Nonverbal Learning Disability in Relation to the Semantics and Pragmatics of Humor

Abstract

The purpose of this research is to identify difficulties in understanding humor caused by deficits in language in relation to Learning Difficulties (LD) such as Non-Verbal Learning Disabilities (NVLD) with respect to the fields of semantics and pragmatics. The first phase of the paper assesses social development and perception of humor with regards to social, cognitive, and linguistic skills. The second phase pinpoints patterns of humor as well as the perception of humor by individuals with NVLD. The final phase involves surveying the fields of semantics and pragmatics of humor by identifying patterns and deficits, which are later used to identify solutions and suggestions. Seemingly, the ability to comprehend, assess, or develop humor is tied to social and cognitive skills, and any deficits in learning may hinder the understanding of humor. The studies examined in this paper illustrate that learners with NVLD find it difficult to comprehend or assess jokes that are phonological in nature. However, these learners can understand lexical and congruity jokes. Provided the context and linguistics patterns, learners with NVLD can perceive jokes and derive meaning through context. Hence, in order to reduce the effects of NVLD, learners should be provided with language awareness in order to overcome their learning difficulties. Moreover, adjustment tools can be taken into consideration, such as providing individuals with safe learning environments and developing curriculums that fit their needs. Since individuals with NVLD do not comprehend humor on the phonological level, they can gradually learn how to overcome this difficulty by probing the field of phonology. Also, learners with NVLD can also master lexicology and cognitive congruity in order to understand better the mechanics of humor and language.