“It Bites!” The Transmission of Negative Information Through a Naturalistic Storybook Task

• In Event: Poster Session 10
  In Poster Session: PS 10 Topic - Social Cognition

Abstract

Snake and spider fears are two of the most common fears among adults (Depla et al., 2008). Evolutionary accounts suggest that humans have adaptive mechanisms in place to acquire snake and spider fears early in life (Öhman & Mineka, 2001). However, retrospective studies suggest that the onset age for animal fears is not likely until around 7 years or older (Öst, 1987). To date, very few studies have explored the everyday experiences that might lead to the development of animal fears, though a study of school-aged children found that the vast majority (89%) of intense childhood fears came from negative verbal information (Ollendick & King, 1991).

Here, we examined whether parents and children spontaneously provide more negative verbal information about snakes and spiders relative to other animals, and the relation between parental use of negative verbal information and child fear. Parents and children reviewed an online storybook containing neutral images of snakes, spiders, lizards, turtles, and frogs (4 images per animal). Parents were asked to talk about each animal on the page, and conversations were recorded and coded for positive and negative verbal information. After the storybook reading, parents and children each completed an age-appropriate version of the Fear Beliefs Questionnaire (Field & Lawson, 2003).

In a 2(emotional information: positive vs negative) x 2(animal: snake/spider vs other animals) x 2(speaker: parent vs child) repeated measures ANOVA on parents’ and children’s emotional statements about the various animals, there was a main effect of information, F(1,52) = 7.72, p = .01, η2 = .13, with participants providing more negative than positive information overall. We also found a main effect of animal, F(1,52) = 10.06, p < .01, η2 = .16, with participants providing more emotional information about snakes and spiders than other animals. Finally, there was a 2-way interaction between emotional information and animal category, F(1,52) = 10.46, p < .01, η2 = .17. A follow-up ANOVA with a Bonferroni correction (critical p = .0125) indicated that participants provided significantly more negative information about snakes and spiders than other animals (Figure 1).

In terms of fear, not surprisingly, both children, t(26) = 7.29, p < .001, and parents, t(26) = 10.09, p < .001) reported greater fear of snakes and spiders than other animals. According to a simple linear regression, parental fear of snakes/spiders did not predict their use of negative language, (p = .45). However, parent fear of snakes specifically did predict their use of negative language about snakes (F = 4.64, p = .04). Further, parents’ fear of snakes significantly predicted their children's fear of snakes (F = 7.53, p = .01). These relations were not significant for spiders.

In sum, our results suggest that children hear more negative verbal information about snakes and spiders than similar animals and that such negative information is related to fear.

Authors

• Elise M Mahaffey, Arizona State University
  Presenting Author

• Lori Beth Reider, Rutgers University - Newark
  Non-Presenting Author

• Brian Barylski, Rutgers University - Newark
  Non-Presenting Author

• Marcus Flax, Rutgers University
  Non-Presenting Author

• Vanessa Lobue, Rutgers University
  Non-Presenting Author