Abstract
Forty children in the three primary grades were studied to determine if they would donate more to a worthy cause after having been exposed to a humorous situation or to a serious one. The children who had just heard, a serious story about sharing donated slightly more to help Ethiopian refugees than did children who had just heard humorous stories. The difference, however, was not significant. Children who scored higher on Damon's scale of distributive justice donated significantly more, as did girls. It is argued that classroom discussions and activities concerning important issues could sometimes benefit from a less serious approach than is traditionally used.
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