ro p a r o ll of b ills w ith a ru b b e r b an d a ro u n d it? " S e v e ra l people a t d iffe re n t t e l l e r s ' w indow s a n sw e re d , "I d id !" "W ell, " s m ile d the boy, "I ju s t found the ru b b e r band. " 54(a) A can n ib al king who w as tak in g an 54(b) o cean voyage w ent in to the dining ro o m on the sh ip . "W ould you lik e a m en u ? " a sk e d the ste w a rd . "No, th an k s. J u s t give m e the p a s s e n g e r lis t. " Q. How do you get down fro m an e le p h an t ? A. You d on’t. You g et down from a duck. John is s o c o n c e ite d th a t on his l a s t b irth d a y he s e n t h is m o th e r a le tte r of c o n g ra tu la tio n s. " C a rd p lay in g can be v e ry e x p e n siv e . " "B ut s o a re a ll g a m e s w h ere you hold h a n d s. " " E ith e r you le a r n to fly today, " sa id the m o th e r pigeon, a n g rily , " o r I 'l l tie a ro p e a ro u n d you and d ra g you aro u n d . " "B ut m o th e r, " c rie d the little pigeon, "I d o n 't w ant to be pig eo n -to w ed . " M rs. J o n e s: T h at m u sic m y son is p lay in g is v e ry d ifficu lt. M rs. S m ith: I w ish it w e re im p o ssib le . Speaking of m o d e rn m u sic - - 1 w as a t a r e s ta u r a n t the o th e r day w hen a bus boy d ro p p ed a whole lo ad of d ish e s. And s ix couples got up to dance. 55(a) The p o lic em a n a sk e d an in ju re d 55(b) p e d e s tria n if he by any chance had n o tic ed the lic e n s e n u m b e r of the d r iv e r who h ad h it h im . "No, " the p e d e s tria n re p lie d , "but I'd re m e m b e r th a t laugh an y w h ere. " 56(a) "You so u n d like you have a slig h t 56(b) c o lt in y o u r th ro a t. " "Y es, I'm s till a little h o a rs e . " 57(a) I know a m u s ic ia n who w ill not 57(b) buy a clo ck . W hen he w an ts to know w hat tim e it is , he ju s t p lay s h is tu b a. B e fo re long, som ebody alw ays y e lls , "W h at's the id e a of p lay in g th a t th in g a t 3:30 in the m o rn in g ? " 58(a) D ad: W hat did you le a r n in 58(b) sch o o l to d ay , J a c k ? Ja c k : We le a rn e d to sa y "Y es, s i r , " "No, s i r , " "Y es, m a 'a m , " and "No, m a 'a m . " Dad: D id you re a lly ? Ja c k : Y eah! 59(a) The young couple had been a little 59(b) s h o rt of m oney, so the b rid e had been p re p a rin g h a m b u rg e r in as m an y d iffe re n t w ays as p o ss ib le . D uring the fo u rth w eek sh e s e rv e d s till a n o th e r v e rs io n . As the h u s band su rv e y e d it w e a rily , he m u rm u re d , "How now, ground c o w ? " 60(a) One day a la d sw allow ed 30 c e n ts. 60(b) W hen the d o c to r cam e he found th a t it w as OK. It w as the b o y 's lunch m oney. G o lfer: I'm anxious to m ak e th is sh o t. T h a t's m y b o ss up th e re on the clubhouse p o rc h . P a r tn e r : D o n 't be s illy . I t's o v e r 200 y a rd s . You c a n 't h it h im fro m h e r e ! S haron: W hat G e n e ra l le d the s tro n g e s t c h a rg e ? K a ren : I give up. S haron: G e n e ra l E l e c t r i c ! I once a sk e d a f a r m e r out in the c o u n try if he h ad e v e r done any public sp e ak in g . "W ell, " he r e p lie d , "I once p ro p o se d to a g irl o v e r a p a rty lin e . " A m a n who w orked in a c o lo rin g fa c to ry thought he w ould te a c h h is la z y so n th e tra d e . W hen the u n w illin g b oy w as fin a lly d rag g ed to the p la n t he c rie d out, "No, fa th e r, no! I'm too young to dye ! " A young m a n w ent to h is f i r s t dan ce, and h is m o th e r to ld him th a t if he c o u ld n 't s a y anything n ic e , not to sa y anything a t all. W hile he w as d an cin g he re m e m b e re d h is m o th e r 's ad v ice. So he sa id : "You sw e a t le s s than any fa t g ir l I e v e r danced w ith! " Two la d ie s fro m B o sto n w ere in San F ra n c is c o d u rin g a hot sp e ll. "W ell, I n e v e r e x p ec te d it to be so hot h e re , " "B ut you m u s t re m e m b e r, m y d e a r, we a re th re e thousand m ile s fro m the ocean. 10. 61(a) S ir L an celo t d ism ounted and ru sh e d into the inn. nMy ste e d is too w e a ry to go on, " he sa id . "C an you lend m e a h o rse ? " "I have no h o rs e , " re p lie d the in n k e e p e r. "T h at is the only a n im a l 1 p o s s e s s . " And he pointed to a la rg e old dog in the c o rn e r. "V e ry w ell, " sa id S ir L an celo t, "I m u st take him , then. " "Oh, no, s i r , " c rie d the lan d lo rd , "I w ouldn't sen d a knight out on a dog like t h i s ! " 62(a) D efinition: S w eater - - Som ething * you put on w hen y o u r m o th e r is cold. 63(a) A lad y who had b een w aiting 30 m in u te s to be s e rv e d ask ed the w a ite r, "Have you e v e r b een to the z o o ? " "No, w h y ? " "You re a lly ought to go. Y ou’d enjoy w atching the tu rtle s zoom by. " 64(a) The young p ilo t w as tak in g h is e ld e rly aunt fo r a rid e on a hot aftern o o n . A fter the wind had cooled h e r off a b it, the old lad y le a n e d fo rw a rd , poin ted to the fro n t of the plane, and shouted, "A ll rig h t, Ju n io r, I ’m m uch c o o le r now. You can tu rn it off. " 65(a) A m an who w as in an a cc id e n t w as p lead in g w ith a p a s s e r - b y to g et help. " P le a s e c a ll m e an am b u lan ce, w ill you ? 1 1 "Okay, so you’r e an am bulance ! " 66(a) "D id you h e a r about the m an w hose c a t got ru n o v e r by a ste a m r o l l e r ? " "W hat did he sa y ? " "He d id n 't sa y anything. He ju s t sto o d th e re w ith a long p u ss. " 61(b) D in er: I w on't e a t such food. B rin g m e the m a n a g e r ! W aiter: I t's no u s e . He w o n 't e a t it e ith e r. 62(b) C le rk : H e re 's a book th a t'll do h alf of y o u r w o rk fo r you. Boy: Sw ell! I 'l l take two of them . 63(b) Man: My h a ir k eep s com ing out. Can you give m e so m eth in g to keep it in ? B a rb e r: S u re. Take th is. (And he gave him an em p ty c ig a r b o x .) 64(b) A young lady telephoned a frie n d a t 4 a. m . , say in g , "I'm s o r r y to wake you up a t th is h o u r. " "Oh, th a t's a ll rig h t, " h e r frie n d re p lie d , "I had to get up anyw ay to a n sw e r the phone. " 65(b) Q. W hat did one octopus sa y to the o th e r octopus ? A. One of th ese days - - pow, pow, pow, pow, pow, pow, pow, rig h t in the k is s e r ! " 66(b) "Daddy, th e r e 's a m an outside w ith a wooden leg . " " T e ll him we d o n 't w ant any. " 67(a) 68(a) 69(a) 70(a) 71(a) The d o c to r w ent up to v is it the 67(b) sic k w om an, but cam e down in a few m in u tes to a sk h e r husband fo r a sc re w d riv e r. A few m in u te s la te r he w as down again and a sk ed fo r a can o p en er. S till la te r , he w as b ack fo r a c h is e l and a h a m m e r. B y th is tim e the w o rrie d husband couldn ’t sta n d it any lo n g er. " P le a s e te ll m e w h a t's w rong w ith m y w ife, d o c to r ! " he c rie d , "D on't know y et, " re p lie d the d o c to r, "I c a n 't g et the lo ck on m y bag open. " A p ro u d 1 6 -y e a r-o ld tu rn e d into 68(b) the drivew ay, as s e v e ra l young b ro th e r s cam e out to the c a r . "I p a sse d m y d r iv e r 's te s t, " he shouted. "You guys can a ll m ove up one b ik e. " Suzie: M other, look, h e r e 's a 69(b) g re e n snake 1 M other: W ell, you leave it alone. I t's p ro b ab ly ju s t as d an g ero u s as a rip e one. P o lice m an : W hen I saw you t e a r - 70(b) ing down the ro a d , I sa id to m y se lf, " F ifty -fiv e , at le a s t. " L ady M o to rist: W ell, y o u 're a ll w rong, o ffic e r. I t's only th is h a t th a t m ak es m e look o ld er. M r. Jo n e s bought a c ig a r in a 71(b) la rg e s to re and s ta r te d to lig h t it up. "D on't you se e th a t No Sm oking s ig n ? " ask ed the s a le s g irl. "W h at?" sa id Jo n e s indignantly. "You s e ll c ig a rs , but you p ro h ib it sm o k in g ? " The s a le s g ir l sm ile d sw eetly , "We a lso s e ll b a th tow els. " F i r s t dragon: Am I late fo r su p p e r ? Second dragon: Yep, e v e ry b o d y 's e aten . P eg: W hat a re you w ritin g ? Ann: I'm w ritin g a le tte r to m y co u sin . P eg: Why a re you w ritin g so slo w ly ? Ann: B ecau se m y cousin c a n 't re a d v e ry fa s t. The follow ing p o s tc a rd a rr iv e d one day a t the w e a th e r b u rea u : "S ir, I thought you w ould be in te re s te d in know ing th a t I ju s t sh o v eled th re e fe e t of 'p a rtly cloudy' off m y fro n t w alk th is m o rn in g . " C o n g re ss is stra n g e . A m an gets up to sp eak and sa y s nothing. No body lis te n s . And then everybody d is a g re e s . A fa th e r told h is lazy son, "When A braham L incoln w as y o u r age he w as e a rn in g h is own living. " The so n re p lie d , "And when he w as y o u r age, he w as P re sid e n t. " 72(a) 73(a) 74(a) 75(a) 76(a) The new p re a c h e r had ju s t p r e p a re d h is f i r s t se rm o n , and w as ex p ectin g a fu ll church. When he got to the pu lp it, he saw only one p e rso n in the co n gregation. The p re a c h e r ask ed if he should s till c a r r y on. "W ell, " c a m e the re p ly , "I'm ju st a low ly cowhand, but if I w ent out to feed the h e rd and only one w as th e re , I'd s till feed i t . " So the m in is te r spoke as though he had a fu ll audience. W hen he concluded, he asked h is only lis te n e r how he did. "L ike I sa id , " he an sw e red , "if I w ent out to feed a h e rd of cow s, and only one show ed up, I su re w ouldn't give him the whole load. " L ifeg u ard : "W hat would you do if a m a n -e a tin g sh a rk w as ch asin g ? " "N othing. I'm a g irl. " 72(b) R iddle: W hat h as fo u r le g s, e a ts g r a s s , and s e e s e q u ally w ell fro m e ith e r e n d ? " A nsw er: A blind h o rs e . you M ary: Young G irl: I'm c allin g to m ake an appointm ent w ith the d en tist. N u rse: I'm s o rr y , h e 's out. Young G irl: Thank you. W hen w ill he be out again ? A little g irl, accom panied by h e r younger b ro th e r, stopped an e ld e rly lad y on the s tr e e t and sa id , " F o r a n ic k e l, lady, I 'l l have m y b ro th e r im ita te a hen fo r you. " "And w hat w ill he do, little g irl? C a c k le ? " "Oh, no, m a 'a m , none of those cheap im ita tio n s, " the g ir l sa id . "H e 'll e a t a w orm . " 73(b) Q. "W hat do you c a ll a ra b b it th a t h a s n e v e r been out of the house ? " A. "An ingrow n h a re ! " 74(b) When ask ed why sh e n e v e r m a r r ie d , the s p in s te r re p lie d : "I'v e got a p a rr o t th a t s w e a rs , a dog th a t g ro w ls, a fire p la c e th a t sm o k e s, and a c a t th a t sta y s out a ll night. So who need s a husband?" 75(b) P h il: My g irl frie n d is a tw in. B ill: How do you te ll them a p a rt? P h il: H e r b ro th e r h as a m oustache! R e p o rte r: W hat m ade you decide to becom e a p arach u te ju m p e r? Young M an: A plane w ith th re e dead en g in es. 76(b) The p ro fe s s o r sa id , "T his m o rn ing we w ill d isc u ss the lungs, h e a rt, liv e r, and kidneys. " A b o re d stu d en t m um bled, " Ju s t a n o th e r o rg an r e c i t a l ! " 13. 77(a) 78(a) 79(a) 80(a) M ary: The h o rs e I w as rid in g y e s te rd a y w anted to go one w ay and I w anted to go the o th e r. J a n e : Who won ? M ary: He to s s e d m e fo r it. T a ilo r: Would you like to tr y on th at s u it in the w indow ? C u sto m er: If i t 's a ll the sa m e to you, I 'd r a th e r u se the d re s s in g room . Aunt: Why a re you tak in g th a t r u l e r to bed w ith you ? N iece: I w ant to se e how long I s le e p . A p o licem an cam e up to a m an lying on the sidew alk. "Have an a c c id e n t? " "No, th an k s. I ju s t had one. " 77(b) Wife; Do you lik e m y new evening gown? H usband: Y es, if you w ould get a ll the w ay in it. 78(b) F i r s t G irl: A little b ird to ld m e . w hat kind of law y er y o u r fa th e r is . Second G irl: W hat did he sa y ? F i r s t G irl: C heep, cheep! Second G irl: Oh, y eah ? W ell, a duck to ld m e w hat kind of a d o c to r y o u r fa th e r i s ! 79(b) A lec: Do you have an opening fo r a s m a r t, p ro m isin g , e a g e r young m a n ? B o ss: Y es, and d o n 't sla m it on y o u r w ay o u t! 80(b) Two sp a ce m en fro m M a rs landed n e a r the hom e of a fam ous m u s i cian. They e n te re d the house and glanced a t the piano. S ta rtle d , one of them s a id to it, "Okay, wipe th a t s illy g rin off y o u r face and take m e to y o u r le a d e r. " NAME GRADE_______ TEACHER HUMOR R A T IN G S C A L E M ark the blank (a) or (b) of the joke in each pair that you think is funnier. M ark , only one answ er for each item . Be su re to m ake your m ark s heavy and black. E r a se com p letely any answ er you w ish to change. 1 (a) === (b) === 21 (a ssts (b) === 41 (a) (b) == = 61 (a) === (b) 2 (a) = = = = = (b) === 22 (a - = = (b) === 42 (a) === (b) === 62 (a) === (b) 3 (a) === (b) === 23 (a (b) === 63 (a) === (b) 4 (a) === it it ii e 43 (a) = = * <b) === 64 (a) === (b) 5 (a) === (b) === 24 (a ==ss (b) === 44 (a) = = = (b) === 65 (a) ==* (b) 6 (a) === (b) === 25 (a === (b) === 45 (a) = = = (b) *== 66 (a) === (b) 7 (a) === (b) =*= 26 (a === (b) === 46 (a) === (b) === 27 (a = = = = = (b) === 47 (a) = == (b) = = = = = 67 (a) === (b) 8 (a) = = = (b) === 28 (a ss== (b) === 48 (a) = = = (b) = = = 68 (a) === (b) 9 (a) === (b) === 29 (a === (b) === 69 {a) === (b) 10 (a) = = = (b) = = = 30 (a = == (b) = = = = = 49 (a) === (b) === 70 (a) = = = = = (b) 11 (a) = = = (b) = == 31 (a === (b) = == 50 (a) ==t= (b) === 71 (a) = == (b) 12 (a) === (b) = == 51 (a) SSw ii ii ii s 32 (a s=ss (b) = = = 52 (a) s = = II II 1 1 72 (a) = = = (b) 13 (a) = = = (b) = = = 33 (a = =:=: (b) = = = 53 (a) (b) = = 73 (a) = = = (b) 14 (a) = = = (b) = = = 34 (a ~ == (b) = = = 54 (a) = = = C b) === 74 (a) =b* (b) 15 (a) = = = = = (b) === 35 (a = == (b) === 75 (a) === <b) 16 (a) = = = ll ii ii e 36 (a = == (b) = = = 55 (a) SSSK (b) = = = = = 76 (a) = == (b> 17 (a) = = = (b) = = = 56 (a) = = = <b) = = = 37 (a = == (b) = * = 57 (a) S 3 3 u ii ii a 77 (a) === (b) 18 (a) = = = (b) = == 38 (a (b) = = = 58 (a) = == (b) = = = 78 (a) === (b) 19 (a) = = = (b) = = = 39 (a s = = (b) == = 59 (a) = = = (b> = = = 79 (a) = = = (b) 20 (a) = = <b) = = = 4 0 <a (b). )=“ 6 ( U a X = = . ir ii it a gO (a) = = <b) C O N F I D E N T I A L Q U E S T I O N N A I R E I . ID EN TIFY IN G ’’ SENSE O F HUMOR" IN TH E CLASSROOM: N am e th e fiv e boys and g irls in y o u r c la s s who b e s t fit each of th e s e d e s c rip tio n s of " s e n s e of h u m o r. " N am e only one p e rs o n fo r each item * Do n o t nam e anyone fo r m o re th an one q u e stio n h e re . You can n a m e any stu d e n ts in y o u r g rad e ; th e y do n o t h a v e to be in th is ro o m . W hen you th in k about " s e n s e of h u m o r," who, . . ? 1. * . . h a s th e b e s t se n se of h u m o r in th e c la s s , and se e m s to se e h u m o r a s a g e n e ra l w ay of lif e ? . _ 2. . . . l i k e s h u m o r a lo t, and s e e m s to have a "b alan ced " se n se of h u m o r {not too silly and not to o sick) ? . . . , .................. __________........... 3. . ..a p p r e c ia te s th e funny sid e of th in g s , lo o k s f o r h u m o r, and p o in ts it out to o t h e r s ? . • • • « • .. _ — 4 . . . . g e ts a k ick out of h u m o ro u s th in g s, lik e s to h e a r jo k e s and to t e l l th e m ? . ___________________ . _- ___ 5. . . . i s a good a u d ie n ce , lik e s v e ry m u ch to lis te n to jo k e s and funny s to rie s ? . _________________ - H. ID EN TIFY IN G "C R EA TIV ITY " IN TH E CLASSROOM: N am e th e five boys and g ir ls in y o u r c la s s who b e s t fit e ac h of th e se d e s c rip tio n s of " c r e a tiv ity ." N am e only one p e rs o n fo r e ac h ite m . Do n o t n am e anyone fo r m o re th a n one q u e stio n h e r e , (You can u se a n am e th a t you u se d b e fo re fo r " s e n s e of h u m o r" if you w ant t o . ) You can n am e an y stu d e n ts in th is g ra d e ; th ey do not have to be in y o u r ro o m . W hen you th in k about " c re a tiv ity , " w ho. . . . ? 1. . . . i s th e " m o st c re a tiv e " k id in th e c la s s , som eone who is alw ays o rig in a l in ju s t about ev ery th in g he does ?*.. .. . ' ______ ___________________ 2. . . . i s v e ry o rig in a l, and w e ll-ro u n d e d in th e u se of h is m any u n u su al ta le n ts ? , ___________________________________________ 3. . . . lik e s to b e d iffe re n t, and t r i e s to get o th e rs to be m o re o rig in a l? . . . . . _________________________________________ 4 . . . a lik e s to e x p re s s h im s e lf in m any new and d iffe re n t w ays ? . ................ .... ................................................................................... 5. .. . n o t i c e s o rig in a l th in g s th a t o th e rs do, and p a y s a tte n tio n to u n u su a l th in g s th a t a re going on | P R O JE C T P O T E N T IA L N e w to n S . M e tfe ss e l, P h .D ., P rincipal In v estig a to r M ilton P. W ilso n , M .A ., R esearch A s so c ia te , 1965 //✓ " , , Wf GROUP TEST OF CRSATIVITy " h fp u v l Ju s ) (sh o rt form) N a m e___________ ( (^6 p # j j < = - /____________ D ate of T est „ S c h o o l ^ C ' f ' ~ ^ Y t > w -_ )______Date of B irth _________~ T each er's N a m e c # = <o~______ __G rade . Age / 3* DO NOT OPEN TEST BOOKLET UNTIL FURTHER INSTRUCTIONS C reativ ity S u b -te sts Time Lim its Booklet Page I . M aking O b jects 8 m in. 1 II. U tility T est 6 m in. 4 III. Figure Production 6 m in. 7 IV. Seeing Problems 4 m in. 10 V. Symbol Simon 10 m in. 13 VI. Ingenious G adgets 8 m in. 18 Total T esting Time 42 m in. T est m ateria ls reproduced w ith perm ission of P roject P o ten tial, U n iv ersity of Southern C a lifo rn ia . No further reproduction perm itted w ithout w ritten perm ission from the sam e so u rce. I. MAKING OBJECTS 1 In th is te s t you w ill be given som e sim ple fig u re s. You are to com bine some of the fig u res to m ake certain o b je c ts . Follow th ese ru le s: 1. You m ay u se only th e given fig u res; do n o t add any o th er lin e s . 2 . You m ay change th e siz e or p o sitio n of a n y given fig u re, but NOT its s h a p e . 3 . You m ay u s e a fig u re more th an once in m aking the sam e o b je c t. 4 . You do n o t need to u s e a ll the fig u res in th e same o b je c t. For ex am p le, g iven th e se sim p le fig u res, m ake the o b je c ts nam ed in the squares: A B C D Clow n Lamp Face N otice th a t o n ly If you w ish you A and B w ere may p ra c tic e on u se d in m aking th is o b je c t, th is fac e. A rtistic quality i s n o t im portant. Ju st try to u se th e given fig u res in a s m any d ifferen t ways a s p o ssib le . You w ill be told w hen to b eg in work and w hen to sto p working on e a c h p age. W ork a s rapidly a s you c a n . No q u e stio n s w ill be an sw ered . Look ag ain a t the ru le s above. STOP HERE I. MAKING OBJECTS PART A U se any or a ll of th e s e given fig u res to m ake th e o b je c ts nam ed. © r ® ) W agon M an Standing Ja ck -o -L an tern C 3 Flower in Pot S ail Boat Ice Cream Cone STOP HERE I. MAKING OBJECTS PART B U se any or a ll of th e se given figures to m ake the o b je c ts nam ed. f f l f f l H ouse ~ J / 7 W Rabbit ~ T r D □ D a L 4 a F ireplace Face l & J T Sunflower C andle STOP HERE II. UTILITY TEST 4 In th is te s t you are to lis t a s m any u s e s as you c an think of for a common o b je c t. W rite a s rap id ly a s you c a n . G ive a ll the u s e s you can th in k o f. Your answ ers do not have to be com plete s e n te n c e s . You m ay u se short p h ra se s. There w ill be num bered lin e s on w hich to w rite. U se one line for e a c h answ er. W hen th e sig n a l is given (not yet) turn the p a g e, read the name of th e o b jec t and the exam ple, th en lis t a ll th e u s e s of the o b je c t th a t you can think o f. There are two p arts in th is t e s t . You w ill have 3 m inutes for each p a rt. No . q u e stio n s w ill be an sw ered . STOP HERE. WAIT FOR FURTHER INSTRUCTIONS. I i. UTILITY TEST PART A L ist a s m any u se s a s you c a n think of for a brick. W rite e ac h use on a se p a ra te lin e . Exam ples: Build a h o u se H old som ething down 1- k 'fo c .t- UKUS- ' b e ' f L <2 H < / U / cl , £ j Z J j O?. 4. ( )S<H <2 J & ^ /( f 'h * 5. f T 3 />7^Vl 6 . PiA /^. lack 6-P .h r*- r o r luo^ 9 d v \ u d a l k _______________________ 8. SftngfU j- l < ? a 4 __l Ja_ 9 * fAJesfh'ty -f*/~ yfyusc/'c build/*^. 10. _ ____ l L I s L_ _ 2 j £ _ / w » / £ e ^ M .€ i- ? -e n c ....... 1 1 . f f - f v / __________________________________ 12 18. 13. 7 7 ^ # S ' k i r / ^ k> /-j~ p k f P fn ^-Vecy? S & ^ e j h t 14. -.CA^r f ______________________________________________ _____ 15. - J L i L - ^ y ~/b i ) ____ - . —............ — -------------------- — 16. ._ P u t h~P4 d J 7^? s h f > ^ir?>iw,^4 ---------------------------- 17. P r z i c h c <l. / V _____________________ ____ I 'V r a r ^ L ul. 19. _ I S - t k 2 0 . C r& Q p LiIvxiSpS 0 J £ 5 k _ STOP HERE. WAIT FOR FURTHER INSTRUCTIONS. II. UTILITY TEST PART B L ist a s m any u s e s as you can th in k of for a wooden p e n c il. W rite e ac h u se on a sep arate lin e . Exam ples: W rite a le tte r Punch h o le s in paper 1* -..L V m t j ? . A w / s A u f / d J>r, c t JLlC-L tyd. 4 . L llA u a . w a f ' U ^ - C l 6 . - 7. ' T u / t s f h k e _________ ( j J n j~ g s ~ h u ^ )J ' i C s + s / t W /■* I i~-y Uj? 11 . U^cSxu^- g.fi'./r:. 1 2 . _________________ g j / ___ C.L±k._____ 13- F>U «'1~ . '/frS ' 14, _ C C < -/ < 7 V % 15. 7 ~ o k ■ € - 4 ^ I 'c -a d i~ J <//<? -A~?r- < g ( L j '^ ss. o- j 15. Z > -o //7 £<a /~ e______ X c * <r A <3/^,_____________________________ 17. 7C - - ? W / h i t i ' h I0 . — ' Th-p- d-^L jk -L 7^c^~ c Jmtjz------ 19. _ - ___ S A i ^ A ?j?„ ... d .fc S y . . j L — V P e ^ / / 2 0 . _ r A g - d H t j^ l/\ S r s Lrt g * / " V ' d u S---------------------------- STOP HERE. WAIT FOR FURTHER INSTRUCTIONS. III. FIGURE PRODUCTION 7 In th is te s t you are to s ta rt w ith som e given m arks and draw more lin e s so th a t your w ork re s u lts in som ething m o st people co u ld re c o g n iz e . The g iv en m arks m ust be in clu d ed a s p art of the figure you p ro d u ce. One w ay to te ll if your re s u lt c an be re c o g n iz e d i s to try to think of a nam e or short d e sc rip tio n for i t . In th e t e s t , how ever, you w ill not re c e iv e e x tra c re d it for nam ing your, fig u re . To m ake som ething th a t you c a n re c o g n iz e , you could draw m ore lin e s to get th is figure: S till, it is not e a s y to d ecid e on "w hat th is is " b e c a u se it could be se v e ra l d ifferen t th in g s — a c a n , a c a k e , a piece of ro d , a m arshm allow . The fig u res below are more e a s ily re c o g n iz e d . There are two p a rts in th is t e s t w ith four fig u res in e a c h p a rt. You w ill have 3 m in u tes to w ork on e ach p a rt. If you hav e tro u b le w orking on one fig u re, go on to an o th er one in th e sam e p a rt, and — if tim e perm its — go back la te r to the o n es you sk ip p e d . The a rtis tic q u a lity of your r e s u lt is not im p o rtan t. No q u e stio n s w ill be a n sw e re d . S u p p o se, for ex am p le , th a t you w ere given th is: STOP HERE. WAIT FOR FURTHER INSTRUCTIONS. III. FIGURE PRODUCTION PART A Draw a figure for each ite m . 8 I STOP HERE. WAIT FOR FURTHER INSTRUCTIONS. III. FIGURE PRODUCTION PART B Draw a figure for e ac h ite m . 9 © O STOP HERE. WAIT FOR FURTHER INSTRUCTIONS. IV. SEEING PROBLEM S 10 In th is te s t you w ill be given nam es of common o b je c ts . You are to lis t problem s th a t occur to you when you think about e ach o b je c t. You do not have to come up w ith any so lu tio n s to th e problem s. All you have to do is think of the problem s and s ta te them . For ex am p le, if you were given the word " c a n d le , " you m ight think of the follow ing problem s: C andle Your problem s should d e a l w ith such th in g s as the u se of the o b je c t, its sh a p e , or w hat it is m ade o f. Problem s co n cern ed w ith how to g et it, or how to g et rid of it w ill not be a c c e p te d . You are to w rite as m any a s five differen t problem s for each o b je c t nam ed. If you c an n o t think of fiv e, w rite a s m any a s you c a n , then go on to the n ex t o b je c t. WORK RAPIDLY. This te s t h as two p ag es w ith 3 o b je c ts given on e a c h . You w ill have 2 m inutes to work on e a c h page. You w ill be to ld w hen 1 m inute rem ains for each p ag e. If you have q u e stio n s, a sk them now . STOP HERE. WAIT FOR FURTHER INSTRUCTIONS. IV. SEEING PROBLEMS I I PART A W rite d iffe re n t problem s for each of th e s e o b je c ts . SUN i- tk>^> j/L k jz. b c S t T ___________ k^Sisl---------------------------- 2. _ / ^ w .. ... I f /f~ ?________ ________________________ 3 - - M & - LaJ _________ ~/~Z? ^ a i ^ J o y /V~ T ______________________________________ 4. . ~ h > , ~ < j - 4 r * i2a_ .. j2 L d L * r ! } .__________________________ 5. 6* < 3 V \ / TREE 1 . . 5 o j v t _ e e M * c p L - ^ »V> ~ e_ _ _ _ _ 2. jaL - L d C /J * A r - ;/■ ____________________________ 3 . t~ b > ^ / v n r j j - e /* > * ? o < J ^ ~ ___ d L - j j ._______________ 4. f A j I ac i J t /r / s LtJirh*. 'j%c. /-ed ri/g -r 5. A - e i n s d h p l u s , U f f G - u J __________________________ RUG 1 . Uu l I .! I S\ a - f r / / " Z * _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ s C U f. i i — r<t\a r -f& J’n ' t ? 3 • ____ / ■ / ' ^ L . ^ i _ _ /al/~'•g z * ' < ^ c - > h vJ -__^j€*j~ /.iT . ------------------- 4. l~ j~ o^ A k^<T/> jyi>*^v Vlr/ dv/ty / j " ______________ 5. ( j J i H f j ~ -/?" / K Z w J y M . ?___________________________ STOP HERE. WAIT FOR FURTHER INSTRUCTIONS. IV. SEEING PROBLEMS 12 PART B W rite different problem s for e ach of th e se o b je c ts . PAINT 1 * 'fb ___ S p J .V .tM .f , -------------------------------- ? 2. _J£_ 3. £ ___ qsAz— dl.-. d l5 £ . oo 4. _ £ * 4 i r / , . y s , ..0 4 , A f C b U / ' / b C*Jfg ENVELOPE .^ T j ^ ______________________________ L b z jL fJ e & __ 1 2. Q v < t f If' < r c t S i h ! ? 3 . ls< S 7^> s4 ^ f < z? kcP ___ ten & L 4. .. J W . T A ^ f f h i*J 5 ~ g5 *^ / ____ /_/ _______________ 5. WIND i . M * / c ^ s l i t / * . > v < ? y < z s 2 . J A A> i^V £ A r u ,j r » » r t/ / Q I f G V O '" ... ^ g - yg^r.c 3. b/<ZJ i ^ f ___ ^Lt3-------- tfSg- f j j k c t f ~ M~ <?&u j - t ^ T _____________ 4. 5. STOP HERE. WAIT FOR FURTHER INSTRUCTIONS. V. SYMBOL SIMON 13 This is a te s t of your a b ility to m ake a s e t of sym bols to stan d for som e s itu a tio n s . Sym bols are brief su g g e stio n s of id e a s . T hese id e a s m ay be c o n c re te , su c h a s o b je c ts , or m ore a b s tra c t, such a s a c tio n s . In th e t e s t, a c tiv itie s and o b je c ts w ill be given and your ta s k w ill be to draw sym bols of your own d esig n to re p re se n t th e se a c tiv itie s and o b je c ts . Look a t the exam ples below: Rina the b ell (1) (2) O pen th e door (3) (4) Look in to th e room (5) (6) C lo se th e window (7) (8) The w ords underlined above are num bered and sym bols w ere draw n in th e c o rre s ponding num bered sq u ares a t the rig h t-h a n d sid e of the p age. The sym bols you see above are m erely exam ples of th e kind you m ight m ake. For in s ta n c e , you m ight w ant to sym bolize “ring" by m arks like: J ) ) J b ecau se th ey rem ind you of sound w a v e s. There are m any w ays of s J re p re se n tin g th in g s , but th e w ay w hich you ch o o se should m ake s e n s e . ' Your sym bols should g et id e a s a c ro ss to o th er p eo p le. U se a s few lin e s a s p o ssib le in draw ing a sym bol. A d e ta ile d picture is more than a sym bol, and is not w hat is c a lle d for. In th is te s t, you w ill be given sta te m e n ts of situ a tio n s like th o se above. You are to w rite sym bols of vour ow n. Do not draw s tic k -fig u re s or cartoon fig u res per form ing a c tio n s , but try to sym bolize the a c tio n s th e m se lv e s. W ork as rap id ly a s you c a n . Do not spend too m uch tim e on any one sym bol. If you have d iffic u lty in thinking of a sym bol, leave it and return la te r if you have tim e. Your sco re w ill depend on the num ber of good sym bols you g iv e. The te s t is divided in to two p a rts . You w ill be allow ed 5 m in utes per p a rt. Are th ere any q u e stio n s? (1) 0 (2) (3) (4) (5) (6) n (7) (8) a • STOP HERE. WAIT FOR FURTHER INSTRUCTIONS. V. SYMBOL SIMON PART A M ake up sym bols for the u n d e r-lin ed w o rd s. A irplane ta k e s off ( 1) ( 2) Rowing a g a in st current (3) (4) Pull sh ip into harbor (5) (6) M an s e lls picture (7) to a rt shop ( 8) The w hole stru ctu re is (9) (10) t aken ap art ( 11) ( 1) J- & (3) O ' " / j * (5) (7) (2) z m t r (4) (8) 6 ^ 7 [ I f ] 9 1 14 (ID GO ON TO THE NEXT PAGE. V. SYMBOL SIMON 15 PART A (continued) Put the h e a te r (12) (13) on the floor (14) P ush the button for (15) (16) the e le v a to r (17) A ssem ble the parts (18) (19) H orse trip s and ( 20 ) throws rid e r (21) ( 22) M an w alks along the (23) shore slow ly (24) (25) (14) ( 12) (13) (17) (15) (16) (19) (18) ( 22) ( 21) ( 20 ) / / H (25) (24) (23) STOP HERE. WAIT FOR FURTHER INSTRUCTIONS. V. SYMBOL SIMON PART B M ake up sym bols for the u n d e r-lin e d w ords. M an g o es out ( 1) and fe e ls sad P ilo t fa lls a s le e p and (3) lo se s co n tro l (4) G uards fa ll out (5) (6) Someone tra v e ls (7) to the c ity ( 8) Back up to th e curb 0 ) ( 10) A/ ( 10) GO ON TO THE NEXT PAGE. V. SYMBOL SIMON PART B (con tin u ed ) 17 Think about the ( 11) problem com pletely (12) (13) M an ta k e s prize (14) (15) Go down to the (16) basem ent (17) U nload on platform (18) (19) M u sician p lav s solo (20) (21) (22) (13) ( 11) ( 12) (15) (14) (17) (16) (19) (18) (22 ) ( 20) STOP HERE. WAIT FOR FURTHER INSTRUCTIONS. VI. INGENIOUS GADGETS 18 In e a c h of th e follow ing item s you w ill be given tw o o b je c ts . Your ta s k is to think of som ething you co u ld m ake by com bining the tw o o b je c ts . For exam ple: G iven: N a il and a c an e ?______________ You could m ake a paper p ick er or a sp e a r a s th e re s u lts of one w ay of com bining th e o b je c ts . You co u ld m ake a h o o k , if the o b je c ts w ere com bined in an o th er w ay. O ne an sw er th a t m ight do h a s been w ritte n in th e answ er sp a c e a h o v e. The o b je c ts given should be a ll you w ould n eed to m ake the new o b je c t. You should not u s e o b je c ts o th er th an th o se s ta te d . Be sure to u s e both of the o rig in al o b je c ts in m aking the new o b je c t. The t e s t is d iv id ed in to tw o p a rts of 10 item s e a c h . You w ill be allow ed 4 m inutes for e a c h p a rt. O nly one an sw er is req u ired for e a c h item . W ork ra p id ly . If you h av e trouble w ith any ite m , go on to th e n ex t o n e . You m ay com e back to th o se not an sw ered if tim e p e rm its, but do not retu rn to Part A after sta rtin g on P art B. Are th e re any q u e stio n s ? G iven: V olley b a ll + s te e l spring = STOP HERE. WAIT FOR FURTHER INSTRUCTIONS. VI. INGENIOUS GADGETS 19 PA R T A 1. sh e e t of paper + g lue = 9 . rubber band + oak le a f = 2. Push broom + c o a t = 5T*?1 iL 3 . w ire c o ath an g e r + new sp ap er = _ 4., screw d riv er + rag = tflfs In 5. m anhole co v er + c h ain = ^ 6. n eed le + c lo th e s pin = ______f 7. sa fe ty pin + • strin g = _______L 8. cork + spring = d d £ > /~ ^ U c /- ___________ L / i ^ J 10. w ire + pow derpuff = l /l^ X o' Cf~ STOP HERE. WAIT FOR FURTHER INSTRUCTIONS. VI. INGENIOUS GADGETS 20 PA R T B 11. c la m sh e lls + sh o e lac e = ... ^ 7 box K t j f . SjJ k b / C i g ( ~ / - e / H t i A i /^~________________ 12. paper c lip + playing card = 14. thread sp o o l + n a il = 13. inner tube + barrel = l L j j L 15 . haii-pin + button = C u ~ f ^ ~_____ k - _ _ _ _ _ 16. golf c lu b + n eck tie = <n?foj htidS' 17. w ire co athanger + ro ck - 7^2> t/yt m. ^ A tsJ k_______ 18. key c h ain + stic k - ' / l e i / g ___________ 19 . p liers + shoe string - j/\ t* * c. /. /< z?C 20. d ish to w el + brick = C k-W END OF TEST. STOP HERE. WAIT FOR INSTRUCTIONS.

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Asset Metadata

Creator Wilson, Milton Page (author)

Core Title The Relation Of Sense Of Humor To Creativity, Intelligence, And Achievement

Degree Doctor of Philosophy

Degree Program Educational Psychology

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag education, educational psychology,OAI-PMH Harvest

Language English

Contributor Digitized by ProQuest (provenance)

Advisor Metfessel, Newton S. (committee chair), Lovell, Constance (committee member), Magary, James F. (committee member)

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c18-621971

Unique identifier UC11360184

Identifier 6812065.pdf (filename),usctheses-c18-621971 (legacy record id)

Legacy Identifier 6812065.pdf

Dmrecord 621971

Document Type Dissertation

Rights Wilson, Milton Page

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the au...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus, Los Angeles, California 90089, USA