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Why do modern Americans believe in something called a sense of humor and how did they come to that belief? Daniel Wickberg traces the cultural history of the concept from its British origins as a way to explore new conceptions of the self and social order in modern America. More than simply the ...

Why do modern Americans believe in something called a sense of humor and how did they come to that belief? Daniel Wickberg traces the cultural history of the concept from its British origins as a way to explore new conceptions of the self and social order in modern America. More than simply the history of an idea, Wickberg's study provides new insights into a peculiarly modern cultural sensibility.

The expression "sense of humor" was first coined in the 1840s and the idea that such a sense was a personality trait to be valued developed only in the 1870s. What is the relationship between Medieval humoral medicine and this distinctively modern idea of the sense of humor? What has it meant in the past 125 years to declare that someone lacks a sense of humor? How is the joke, as a twentieth-century quasi-literary form, different from the traditional folktale?

Wickberg addresses these questions, among others, using the history of ideas to throw new light on the way contemporary Americans think andspeak. Specifically British meanings of humor and laughter from the sixteenth century forward provide the framework for understanding American cultural values in the nineteenth and twentieth centuries.

This Handbook contains work by many diligent and dedicated teachers who have enriched the lives of countless students enrolled in introductory psychology. This comprehensive guide provides introductory psychology instructors with ideas and activities that can immediately be put into practice in the ...

This Handbook contains work by many diligent and dedicated teachers who have enriched the lives of countless students enrolled in introductory psychology. This comprehensive guide provides introductory psychology instructors with ideas and activities that can immediately be put into practice in the classroom. This volume contains 85 new articles, originally published in Teaching of Psychology (TOP), the official journal of the Society for the Teaching of Psychology (Division 2 of the American Psychological Association), between 1985 and 1999. This volume consists of two main sections. Section I includes 44 articles covering a wide range of topics, such as course goals and content, student participation in large classes, team teaching, lecture alternatives, engaging and maintaining student interest, active and collaborative learning, incorporating material about diversity, improving students' writing and critical thinking skills, and using computers. Section II consists of 41 articles that feature demonstrations, class and laboratory projects, and other techniques for enhancing the teaching and learning of the key topics covered in introductory psychology: research methods and statistics, biological and developmental psychology, sensation and perception, learning, memory and cognition, psychological disorders, social psychology and personality, sex and gender, and industrial/organizational psychology. This book is an indispensable guide for anyone teaching introductory psychology.