{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,3,6]],"date-time":"2026-03-06T06:11:17Z","timestamp":1772777477307,"version":"3.50.1"},"reference-count":42,"publisher":"Wiley","issue":"6","license":[{"start":{"date-parts":[[2008,9,1]],"date-time":"2008-09-01T00:00:00Z","timestamp":1220227200000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Cognitive Science"],"published-print":{"date-parts":[[2008,9]]},"abstract":"<jats:title>Abstract<\/jats:title><jats:p>We investigated humor as a context for learning about abstraction and disbelief. More specifically, we investigated how parents support humor understanding during book sharing with their toddlers. In Study 1, a corpus analysis revealed that in books aimed at 1\u2010to 2\u2010year\u2010olds, humor is found more often than other forms of doing the wrong thing including mistakes, pretense, lying, false beliefs, and metaphors. In Study 2, 20 parents read a book containing humorous and non\u2010humorous pages to their 19\u2010to 26\u2010month\u2010olds. Parents used a significantly higher percentage of high abstraction extra\u2010textual utterances (ETUs) when reading the humorous pages. In Study 3, 41 parents read either a humorous or non\u2010humorous book to their 18\u2010to 24\u2010month\u2010olds. Parents reading the humorous book made significantly more ETUs coded for a specific form of high abstraction: those encouraging disbelief of prior utterances. Sharing humorous books thus increases toddlers' exposure to high abstraction and belief\u2010based language.<\/jats:p>","DOI":"10.1080\/03640210801981841","type":"journal-article","created":{"date-parts":[[2008,8,14]],"date-time":"2008-08-14T05:27:18Z","timestamp":1218691638000},"page":"985-1002","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":33,"title":["Humor, Abstraction, and Disbelief"],"prefix":"10.1111","volume":"32","author":[{"given":"Elena","family":"Hoicka","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Sarah","family":"Jutsum","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Merideth","family":"Gattis","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"311","published-online":{"date-parts":[[2008,9]]},"reference":[{"key":"e_1_2_9_2_1","doi-asserted-by":"publisher","DOI":"10.1017\/S0305000905006963"},{"key":"e_1_2_9_3_1","doi-asserted-by":"crossref","first-page":"395","DOI":"10.1515\/humr.1997.10.4.395","article-title":"The semantic foundations of cognitive theories of humor","volume":"10","author":"Attardo S.","year":"1997","journal-title":"Humor: International Journal of Humor"},{"key":"e_1_2_9_4_1","volume-title":"Baby make me a drink","author":"Brown L.","year":"2005"},{"key":"e_1_2_9_5_1","doi-asserted-by":"crossref","first-page":"1","DOI":"10.3102\/00346543065001001","article-title":"Joint book reading makes for success in learning to read: A meta\u2010analysis on intergenerational transmission of literacy","volume":"665","author":"Bus A. 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