Ching-Yi Wu
Departemnt of Educational Psychology and Counseling, National Taiwan Normal Universiy
Hsueh-Chih Chen
Department of Educational Psychology and Counseling, National Taiwan Normal University/ Center for Creativity and Innovation Studies, National Chengchi University
Fa-Chung Chiou
Institute of Psycholog, National Defense University
Chih-Chun Hsi
Departemnt of Educational Psychology and Counseling, National Taiwan Normal University
Most humor tests developed in the past were both self-report and for adults only, those tests readily induced social desirability. Therefore the main purposes of this study were to develop Humor Comprehension and Humor Creativity Test （HCHCT） suiting the junior and elementary students and designing a set of semi-structural assessment standard for the test. The HCHCT have two scales, it consists of humor comprehension scales and humor creativity scales. The humor comprehension scales have two subscales, they are humor jokes choice and humor jokes changing. The humor creativity scales also have two subscales, they are humor pictures naming and humor articles writing. All scales have 7 items, thus the HCHCT have 28 items. In reliability , humor comprehension scales and humor creativity scales, the coefficient of internal consistency were .80 and .79, and the test-retest reliability coefficient were .65 and .65, scorer reliability were .78-.90. Confirmatory factor analysis assisted HCHCT’s construct validity. The results suggested: a. the low correlation of HCHCT and MSHS reveals they aren’t identical constructs; b. the correlation between HCHCT and peers ratings is higher than the correlation between MSHS and peers ratings. The above results demonstrated HCHCT can assess students’ humor comprehension ability more accurately than MSHS. Besides, the norm
of HCHCT was established based on 2443 fifth graders or eighth graders students all around Taiwan.
Keywords: humor comprehension, humor creativity, Humor Comprehension and Humor Creativity Tests （HCHCT）