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A funny thing happened on the way to...

McCartney Matthews, Melissa Lee.

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A funny thing happened on the way to the hippocampus: The effects of humor on student achievement and memory retention.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	A funny thing happened on the way to the hippocampus: The effects of humor on student achievement and memory retention./
Author:	McCartney Matthews, Melissa Lee.
Description:	130 p.
Notes:	Source: Dissertation Abstracts International, Volume: 72-07, Section: A, page: 2321.
Contained By:	Dissertation Abstracts International72-07A.
Subject:	Education, Leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3453480
ISBN:	9781124615462

A funny thing happened on the way to the hippocampus: The effects of humor on student achievement and memory retention.
McCartney Matthews, Melissa Lee.

A funny thing happened on the way to the hippocampus: The effects of humor on student achievement and memory retention. - 130 p.

Source: Dissertation Abstracts International, Volume: 72-07, Section: A, page: 2321.

Thesis (Ed.D.)--Arizona State University, 2011.

Research literature relating to the use of humor as a teaching method or curricula specifically designed to include humor was reviewed to investigate the effects of humor on student learning in various environments from elementary schools to post-secondary classrooms. In this multi-method study, four instruments and a humor treatment were selected to test the hypothesis that students who receive humor-embedded instruction would perform better on assessments than students who did not receive humor instruction. These assessments were analyzed to show student growth in achievement and memory retention as a result of humor-embedded instruction. Gain scores between a pre-test and two post-tests determined student growth in achievement and memory retention. Gain scores were triangulated with student responses to open-ended interview questions about their experiences with humor in the classroom. The gain score data were not statistically significant between the humor and non-humor groups. For the short-term memory gain scores, the non-humor group received slightly higher gain scores. For long-term memory gain scores, the humor group received higher gain scores. However, the interview data was consistent with the findings of humor research from the last 20 years that humor improves learning directly and indirectly.

ISBN: 9781124615462Subjects--Topical Terms:

1035576
Education, Leadership.

A funny thing happened on the way to the hippocampus: The effects of humor on student achievement and memory retention.
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008 150210s2011 ||||||||||||||||| ||eng d
020 $a 9781124615462
035 $a (MiAaPQ)AAI3453480
035 $a AAI3453480
040 $a MiAaPQ $c MiAaPQ
100 1 $a McCartney Matthews, Melissa Lee. $3 2100995
245 1 2 $a A funny thing happened on the way to the hippocampus: The effects of humor on student achievement and memory retention.
300 $a 130 p.
500 $a Source: Dissertation Abstracts International, Volume: 72-07, Section: A, page: 2321.
500 $a Adviser: Arnold Danzig.
502 $a Thesis (Ed.D.)--Arizona State University, 2011.
520 $a Research literature relating to the use of humor as a teaching method or curricula specifically designed to include humor was reviewed to investigate the effects of humor on student learning in various environments from elementary schools to post-secondary classrooms. In this multi-method study, four instruments and a humor treatment were selected to test the hypothesis that students who receive humor-embedded instruction would perform better on assessments than students who did not receive humor instruction. These assessments were analyzed to show student growth in achievement and memory retention as a result of humor-embedded instruction. Gain scores between a pre-test and two post-tests determined student growth in achievement and memory retention. Gain scores were triangulated with student responses to open-ended interview questions about their experiences with humor in the classroom. The gain score data were not statistically significant between the humor and non-humor groups. For the short-term memory gain scores, the non-humor group received slightly higher gain scores. For long-term memory gain scores, the humor group received higher gain scores. However, the interview data was consistent with the findings of humor research from the last 20 years that humor improves learning directly and indirectly.
590 $a School code: 0010.
650 4 $a Education, Leadership. $3 1035576
650 4 $a Education, Administration. $3 626645
650 4 $a Education, Policy. $3 1669130
650 4 $a Education, Educational Psychology. $3 1017560
690 $a 0449
690 $a 0514
690 $a 0458
690 $a 0525
710 2 $a Arizona State University. $b Educational Administration and Supervision. $3 1680126
773 0 $t Dissertation Abstracts International $g 72-07A.
790 $a 0010
791 $a Ed.D.
792 $a 2011
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3453480