Perhaps no other critical label has been made to cover more ground than \"irony,\" and in our time irony has come to have so many meanings that by itself it means almost nothing. In this work, Wayne C. Booth cuts through the resulting confusions by analyzing how we manage to share quite specific ironies-and why we often fail when we try to do so. How does a reader or listener recognize the kind of statement which requires him to reject its \"clear\" and \"obvious\" meaning? And how does any reader know where to stop, once he has embarked on the hazardous and exhilarating path of rejecting \"what the words say\" and reconstructing \"what the author means\"? In the first and longer part of his work, Booth deals with the workings of what he calls \"stable irony,\" irony with a clear rhetorical intent. He then turns to intended instabilities-ironies that resist interpretation and finally lead to the \"infinite absolute negativities\" that have obsessed criticism since the Romantic period. Professor Booth is always ironically aware that no one can fathom the unfathomable. But by looking closely at unstable ironists like Samuel Becket, he shows that at least some of our commonplaces about meaninglessness require revision. Finally, he explores-with the help of Plato-the wry paradoxes that threaten any uncompromising assertion that all assertion can be undermined by the spirit of irony.

A Rhetoric of Irony

Despite the ubiquitous observance of humor at workplace, there is paucity of scholarly attention in terms of the manner in which it affects the behaviour of employees. This study aims to explore the relationship between sense of humor and work efficiency by utilizing the benign violation theory (BVT) to posit that elaborative social information is attributed to in the humor of superiors across organizations. Additionally, the social information processing (SIP) theory was applied for forming the hypotheses. Despite the fact that superiors’ humor is suggested to have a positive correlation with superior-subordinate interchange and as a consequence, work efficiency, it could also point at the norm violation’s tolerability in a workplace environment. These insights, in turn, have a positive correlation with the deviance of subordinates. Furthermore, these indirect impacts are suggested to have been mediated by the violent humor of superiors. Data was sourced from three-wave field that were conducted in United Arab Emirates (UAE). The findings suggest that the humor can evince unexpected negative behavioral patterns.

The Impact of Humor on Work Efficiency at Workplace: An Empirical Examination in Tourism and Hospitality Sector in The United Arab Emirates

"Sure I'll help-I've just been sitting around doing nothing at school all day": Cognitive flexibility and child irony interpretation.

Figurative and extended uses of language are non-literal utterances such as irony, sarcasm and idioms, and comprise a core part of social interaction. Children with typical development (TD) show a progressive adult-like understanding of figurative language around the age of ten. In contrast, individuals with neurodevelopmental disorders such as autism spectrum disorder (ASD), attention deficit and hyperactivity disorder (ADHD), or developmental language disorder often display difficulties with figurative language. However, these difficulties are a puzzle in that the actual underlying causes remain unclear. Those individuals who struggle with understanding figurative language need support through effective interventions. These should be based on solid research findings, which is often problematic as research in this field is characterised with conflicting and incomplete findings. The intention of this paper is to conduct a literature review of both available studies and such intervention programmes that seek to improve figurative language abilities in these atypical populations. This review will not only provide an overview of available intervention programs, but also reveal the research gaps through critically appraising earlier studies. This is done as, in a manner of speaking, research reflects our theoretical understanding of the topic at hand, while interventions reflect the ways in which they are manifested into practice. This will serve to give the reader a more complete overview of the state of knowledge within figurative language and neurodevelopmental disorders. This paper may be read for an overview of the field, but it also aims to point out the areas where additional research is needed. For instance, while figurative language takes many forms, there is a disproportionate scholarly focus on metaphors compared to other types. We will ultimately highlight promising approaches and make suggestions for future directions in terms of research and practice.

/pdf/extending-the-field-of-extended-language-a-literature-review-2pwxwugctf.pdf

Extending the Field of Extended Language: A Literature Review on Figurative Language Processing in Neurodevelopmental Disorders

Irony Comprehension in Bidialectal Speakers

In verbal irony, the speaker’s intended meaning can be counterfactual to the literal meaning of their words. This form of figurative language can help speakers achieve a number of communicative aims, but also presents an interpretive challenge for some listeners. There is debate about the skills that support the acquisition of irony comprehension in typical development, and about why verbal irony presents a challenge for many individuals, including children with a diagnosis of autism spectrum disorders and second-language learners. Researchers have explored teaching verbal irony in a very small number of training studies in disparate fields. We bring together and review this limited research. We argue that a focus on training studies in future research could address a number of theoretical questions about irony comprehension and could help refine interventions for individuals who struggle with this form of social language.

https://www.mdpi.com/2226-471X/4/2/23/pdf

Addressing the Challenge of Verbal Irony: Getting Serious about Sarcasm Training

Sarcasm is a common form of social language but one that can be challenging for children to understand. We investigated whether training can enhance children's ability to understand sarcasm. Participants were 111 five- to six- year-olds, assigned to either the training or control condition. In both conditions, children were first shown a series of puppet shows. Each puppet show ended with a sarcastic or literal remark. After each show children were asked about speaker belief, intent, and humour. Children's responses were used to estimate their pretraining sarcasm understanding. In the training condition, children were taught what sarcasm was and what cues to look for as they interacted with the researcher over a set of stories where characters made either sarcastic or literal remarks. In the control condition children read a nonsarcastic storybook with the researcher. Children's understanding of sarcasm was then reassessed using another series of puppet shows. For children who were not already proficient in sarcasm understanding, training was associated with more accurate speaker belief and intent responses and more accurate sarcasm detection. Training was not related to children's speaker humour responses. Thus, the findings of the present study provide evidence that aspects of children's sarcasm understanding can be enhanced through training. The training paradigm could be developed further to test its effectiveness in other populations who struggle with sarcasm understanding, and to help refine theories of irony development. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

/pdf/teaching-sarcasm-evaluating-metapragmatic-training-for-hbf9witqac.pdf

Teaching sarcasm: Evaluating metapragmatic training for typically developing children.

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Addressing the Challenge of Verbal Irony: Getting Serious about Sarcasm Training

Teaching sarcasm: Evaluating metapragmatic training for typically developing children.