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1) In viewing humorous incongruity and nonhumorous incongruity images, participants in Amir et al

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1) In viewing humorous incongruity and nonhumorous incongruity images, participants in Amir et al.’s (2013) study only showed activation of the mPFC in the humorous incongruity condition, indicating pleasure at “getting” the joke. However, how might this compare to more complicated nonhumorous incongruities, such as riddles? Would you expect similar or dissimilar effects? Design a study in which you examine the impact of humorous (jokes) and nonhumorous incongruities (riddles) on study participants. Include hypothesis, conditions, measures, participants, and expected results.

2) Consider the opening cartoon: the characters state that “nothing is funny” and that they are just “having a good laugh.” What behavior might you see in these characters engaging in laughter without the possible presence of mirth? What brain function may or may not occur in this situation? If they were truly experiencing mirth, how might their behavior and brain functions differ?

3) In the last section of this chapter, humor is described as a cognitive ability, one that is affected by intelligence, self-monitoring, and openness to experience. If humor can be affected by these things, then could humor also affect these traits? Why or why not? Based on your opinion, formulate a hypothesis and then design a study to test your hypothesis. Include conditions, treatments, measures, participants, and predicted results.

4) Vaid and colleagues made use of priming tasks to study humor comprehension and schemas. The results of their 2003 study were inconclusive: the initial schemas were activated during the first two joke segments, the second schemas were active during thesecond segment, but neither schema was active at the punch line. Why might these results have occurred? What variable(s) might mediate this effect?

5) The use of technology to study humor has been a prevalent theme in the field of cognitive psychology. How else could technology or social media platforms be used to study styles of humor? What types of humor would they best be applied to? How might these topics/studies change the field of cognitive psychology?

6) As discussed in the current chapter, humor often generates an increase in individuals’ creativity. However, the mechanism by which this increase is caused is not yet fully known. What do you think would be a good explanation for the relationship? Why?

7) How does the research in this chapter relate to and develop theories discussed in previous chapters? What connections can you make between the modern personality theories/research and the classic theories of humor research? Have the modern theories of personality adequately updated the older theories or do they still leave questions unanswered?

8) Of the advances discussed in this chapter (humor dimensions, humor styles, 3 WD, etc.), which do you feel has had the greatest impact on the understanding of humor? Why? What impact has that advancement had on the field? How do you feel it has changed the direction of humor research?

9) According to current research, comedians possess a specific set of personality traits that allows them to excel at their trade. However, there has been some dissension in terms of why comedians have these particular traits. Based on the research discussed in thischapter, develop a study that would assist in answering this question. Include hypothesis, conditions, measures, participants, and expected results.

10) This chapter addresses the issue of defining and conceptualizing humor within the domain of personality psychology. Do you agree with the definition(s) provided in this chapter? If so, why? If not, then how would you define humor as a personality construct?

11) Compare the theories discussed in this chapter with those discussed in Chapter 2, Classic Theories of Humor. What aspects of the new theories, if any, are similar or derived from the classic theories? What aspects of the classic theories should be included in the modern theories? Which aspects of the modern theories should be relegated to the classics?

12) Compare the three theories (Reversal, Comprehension-Elaboration, Benign Violation) discussed within this chapter. Discuss the strengths of each, as well as any limitations that you perceive. Which of the three theories, if any, do you feel provides the most comprehensive explanation for the question, “What makes something funny?” Explain your reasoning.

13) Design an experiment to test a hypothesis discussed in this chapter. Include the procedures you would follow to test the hypothesis along with a discussion of expected results derived from the hypothesis. What would be the implications for understanding humor if the results support your hypothesis?

14) Consider the following joke: A mother and her young son returned from the grocery store and began putting groceries away. He opened a box of animal crackers and spread them out on the table. “What are you doing?” his mother asked. “The box says you can’t eat them if the seal is broken. I’m looking for the seal.” Explain why one might find (or fail to find) this joke funny from the framework of each classic humor theory (relief, superiority, incongruity)

15) What is mirth? Why is “mirth” considered a good term to describe the emotional response to humor? What are the neurological and biochemical fluctuations that occur when people experience an emotional response to humor?