Child Topic 6- Impact Of Advertising On Children Flashcards
What is topic 6
Impacts of advertising on children
What studies are in topic 6
Key: Johnson and young supporting: pine and Nash, Griffith’s, pike and Jennings, media smart resources
Johnson and young - gendered voices in children’s advertising
Aim: to find out the themes and discourse styles that might contribute to what children learn about gender from tv commercials. Sample: ads from commercial tv and regional tv in New England USA and Nickelodeon. Recorded in 96, 97 and 99. Channels available to all tv owners and programmes either side were children’s cartoons. 478 ads total in 5 categories food items, toys, educational, psa announcements, recreational facilities, video and film productions and other (adult targeted) method: ads categorised by gender: boys toys W boys, girls toys W girls, ads with both, ads with no gender targeted. Results: names of toys reinforce gender attributes e.g. big time action hero and friend link/tea bunnies for girls. Similar toys like Barrie and action figures used diff as barbies in silence and little action. Boys ads and both gender ads had a male voice but girls 89% had female but 4 male. F voices had exaggerated features high pitched and sing song but m were loud, aggressive and deep. Exaggerated 80% for boys and 87% (children don’t know it’s exaggerated so will mimic). Verbs around competition and destruction 113x for m only 9 for g, feeling and nurturing 0 for boys, 66 for girls. Limited activity 151 x b and 268 x g. In both gender ads, girls speak less and affirm boys comments .power used in 21% b 1 in g but only in barbie powerwheeles
Pine and Nash- ads and Xmas list
Measuring how toy ads affect children by studying their requests to father xmas. 83 children aged 4.8-6.5 from uk wrote letters to father xmas and were interviews about extent of tv viewing. Letters and data analysed for 15 nursery 3.8-4.8 children using questionnaires to parents. Children who watched more commercial tv asked for more and more branded items but didn’t correlate w advertised toys. 90z% didn’t feature, recall for brand names poor. Correlation and no requests in Sweden (no children’s ads) asked for fewer items . Found when children watched tv alone, asked for more items
Griffiths -production techniques in adverts
117 toy ads in the uk. Boys varied in shots (fast then slow), girls more at constant pace. B has blurred shots to make you feel there, g passively watched stage events. B camera tilted down (dominance), g tilted up (submissive)l b rapid pace, g slower fades. B energetic rock music, g soft background music. B has male voiceover only g had more f than m in 1988
Pike and Jennings- reduce stereotypes of gender
62 1st and second grade students. 80, 28 b, 34 g shown in one of 3 ads. All boys (traditional), all girls ( non traditional) were playing W a toy , ps in control shown non toy ads . 2 neutral toys selected Harry Potter Lego set and play mobile airport set. Originally filmed W boys then edited. After exposed to both, ps asked if 6 toys were for Boyd girls or both. Ps saw girls more likely to say for both but ps who saw b said just b . Effect stringer for b than g in us . Consent from teachers parents and students
Media smart resources
Non profit org. W aim to educate ppl on ads. Recourses to support parents and teachers for children and teens on ads, body image and social media. To inform digital literacy. Aimed for parents of 9-11 yr olds to explain terminology, why ads are made, techniques to gain attention. Intro to advertising 7-11. Help children understand what an ad is and why they are there as may not have explained and distinguish between ads, editorial and news. Ads across all mediums. Taught how to id ads, design own. Record ads they see in a day and what techniques used the format they are in e.g. celeb endorsement. Not see ads as factual.
App: reduce impact of ads aimed at children
- Sit w children when watching tv 2. Reduce amount of commercial tv watched 3. Educate on advertising
