本研究旨在探討不同性別、年級的兒童，在不同類型的幽默刺激 (一般型與攻擊型) 下，幽默感「欣賞」、「理解」與「創造」三層面反應之差異。並瞭解兒童在不同類型幽默刺激下，幽默感的三層面反應與兒童同儕聲望、師評行為能力間的關係。兩所駝小三~六年級各一班，共八個班級的263位學童為『兒童同儕聲望量表』的施測對象。這八個班級的導罰則為『師評兒章行為能力量表』的填答者。此外，從這八個班級中隨機抽取出每班具有漫畫閱讀經驗的男女學童各六名，共96名為『兒童幽默感測驗』的受試，以晤談方式進行兒童幽默感三層面的制量。結果發現：(1)一位而言，女童幽默「理解」、「創造」層面的反應，顯著高於男童，(2)女童在攻擊型幽默刺激下創造層面的反應，顯著高於男童，(3)兒童幽默三層面的反應，會因年級不同和幽默刺激類型的不同，而有顯著差異，(4)不管在哪一類型的幽默刺激下，兒童幽默三層面的反應，與同儕聲望皆有顯著的正相關；但攻擊型幽默刺激下的三層面反應，更能預測兒童的同儕聲望，(5)兒童幽默「創造」層面的 反應，與師評行為能力有顯著的正相詞，且同儕聲望越高者，師評行為能力越高。

The present research was designed to investigate the effect of gender, grade and humor stimulus type on three aspects of children's humor responses ( appreci-ation, comprehension, -and creation). In addition, this research attempted to understand the relationship among children's three aspects of humor responses , peer reputation and teacher-rated behavioral competence. Subjects in this study were 263 male and female children ( grade 3~6, average age 10.5yrs. ). The results show that (1).Overall, girls have more "comprehensive" "creative" humor responses than boys.(2). For aggressive humor, girls response more creatively than boys.(3). The three aspects of humor responses differ significantly be-cause of respondent's grades and humor stimulus types. (4). All three aspects of humor responses correlate positively with peer reputation. But, humor responses towards aggressive humor stimulus predict children's peer reputation better than non-aggressive humor stimulus. (5). Both the "creative" response of humor and peer reputation correlate positively with teacher-rated behavioral competence.