Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Social Foundations of Self II: The Generalized Other01:20

Social Foundations of Self II: The Generalized Other

156
According to George Herbert Mead, as children progress beyond the game stage, they develop a more comprehensive understanding of societal rules and norms. This cognitive and social development enables them to internalize the expectations of the broader community, refining their ability to regulate behavior.Consistent participation in organized activities is crucial in helping children recognize that their actions are not isolated but contribute to a more significant, interconnected group...
156
Modeling in Therapy01:26

Modeling in Therapy

302
Modeling, a key technique in therapy, uses observational learning to help clients acquire and practice new skills by watching therapists demonstrate desired behaviors. This approach, rooted in Albert Bandura's concept of vicarious learning, plays a significant role in therapeutic interventions for various psychological conditions, including social anxiety, ADHD, and depression.
Participant Modeling
Participant modeling involves therapists demonstrating calm and effective behaviors in...
302
Piaget's Stage 2 of Cognitive Development01:14

Piaget's Stage 2 of Cognitive Development

611
The preoperational stage, the second of Jean Piaget's four stages of cognitive development, spans approximately ages 2 to 7 and is characterized by the emergence of symbolic thinking. During this stage, children use language, images, and symbols to represent objects and concepts, enabling them to engage in imaginative and pretend play. This symbolic thinking supports children's ability to perform make-believe actions, such as imagining a broom as a horse or their hand as a phone, blending...
611
Socioemotional Development during Infancy01:30

Socioemotional Development during Infancy

314
Socio-emotional development in infancy is primarily shaped by early emotional responses and social connections, with temperament playing a central role. Temperament refers to the consistent patterns in an individual's emotional and behavioral responses, observable even in infancy. By examining temperament, researchers can better understand an infant's unique ways of interacting with the world, influencing subsequent personality and socio-emotional growth.
Primary Temperament Types
314
Autism Spectrum Disorder01:19

Autism Spectrum Disorder

780
Autism spectrum disorder (ASD) is a neurodevelopmental condition marked by persistent deficits in social communication and interaction alongside restrictive and repetitive behaviors or interests. ASD is sometimes accompanied by intellectual impairment.
These core symptoms manifest differently among individuals, ranging from mild to severe. The disorder's complexity extends beyond its clinical presentation, encompassing a diverse range of biological, cognitive, and sociocultural influences.
780
Stereotype Content Model02:16

Stereotype Content Model

15.2K
The Stereotype Content Model (SCM) was first proposed by Susan Fiske and her colleagues (Fiske, Cuddy, Glick & Xu, 2002; see also Fiske, 2012 and Fiske, 2017). The SCM specifies that when someone encounters a new group, they will stereotype them based on two metrics: warmth—or that group’s perceived intent, and how likely they are to provide help or inflict harm—and competence—or their ability to carry out that objective. Depending on the warmth-competence...
15.2K

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Distinguishing abstraction from abstractness: Specificity norms for 8,500 English words.

Behavior research methods·2026
Same author

Draft whole-genome sequence of <i>Lachancea fermentati</i> JT139 isolated from Jamestown Island, Virginia.

Microbiology resource announcements·2026
Same author

Connecting with nature: The missing link between a satisfied life and a healthy life?

Ambio·2026
Same author

Developing Associations to the Sounds of a Name.

Developmental science·2025
Same author

Protecting nature in diverse ways: The socio-demographic spread of benefits from connecting with nature.

Ambio·2025
Same author

Reward as a facet of word meaning: Ratings of motivation for 8,601 English words.

Behavior research methods·2025

Related Experiment Video

Updated: Dec 12, 2025

Modeling Verbal Behavior Deficits with the Stimulus Control Ratio Equation, SCoRE
06:57

Modeling Verbal Behavior Deficits with the Stimulus Control Ratio Equation, SCoRE

Published on: May 14, 2019

10.8K

Teaching sarcasm: Evaluating metapragmatic training for typically developing children.

Kate Lee1, David M Sidhu1, Penny M Pexman1

  • 1Department of Psychology.

Canadian Journal of Experimental Psychology = Revue Canadienne De Psychologie Experimentale
|August 8, 2020
PubMed
Summary
This summary is machine-generated.

This study shows that targeted training can improve young children's ability to understand sarcasm, including detecting speaker intent and belief. The training focused on identifying cues related to sarcasm.

More Related Videos

Using the Visual World Paradigm to Study Sentence Comprehension in Mandarin-Speaking Children with Autism
06:15

Using the Visual World Paradigm to Study Sentence Comprehension in Mandarin-Speaking Children with Autism

Published on: October 3, 2018

8.0K
Author Spotlight: Deciphering the Cognitive and Neural Mechanisms of Gesture in Communication
07:18

Author Spotlight: Deciphering the Cognitive and Neural Mechanisms of Gesture in Communication

Published on: January 26, 2024

1.2K

Related Experiment Videos

Last Updated: Dec 12, 2025

Modeling Verbal Behavior Deficits with the Stimulus Control Ratio Equation, SCoRE
06:57

Modeling Verbal Behavior Deficits with the Stimulus Control Ratio Equation, SCoRE

Published on: May 14, 2019

10.8K
Using the Visual World Paradigm to Study Sentence Comprehension in Mandarin-Speaking Children with Autism
06:15

Using the Visual World Paradigm to Study Sentence Comprehension in Mandarin-Speaking Children with Autism

Published on: October 3, 2018

8.0K
Author Spotlight: Deciphering the Cognitive and Neural Mechanisms of Gesture in Communication
07:18

Author Spotlight: Deciphering the Cognitive and Neural Mechanisms of Gesture in Communication

Published on: January 26, 2024

1.2K

Area of Science:

  • Developmental Psychology
  • Linguistic Pragmatics

Background:

  • Sarcasm is a prevalent form of social communication.
  • Children's comprehension of sarcasm develops over time and can be challenging.
  • Understanding sarcasm involves inferring speaker intent and recognizing non-literal meaning.

Purpose of the Study:

  • To investigate the effectiveness of a training program in enhancing children's sarcasm understanding.
  • To determine if specific training interventions can improve the detection of sarcastic remarks.
  • To assess the impact of training on children's interpretation of speaker belief, intent, and humor.

Main Methods:

  • A training study involving 111 five- to six-year-old children.
  • Participants were assigned to either a training or control group.
  • Pre- and post-training assessments used puppet shows to evaluate understanding of sarcasm, speaker belief, intent, and humor.

Main Results:

  • Training significantly improved sarcasm detection and accuracy in identifying speaker belief and intent for children not initially proficient.
  • No significant effect of training was observed on children's responses regarding the humor of sarcastic remarks.
  • The findings suggest that specific aspects of sarcasm comprehension are trainable in young children.

Conclusions:

  • A structured training approach can enhance key components of children's sarcasm understanding.
  • The developed training paradigm shows potential for application in populations with difficulties in understanding sarcasm.
  • This research contributes to theories on the development of irony and pragmatic language skills.