Issues in conversational joking

By Neal R. Norrick. 2003

258 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Literature and Literary Theory, Social Psychology

View Paper: https://www.semanticscholar.org/paper/3e89be4cc86799678c9eda338837d513cdeb115c

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Experimental and Cognitive Psychology

1. J. Iun
2. Nancy Bell
3. T. Dunne
4. David B. Ritchie
5. Marta Dynel
6. C. Robert

In Literature and Literary Theory

1. J. Iun
2. Nancy Bell
3. T. Dunne
4. David B. Ritchie
5. Marta Dynel
6. C. Robert

In Social Psychology

1. J. Iun
2. T. Dunne
3. Nancy Bell
4. David B. Ritchie
5. Marta Dynel
6. C. Robert

Citations in the corpus

• Frame-Shifting in Humor and Irony (2005, background): “Jokes of this nature often serve the dual purpose of excluding the target group and enhancing the social solidarity of the joke teller and audience (Attardo, 2001; Norrick, 2003).”
• The Impact of Leader Humor on Subordinate Job Satisfaction (2016, background): “Moreover, the use of incongruity within humor allows its underlying message to be quite subtle and nuanced (Martin, 2007), which is complicated further by the fact that humorists can use many different humor forms (e.g., sarcasm, irony, understatement, overstatement, and wordplay; Norrick, 2003).”
• No Aggression, Only Teasing: The Pragmatics of Teasing and Banter (2008, background): “Lodz Papers in Pragmatics 4.2 (2008): 241-261 DOI 10.2478/v10016-008-0001-7 253 Notwithstanding the seemingly aggressive nature of some teasing forms, they all are genuinely geared towards prompting rapport (cf. Norrick 1993, 1994, 2003).”
• Learning about and through humor in the second language classroom (2009, background): “Humorous communication is extremely complex in both its forms and functions (e.g. Norrick, 1993; 2003), and much of the previous work has not examined these complexities in the detail necessary for the target audience – classroom language teachers – to be able to make informed judgments concerning…”