The Role of Objectification and Negativity in Young Children’s Conceptualization of Snakes

Snakes are vilified in many human cultures and are commonly feared, yet we still understand relatively little about how these beliefs develop in young children. The present study investigated 5-year-old urban North American children’s conceptualization of snakes with respect to other animals and humans and how objectifying and negative language bears on this process. In study 1 (n = 48, Mage = 5.54 years, range = 5 years 0 months to 5 years 11 months), children had a strong tendency to consider snakes as being similar to other animals, regardless of whether they heard objectifying language in a storybook about snakes. However, objectifying language and parents’ negative language about snakes during snake photo viewing reduced their tendency to consider snakes as being similar to humans. We manipulated the tasks used in study 1 to further explore the observed effects across two further studies (Study 2, n = 40, Mage = 5.43 years, range = 5 years 0 months to 5 years 10 months; and Study 3, n = 24, Mage = 5.59 years, range = 5 years 0 months to 5 years 11 months). Together, these studies revealed that 5-year-olds do not, by default, think that snakes are similar to other animals, but seem to shift their beliefs when they engage in discussion and education about snakes beforehand (which we unknowingly did in Study 1). Together, these results indicate that children’s deeper conceptualization of snakes can be improved with minimal, neutral, exposure to snakes, which may have implications for their long-term attitudes toward snakes.