The Connection between Learning and Laughter

Everyday human interactions are filled with smiles, chuckles, and laughter regulating the stress of encounters by communicating acceptance, enjoyment, and lightening the mood. Many studies have demonstrated what we already know, expressions of humor enhance feelings of intimacy and trust and makes people more attractive. This may also be why, “They make me laugh” is such a common response (especially among females) to the question of what they find attractive in their partners. 

It turns out that cracking or getting a joke exercise the developing brain. Humor and laughter result in widespread activation of frontal brain regions involved with both emotional regulation, attachment, and the recognition and resolution of novel and incongruent information. To "get" a joke we have to both appreciate the juxtaposition of unexpected information and get an emotional jolt from our reward system. This is probably why so much of our humor centers on the violation of expectancies in which individuals are experiencing some kind of situational or social trouble. The process of comparing expected with actual outcomes activates executive brain networks required for complex and abstract thinking. In fact, listening to humorous material has been shown to enhance performance on tests of creativity and broaden the scope of attention to environmental stimuli. 

If humor can be used to stimulate neuroplasticity, activate executive brain regions, and enhance abstract processing, it is a “no-brainer” that it can play an important role in the classroom. The fact that it serves to decrease social distance and enhance participation further supports its use as a vehicle of secure attachment. And because humor activates dopamine - the biochemical of reward. When information is paired with humor, it is more likely to be repeated, and remembered. 

Using humor in the learning environment has been found to correlate with increased memory for semantic information associated with increases in arousal, attention, enjoyment, and surprise. Marketing experts, who have a huge stake in people remembering their messages, have found that advertising in a humorous manner increases memory for products. 

Humor shows students that we are human, that we see them as human, and that we are making an emotional investment in the relationship. Not surprisingly, principals who share humor at school have teachers who report higher levels of job satisfaction. Laughter also stimulates right hemisphere to right hemisphere social-emotional connection between people. Thus, humor serves the multiple functions of enhancing social connection, decreasing stress, stimulating brain growth, and enhancing neural network integration. 

So if you are still tempted to think that laughing and joking around is only a distraction in the classroom, remember that laughter alters the expression of 23 separate genes. Just take a look at some of the research findings concerning the positive physical and emotional effects of humor and laughter.

The Benefits of Humor and Laughter for Learning

Cognitive

Stimulates brain regions important for complex and abstract thinking

Increases attention, improves memory recall, and increases conceptual understanding

Activates brain growth hormones and increases reward value of materials via dopamine

Emotional

Provides a sense of empowerment & control

Improves self-esteem, restores hope, and boosts energy

Reduces anxiety, tension, depression, loneliness & stress

Physiological

Improves respiration by exercising the lungs and chest muscles

Improves mental functioning through increased catecholamine levels

Decreases levels of stress hormone and strengthens immunological functioning

Stimulates circulation (by increasing heart rate) and exercises and relaxes muscles

High levels of dopamine reduce anxiety, fear, and sadness, while increasing energy, self-esteem, and a sense of empowerment. Laughter also stimulates our brains to learn by increasing heart rate, depth of respiration, blood pressure, and activating muscles that secrete neural growth hormones. All of these physiological changes signal the brain that it is time to pay attention and learn. Through its social and biochemical effects, humor plays an active role in healing social, emotional, and physical pain by enhancing mood and lessening anxiety and discomfort. 

There are some cautions. The effects of humor on learning depend upon a variety of factors, including whether the humor is expected, emotionally positive, and presented by the right people at the right time. In the classroom, derogatory humor and sarcasm, especially from the teacher, can impede learning. If humor is expected, it becomes a distraction and impairs recall but enhances learning when it appears at an unexpected time or in a surprising way. 

As students spend more and more time being entertained by a variety of media, the challenge of capturing and holding their attention also increases. Since we can never be as exciting as video games, or as tantalizing as Hollywood gossip, we have to capture our students’ attention in other ways. I’ve found that even the most ardent “gamer” responds to warmth, humor, and a compelling story. It is no wonder that many highly successful educators blend stand-up comedy, drama, storytelling, and performance art into their teaching style.

This is an excerpt from Dr. Cozolino’s book The Social Neuroscience of Education.