title: Celebrities: From Teachers to Friends : A Test of Two Hypotheses on the Adaptiveness of Celebrity Gossip.
abstract: In this paper we present two compatible hypotheses to explain interest in celebrity gossip. The Learning Hypothesis explains interest in celebrity gossip as a by-product of an evolved mechanism useful for acquiring fitness-relevant survival information. The Parasocial Hypothesis sees celebrity gossip as a diversion of this mechanism, which leads individuals to misperceive celebrities as people who are part of their social network. Using two preliminary studies, we tested our predictions. In a survey with 838 respondents and in-depth interviews with 103 individuals, we investigated how interest in celebrity gossip was related to several dimensions of the participants' social lives. In support of the Learning Hypothesis, age proved to be a strong predictor of interest in celebrities. In partial support of the Parasocial Hypothesis, media exposure, but not social isolation, was a strong predictor of interest in celebrities. The preliminary results support both theories, indicate that across our life span celebrities move from being teachers to being friends, and open up a list of future research opportunities.
authors.affiliation: Department of Media and Communication, Attenborough Tower, University of Leicester, University Road, Leicester, LE1 7RH, UK. charlotte.debacker@gmail.com.
authors.forename: Charlotte J S
authors.initials: CJ
authors.lastname: De Backer
authors.affiliation: University of Antwerp, Antwerp, Belgium.
authors.forename: Mark
authors.initials: M
authors.lastname: Nelissen
authors.affiliation: Ghent University, Ghent, Belgium.
authors.forename: Patrick
authors.initials: P
authors.lastname: Vyncke
authors.affiliation: Ghent University, Ghent, Belgium.
authors.forename: Johan
authors.initials: J
authors.lastname: Braeckman
authors.affiliation: Knox College, Galesburg, USA.
authors.forename: Francis T
authors.initials: FT
authors.lastname: McAndrew
keywords: Celebrity gossip; Evolutionary approaches; Parasocial relationships; Social learning