Abstract
Summary Developmental changes in humor between age two and about eleven years are reviewedhere. Problems in defining humor are noted, but the special importance of incongruity, resolution of incongruity, and a playful frame of mind are emphasized. Divergent viewpoints regarding the onset of humor are reviewed, and cognitively- and affectively-oriented models of humor development are presented. Detailed discussion of theoretical views and research findings is provided separately for preschool and school-aged children. Separate sections suggest that the cognitive contribution to humor is greatest when the difficulty level of the humor matches the child's cognitive level, but full appreciation of the humor depicted in cartoons or jokes requires an emotional identification with the humorist and a sharing of his perceived intent.
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