Understanding of irony in primary school children: Associations with creativity and executive functions

Abstract

Relevance. Research on contemporary childhood involves seeking effective ways to support socialization and cognitive development. One topic of interest is children’s understanding of irony, which relies on the dual meaning of utterances and has important implications for adult–child communication. Objective. This study examined the relationship between the understanding of irony, imagination, and executive functions in children of primary school age. Methods. Understanding of irony was assessed using non-verbal stimuli consisting of picture scenes from everyday life (Köder, Falkum, 2021). Imagination was assessed using a method by O. M. Dyachenko. Executive functions were assessed through NEPSY tests, and behavior regulation was evaluated using a cultural congruence method (Bayanova et al., 2016). Results. The study revealed several associations between understanding of irony, creative imagination, executive functions, and behavior regulation. Conclusions. Understanding of irony was linked to behavior regulation, as irony itself, as a pragmatic phenomenon, is creative imagination was negative for the originality parameter, as irony is a complex communicative act that requires distinguishing between normative rules and the situational meaning conveyed by adults. A situation governed by a given rule requires an unambiguous interpretation; therefore, such a situation cannot be perceived as original and unique, but rather as objective and universal. The subject involved in the situation can choose flexible approaches regarding the rule, which explains the positive correlation between understanding of irony and flexibility. Culture, as a predictor of behavior regulation, has certain expectations for the congruence of behavior with cultural norms. In line with this, the cultural congruence factors of ‘obedience’ and ‘adherence to rules’ were also associated with understanding of irony. The identified correlations confirm our hypothesis that understanding of irony correlates with cultural congruence: children whose behavior conforms to rules understand irony better, since irony itself contains an evaluative stance towards rule compliance.