過去國內外所編製的幽默感測驗多為自陳式測驗，而在幽默感的研究對象又多以成人為主，針對中小學生使用之客觀能力幽默感測驗並不多見，因此本研究主要目的有三，第一在發展適合國中、小學生適合使用之「新編幽默理解與幽默創造測驗」，並設計一套半結構式客觀之評分標準，選取北、中、南部共2443名國中、小學生建立此份測驗及信效度、常模，藉此評量國中小學生幽默理解與幽默創造的能力；第二在探討「新編幽默理解與幽默創造測驗」與自陳式之「多成份幽默感量表」的相關及二份測驗在幽默人際評量中「同儕互評」上相關差異程度之比較；第三在探討「幽默理解、幽默創造」與年齡、性別、智力、創造力、學業成就之間的關係。
研究結果發現有六，第一、「新編幽默理解與幽默創造測驗」與自陳式之「多成份幽默感量表」間雖有相關，但相關並不高，這顯示此二份測量幽默感的測驗，雖有關聯但其中仍是有所區別的；第二、「新編幽默理解與幽默創造測驗」在幽默理解的部份與同儕互評的相關，高於自陳式之「多成份幽默感量表」與同儕互評間的相關，這顯示「新編幽默理解與幽默創造測驗」在幽默理解的部份較「多成份幽默感量表」更能測量出受試者之真實能力；第三、女性在幽默理解與幽默創造上得分皆顯著高於男性；第四、高、中智力組在幽默理解與幽默創造上得分皆顯著高於低智力組，這顯示幽默理解與幽默創造是需要一定程度的認知能力才能發揮作用；第五、高創造力組在幽默理解與幽默創造上得分並未顯著高於低創造力組，是否因幽默創造之創造力與一般創造力並不完全相同，此原因尚待未來作進一步研究；第六、高、中學業成就學生在幽默理解與幽默創造上得分皆顯著高於低學業成就組。
透過「新編幽默理解與幽默創造測驗」的建立，能更進一步了解國中、小學生幽默理解與幽默創造之真實能力與其幽默感發展的情形，而此份測驗在教育上的貢獻，將幫助國中小老師，針對學生的幽默理解與幽默創造能力，在教學中融入適合他們的幽默刺激材料，以增進學生的學習動機，更可提供教師在幽默融入課程時，於設計幽默材料的內容難易上做參考。

Most humor tests developed in the past were both self-report and for adults only, therefore the main purposes of this study were: (1) to develop New Humor Comprehension and Humor Creativity Test (NHCHCT) suiting the junior and elementary students and design a set of semi-structural assessment standard for the test. Besides, the reliability, validity and norm of NHCHCT were established based on 2443 fifth grade or eighth grade students all around Taiwan.(2) to compute the correlation between NHCHCT and Multidimensional Sense of Humor Scale (MSHS), and compare the correlations of the peers rating with NHCHCT and MSHS. (3) to explore the influences of age, sex, intelligence, creativity, and achievement on humor comprehension and humor creativity.
The results are follows; first, the low correlation of NHCHCT and MSHS reveals they aren’t identical constructs. Second, the correlation between NHCHCT and peers ratings is higher than the correlation between MSHS and peers ratings. The above result demonstrated NHCHCT can assess students’ humor comprehension ability more accurately than MSHS. Third, female students got higher scores of NHCHCT than male students. Fourth, the scores of NHCHCT of high and middle intelligent groups are higher than low intelligent group. This result shows that both humor comprehension and humor creativity need certain degree of cognitive ability. Fifth, NHCHCT‘s scores of high creative group are not higher than low creative group. The possible explanation of above result is that humor creativity is not equivalent to domain-general creativity, but the real reasons need to be studied in the future. Sixth, the scores of high and middle achievement groups on NHCHCT are higher than low achievement group.
Through NHCHCT, we can better investigate humor development among different ages. In addition, NHCHCT would help school teachers use suitable humorous materials matching student’s humor comprehensive and creative ability in order to raise students’ learning motivation.

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