child - advertisement Flashcards
how does SLT link to the influence of adverts on children
children identify role models in the advert. children will observe behaviour
the children will repeat the behaviour and overtime will be vicariously reinforced
how does behaviourism link to advertisement
classical conditioning - learning via association, associating behaviour in the advert with hapiness/friends etc
operant conditioning - learning via consequence, observing behaviour which is then rewarded is likely to be repeated
troseth and deloache
real life models are more influential than through a screen. children at 2 could find a toy better if they observed through a window compared to a screen. however advertisers know this, so they make the adverts more realistic and engaging.
hanley 2000
A: to see what behaviours influence children focusing mainly on adverts
pr: complaints on the tango advert of a man slapping strangers. the research used content analysis, and looked at 2 specific factors. 1. imitation of risk taking/amazing actions. 2. adopting anti social behaviour.
hanley found that the key influence on children is the people they have direct contact with. but tv has a powerful impact if they include a role model due to vicarious reinforcement.
hanley 2001
a self report to determine if children would be willing to copy what they saw in an advertisement. in the advert for kitchen roll a man balance a hot full teapot on a single sheet of kitchen roll without breaking it.
R: when asked if they would repeat this, the majority of children said yes, showing they are willing to imitate dangerous behaviour
pine and nash
a correlation which found the amount of time watching tv in hours was significantly positively correlated to the amount of items on a children’s list and branded items. they also found children who watched tv by themselves were more susceptible to consumerism
griffiths
looked at the production techniques used in 117 real toy advertisements on British tv.
boys ads used more over head shots and blurred focus, they were also shorter compared to girls ads, which echoed masulinity and action.
girls ads showed a tilt up action only, to mimic the action of looking from a subservient position. tilt down shots only in boys
johnson and young, A, M,S
A: to investigate whether adverts portray gender stereotypes via the discourse and themes used.
M: content analysis
S: adverts between cartoons taped from commercial channels, new england channels and nickelodeon in the autumn of 1996, 1997, and 1999.
johnson and young, Pr
researchers focued on 147 adverts.
they were split into 3 gender categories, boys, girls and neutral (either no children or both)
johnson and young, findings based on the names of toys
findings based on the names of toys: boy, dragon flyz and big time action hero.
girl, star faries and girl talk.
the names are tailored to stereotypical gender-linked behaviour and roles e.g. nurture and aggression
johnson and young, gender of voiceovers
male voice only in boy/neutral adverts
female voice only in girl adverts.
the use of the male voice mostly suggests that it is more influential
johnson and young verbs used
agency and control, 103B, 24G
feeling and nurture, 0B, 66G
this implies that girls focus on feelings whilst boys are in control
johnson and young, verbs associated with power
21% of boys adverts had the word power
only 1 girls adverts had the word power.
it is more accepted for boys to show power and for girls to be submissive
johnson and young, speaking roles
41% both speak in turns
26% boys
55% girls
when they were both together, the boys were more dominant and girls were weak.
the results imply that girls are verbal and gossipy whilst boys are dominant and focus on action
johnson and young, conclusions
J and Y concluded that adverts portray stereotypical gender roles, they suggest that this leads to depolarisation - pushing boys and girls apart- adverts have seen to be more profitable when they market traditional gender roles.
how is johnson and young useful
the conclusions encourage eduction from parents to unassociate stereotypical gender roles.
we know to reduce exposure to limit the impact and influence of adverts
application (PSHE curriculum)
delivering a series of lessons on media literacy to help children understand that advertisers may lie. encouraging discussion between other children would be beneficial to develop children’s cognitive skills. e.g. pine and nash, children below the age of 7-9 lack an understanding of persuasive intent
application (reducing exposure)
parents could attempt to reduce the screen time. as the SLT suggests that children learn via observation of a role model, if children identify with someone from an advert they will repeat the behaviour. if the parents limit the initial observation, they could reduce the influence of the advert
application (banning childrens adverts)
children should not be seen as consumers, so no advert should be targeted towards them. Sweden have taken steps to ban all advertising to children. this removes any opportunity for them to be influenced by advertising
application (conversation between parent and children)
parents could talk to their children about the adverts as they watch them to encourage critical thinking. e.g. troseth and deloache found 2 year old children who watched a live model through a window learned how to find a toy better than the children who watched a video
