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Sarcasm is simple! Yeah, right. Although sarcasm is widespread, found across languages and in the various ways we communicate, it is not simple. For most children, learning to understand sarcasm is challenging.

Sarcasm can be defined as 鈥�.鈥�

Difficulties with understanding sarcasm can have negative consequences such as . Psychology researchers study why sarcasm is difficult for children so we can learn more about child development 鈥� and so we can help children understand this kind of language.

Our research has found that differences in .

Is the speaker lying?

As noted, when a speaker uses sarcasm, they say something different from, and often opposite to, what they really mean. Commonly, they say something that sounds positive but is meant to be negative, as in 鈥渘ice going,鈥� or 鈥渙h, great.鈥� In saying the opposite of what they mean, the sarcastic speaker risks being misunderstood 鈥� but they do it for potential payoffs.

Sarcasm can be used to criticize while using humour, . Speakers may use it to comment on the fact that  or to strengthen .

Children may , but they will probably not begin to understand it until . Before that age, children tend to interpret sarcasm literally: for instance, if a child hears 鈥渘ice going鈥� spoken in what adults may recognize as a sarcastic tone, the child might respond with a positive 鈥渢hanks!鈥�

When children do begin to understand that the speaker doesn鈥檛 actually mean what they said, they may think the  鈥� perhaps saying "nice going鈥� to make someone feel better 鈥� rather than criticizing sarcastically.

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It usually takes until children are older 鈥� around seven to 10 years of age 鈥� for them to appreciate that .

Meaning what one says

Children get better at understanding sarcasm through the early school years and into adolescence. This progress is related to developmental changes in children鈥檚 , thinking and skills related to processing, understanding and communicating about emotion.

For instance, when children understand that the sarcastic speaker doesn鈥檛 actually mean what they said simply on face value, this is related to their ability to , and to their .

Children tend to improve in their ability to recognize the thoughts and emotions of others between about four and six years of age, and this is likely why they also begin to show improvement in detecting sarcasm.

One of the challenges in understanding sarcasm is that it involves conflicting ideas and goals: there is usually both a positive and a negative meaning to consider, and with sarcasm, the speaker means to be both critical and funny. The gap between what is said and what is meant creates the opportunity for sarcastic humour.

Most children develop the ability to . This is probably why studies find that although children can start to detect sarcasm at age five or six, they .

Knowledge about why people use sarcasm

Research shows that even when children have strong language and thinking skills, . These developmental skills are important to understanding sarcasm but they may not be sufficient. Something else is required.

One possibility is that through experience children need to build knowledge about what sarcasm is and why people use it, in order to recognize it themselves. There is correlational evidence that social experience might indeed be important to children鈥檚 capacities to detect sarcasm:  than others, and .

Until now, however, there hasn鈥檛 been direct evidence that differences in children鈥檚 experiences cause differences in their detection of sarcasm.

Saying what you don鈥檛 mean

With colleagues Kate Lee and David Sidhu, I tested causal effects of children鈥檚 sarcasm knowledge and experience on their detection of sarcastic speech in a  published in the Canadian Journal of Experimental Psychology that is part of a special issue on the psychology of saying what you don鈥檛 mean.

Together, we randomly assigned 111 five- to six-year-old children to two groups. One group received training about sarcasm and the other, a control group, did not.

We provided sarcasm training to children with a short storybook that we read and discussed with each child. The training described what sarcasm is and why people use it, and gave examples of sarcastic and non-sarcastic speech. With the control group we simply read a non-sarcastic storybook.

We found that some of the children were able to detect sarcasm even before training, but the majority were not. For those children who weren鈥檛 able to detect sarcasm before the training, their ability to detect sarcasm improved in the training group but not in the control group.

This shows that social experience can build children鈥檚 knowledge of sarcasm and help them shift towards understanding sarcastic speech. Student illustrator Lauryn Bitterman and I converted the training storybook into a colouring book:  is free to download, as a way to spark conversations with children about sarcasm.

Sarcasm still isn鈥檛 simple, but we now have a clearer understanding of what makes it difficult.