The Role of Objectification and Negativity in Young Children’s Conceptualization of Snakes
Bibliographic Data
| ID | 7472009 |
|---|---|
| Authors | Denée Buchko (0000-0001-8368-6244, University of Regina), Denée M Buchko (University of Regina, corresponding author), Jeff Loucks (0000-0003-0899-3943, Oregon State University) |
| Year | 2026 |
| Volume | 39 |
| Issue | 1 |
| Pages | 65-81 |
| Publication date | 2026-01-02 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Anthrozoös (JOURNAL) |
| Journal identifiers | ISSN: 0892-7936 • E-ISSN: 1753-0377 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/08927936.2025.2597083 |
| OpenAlex | W7117998633 |
| Language | EN |
| References cited | 41 |
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.
Conceptualization · Context (archaeology · Mood · Negativity effect · Objectification · Animal and Plant Science Education · Child and Animal Learning Development · Science Education and Pedagogy
Categories and induction in young children
Values and Perceptions of Invertebrates
Learning from Others
The Malicious Serpent
On seeing human
Combating Ophiophobia
Parent–Child Conversations About Animals in Informal Learning Environments
Language and Experience Influence Children's Biological Induction
Fear in infancy
It bites!”
Snakes as agents of evolutionary change in primate brains
Scary and nasty beasts
Self-reported fears to common indigenous animals in an adult UK population
Schoolchildren and One of the Most Unpopular Animals
Using the Implicit Association Test to Evaluate Subconscious Attitudes Toward Snakes
| Citation velocity | historical |
|---|---|
| Highly cited | No |